Sandy Hill Academy

Highlights from Latest Inspection

Outcome

Sandy Hill Academy continues to be an outstanding school.

What is it like to attend this school?

Pupils and staff fully embrace the school motto of 'Aspiring to achieve, determined to succeed'. Leaders ensure that all pupils, including pupils with special educational needs and/or disabilities (SEND), achieve extremely well. Children in Nursery and Reception quickly learn how to behave through carefully crafted routines.

High expectations underpin all activities. Pupils rise to these expectations.

Pupils are proud to attend this exceptional school.

They demonstrate strong levels of commitment to their education. Pupils flourish in vibrant lessons. They relish the o...pportunity to excel in their favourite subjects.

Pupils learn to celebrate difference. They understand that some pupils may need a slightly different approach, and respect this deeply. The morning welcome and check-in with staff are valued highly.

Relationships are very strong.

The behaviour of pupils at this school is excellent. They demonstrate strong levels of respect for each other, staff and visitors.

Good manners are viewed as vitally important. Pupils are protected from bullying and feel safe at school. There is an abundance of opportunities to develop talents and interests.

The school values, woven through all activities, teach pupils to be self-motivated and to think deeply. Pupils learn to be aspirational and resilient. They are intensely supportive of each other.

What does the school do well and what does it need to do better?

Leaders and staff share an ambitious vision to provide pupils with an exceptional education. The curriculum is broad and rich. It is coherent and well sequenced.

As a result, pupils' learning builds very well over time. In all subjects, leaders have precisely identified the knowledge they want pupils to learn. Pupils succeed because of the attention to detail and the dedication of the whole school community.

Leaders support staff to develop expertise in the subjects that they teach. Strong subject knowledge enables teachers to ensure pupils learn the curriculum effectively. Teachers skilfully break down learning into small steps.

Teachers recap previous learning regularly. This helps pupils remember crucial information. Mathematics teaching is highly effective.

Children in the early years develop curiosity and confidence with numbers. Carefully structured activities deepen their understanding of patterns and shapes. A strong focus on developing mental arithmetic helps pupils develop problem-solving skills and mathematical fluency.

Staff use assessment highly effectively. They quickly identify misconceptions or gaps and help pupils keep up with their learning. Leaders expertly identify pupils' additional needs.

The most able pupils think deeply about their work. Staff support and inspire all pupils, including those with SEND and disadvantaged pupils, to achieve their very best outcomes.

The teaching of early reading is a significant strength of the school.

Reading is at the heart of every classroom. Vibrant displays throughout the school make reading really appealing to all pupils. Children learn to read from the start of Nursery.

A plethora of activities are thoughtfully designed to help children practise reading. Expert leaders ensure that highly trained staff deliver the school's phonics programme. Carefully planned intervention lessons help pupils keep up with learning to read.

Pupils practise reading books that match the sounds they know. As a result, they quickly become confident and fluent readers. Daily story time is a joy.

Staff engage children in the early years with actions and rhymes.

Leaders prioritise the wider development of pupils. Character development is thoughtfully woven through the curriculum.

Leaders actively encourage pupils to take on positions of leadership in their class and in the wider school community. Older pupils aspire to be a member of the school parliament. This teaches them about responsibility, citizenship and democracy.

From the minute they join the school, pupils think deeply about aspirational careers. Some pupils recently visited a local university to explore potential apprenticeship and degree courses. The personal, social and health education (PSHE) course promotes safety, care, achievement, resilience and friendship.

It is thoughtfully planned so that pupils learn age-appropriate knowledge and skills each year. Pupils learn how to maintain healthy friendships and relationships. A key part of the programme teaches pupils to value difference and celebrate diversity.

Parents are highly supportive of the school. Staff are passionate about working here. Many feel a deep sense of moral purpose to provide the best possible education and care for pupils at the school.

Staff appreciate the investment leaders and trustees make in their continuing professional development, and the consideration given to their workload and well-being. Trust officers and local governors have an accurate view of the school and provide significant support and challenge to school leaders. Leaders are not complacent.

They know the strengths of the school, and strive to improve constantly.

Safeguarding

The arrangements for safeguarding are effective.

Pupils are taught how to keep themselves safe in PSHE.

Leaders prioritise safety as a significant part of the curriculum. Importantly, pupils learn how to stay safe online as well as taking care of their physical and mental health.

Expert leaders ensure that staff are knowledgeable and receive regular training.

Staff are aware of local issues that may affect pupils. They are alert to signs that might indicate that pupils may have problems. Staff know precisely whom to report their concerns to.

Leaders record and follow up these concerns diligently. Individual cases are monitored carefully to ensure effective and timely help is sought.

Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in February 2017.