Sandbach School

What Ofsted said

From the inspection on 18 March 2025

Pupils and students in the sixth form are well supported to settle in quickly at Sandbach School. They understand the school's values. They value the positive relationships that they have with staff. Pupils are kind to each other. They are polite and respectful. They are proud to support the school's 'anti-bullying, anti-racist and anti-misogynistic' culture. Students in the sixth form act as excellent role models for younger pupils. Pastoral leaders support pupils to follow the school's behaviour policy. As a result, pupils behave well and learn without distraction. The atmosphere in the school is calm and orderly. Pupils respond positively to the high academic aspirations that the school has for them. Most pupils in Years 7 to 11 achieve well. Students in the sixth form often achieve exceptionally well. The school provides a wide range of opportunities that help to prepare pupils for their futures. For example, careers events help to build pupils' aspirations. Pupils take part in a wide range of clubs, such as sporting activities and performing arts. These help pupils to develop and nurture their talents. Pupils benefit from a range of leadership roles. The 'SENATE' and house captains organise diverse activities, such as a house darts competition or providing technological support to older people in the community. Many pupils contribute well to the community. Students in the sixth form are exceptionally well prepared for the responsibilities, opportunities and challenges that they may face in the future.

What the school should improve

• In a small number of subjects, the assessment strategies that teachers use do not help them to identify accurately what pupils know or can do. This means that some pupils move on to new learning before they are ready. The school should ensure that teachers systematically check what pupils know so that any gaps in learning can be addressed and rectified.
• The school's systems to identify gaps in pupils' reading knowledge are not as refined as they should be. This means that sometimes, pupils who are at the earliest stages of learning to read do not benefit from the carefully tailored support that they need. The school should ensure that it identifies the reasons why pupils struggle with reading so that they can benefit from well-matched support.

Read the full Ofsted report (opens in a new tab)