Sandfield Primary School


Name Sandfield Primary School
Website http://www.sandfield.surrey.sch.uk/
Inspections
Ofsted Inspections
Address Stoke Road, Guildford, GU1 4DT
Phone Number 01483566586
Type Academy
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 207 (50.2% boys 49.8% girls)
Number of Pupils per Teacher 19.9
Academy Sponsor Athena-Gep Ltd
Local Authority Surrey
Percentage Free School Meals 13.5%
Percentage English is Not First Language 33.8%
Persistent Absence 6.5%
Pupils with SEN Support 12.1%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

The academy opened in September 2014. It is sponsor-led by the Guildford Education Partnership Multi Academy Trust.

The current headteacher was appointed in September 2014. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish.

This is a smaller-than-average-sized primary school. The proportion of pupils from minority ethnic groups is high, as is the proportion who speak English as an additional language. The proportion of pupils who are eligible for the pupil premium is lower than in other schools nationally, as is the proportion of pupils who have special educational needs and/or disabilities.

Children in the early years are taught in one Reception class. The school meets the government’s current floor standards. These set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics.

Summary of key findings for parents and pupils

This is a good school The headteacher leads by example. He provides highly effective leadership which has enabled the school to make rapid progress since opening. Pupils, parents, staff, and governors greatly respect him.

The academy trust and the school’s governing body provide challenge and rigorously hold leaders to account for securing good outcomes for pupils. Staff value carefully planned training opportunities which have a positive impact on securing high-quality teaching and learning. The quality of teaching and learning across the school and in a range of subjects is at least good.

Teachers know what pupils need to learn and plan lessons to enable pupils to make good progress over time. Senior leaders use a range of evidence to monitor teaching and learning. This helps them to evaluate the school’s performance and to introduce quickly, where necessary, measures to further improve.

For example, leaders have identified that systems to track pupils’ progress across the wider curriculum are not as strong as in English and mathematics. As a result of highly effective training from the trust, the newly appointed assistant headteachers are beginning to make a positive contribution to the leadership of the school. Many middle leaders are new to the role and as yet their leadership skills are not fully developed.

Provision in the early years is good. Well-planned activities, effective use of teaching assistants and a vibrant outdoor environment all contribute to children’s good progress. The teaching of reading and writing is a strength of the school.

The proportion of pupils meeting or exceeding the required standard in the Year 6 national tests is above average. The behaviour of pupils is outstanding. Pupils demonstrate a high level of respect for each other.

They are polite and courteous and take pride in their appearance. Leaders have been proactive in introducing a range of strategies to raise attendance. This is having a positive impact on the high persistent absence of disadvantaged pupils.