Sandwich Technology School

What Ofsted said

From the inspection on 12 May 2026

Pupils do not achieve as well as they should in national examinations, particularly at the end of Year 11. Too often, disadvantaged pupils are insufficiently prepared for their next steps. Students in the sixth form make more positive progress from their starting points than younger pupils. Pupils who are behind in their reading or writing development are not effectively supported to catch up. Often, pupils, including those who are disadvantaged and pupils with special education needs and/or disabilities (SEND), lack the skills that they need to be successful in their wider learning. As a result, pupils with SEND and those who are disadvantaged do not make sufficiently positive progress from their starting points. Most pupils enjoy learning and have positive attitudes to school. However, too many pupils are frequently absent. Pupils who miss school regularly fall behind in their learning and do not achieve as well as they could. Pupils recognise that teaching is becoming more consistent. However, although their barriers to learning are generally identified accurately, some pupils do not benefit from effective adaptations to teaching to help them with their learning. Pupils appreciate the improvements that have been made in the school. In particular, pupils welcome the increased opportunities they have to explore their talents and interests. For example, pupils enjoy performing in the annual music awards and participating in a wide range of clubs. Staff encourage all pupils to enrich their learning through these experiences. Pupils learn how to stay safe and healthy. They understand the importance of equality and respect. Typically, pupils are well prepared for life in modern Britain. Pupils are happy at school and feel a secure sense of belonging. Staff build warm and caring relationships. Pupils feel safe because they are safe. Typically, pupils behave well. They are kind to one another and value the friendships they make. Bullying and discrimination happen rarely.

What the school should improve

• Governors should ensure that they fulfil their core functions effectively. Leaders and governors should ensure that they identify the right priorities and take swift action to secure sustained improvements.
• Leaders should ensure that their work to improve attendance is effective and reduces persistent absence, particularly for disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND).
• Leaders should take swift action to improve pupils' achievement. They should ensure that teachers identify and address gaps in pupils’ knowledge, particularly where pupils have not yet secured the necessary foundations in their reading and writing skills.
• Leaders should ensure that teaching is consistently effective across the school so that pupils, including those who are disadvantaged and pupils with SEND, achieve more securely and are better prepared for their next steps.

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