The Sandon School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are enthusiastic about their role in improving the world we live in. Head students are exemplary role models.

They take responsibility for improving the culture across the school. They are proud of being in a leadership position and know they have a real voice in how the school is led.

Pupils are comfortable being themselves.

They embrace the uniqueness of others. Pupils benefit from a range of opportunities to understand, and contribute to, wider society. For instance, the school arranges for external speakers to come in.

Pupils are keen to participate in school life beyond the academic curriculum. They like to earn house points and get award...ed shields for different activities, such as charity work.

This is a calm and safe school, where pupils typically behave well.

However, the school does not adapt what is taught well enough to meet the needs of different pupils. Consequently, too often, these pupils are not given the support they need to succeed.

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

The school has largely set out what pupils, including students in the sixth form, should learn and when.

The order in which teachers teach builds on what pupils have been taught before. Over time, teachers revisit concepts to help pupils deepen their understanding. Teachers have secure knowledge of the subjects they teach.

They usually present material clearly and follow the curriculum as the school intends.

However, some teachers do not check effectively that pupils, including students in the sixth form, have learned what they are taught. If pupils do not know the answer to a question, it is too easy for them to mask this.

The school has not ensured all teachers understand well enough how to support pupils with special educational needs and/or disabilities (SEND). Too often, teachers do not adapt their teaching to meet pupils' needs. They do not do enough to help pupils with SEND learn the curriculum.

As a result, pupils do not achieve as well as they should.

The school recognised the need to provide pupils with more help in learning to read. The work they did to address this is having a positive impact on how often and well pupils read.

Pupils' behaviour is sensible and positive. The school has adopted new approaches to managing behaviour and reduced its use of suspensions. While behaviour is good, the school does not monitor trends and patterns in behaviour well enough.

For instance, the school does not know if the reduction in suspensions has been brought about by better behaviour or by the use of different sanctions for the same behaviours. This lessens their ability to improve behaviour further.The school has taken effective action to secure high levels of attendance for the pupils they expect to be in school.

They have clear systems in place to check on individuals' absences and patterns of non-attendance. They follow up on absences and celebrate good attendance.

There are, however, some pupils who the school does not expect to attend all the time.

The school's use of these part-time timetables is not kept under close review, meaning some pupils spend too long with reduced educational provision.

The school's approach to pupils' personal development is a strength. They ensure pupils learn about the range of choices of career available to them and what qualifications they would need to secure them.

Pupils learn the importance of respecting others and about how to stay safe. They learn these things at a time they find useful. Pupils experience democracy through the elections to the student and year group councils.

Leadership opportunities for students in the sixth form abound and students' views are taken seriously. They have instigated positive change, such as the introduction of the silent study space and an increase in the range of sports clubs for girls.

The school has successfully ensured staff are motivated to work at the school.

Staff feel supported by leaders in a range of ways, including with their workload and with behaviour. Governors understand the school well and have begun to seek information in a form they would find more helpful.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils with SEND do not learn as well as they should. This is because teachers do not adapt the way they teach to ensure these pupils can access the same curriculum as their peers. The school should ensure that teachers know how to meet the needs of the different pupils in their classes.

• Misconceptions and misunderstandings are overlooked or remain unnoticed for too long by staff. This is because teachers do not check well enough whether pupils understand what they have been taught. The school should ensure teachers have routines in place to help them check that all pupils are learning.

• The school does not have a clear understanding of the impact of their work. This is because they do not review the information they have well. The school should make sure that the systems and processes in place provide helpful and timely analysis of the impact of the school's work to leaders and governors.