Sandford St Martin’s Church of England Voluntary Aided Primary School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Sandford St Martin’s Church of England Voluntary Aided Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Sandford St Martin’s Church of England Voluntary Aided Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Sandford St Martin’s Church of England Voluntary Aided Primary School on our interactive map.

About Sandford St Martin’s Church of England Voluntary Aided Primary School

Name Sandford St Martin’s Church of England Voluntary Aided Primary School
Ofsted Inspections
Headteacher Mr Paul Beveridge
Address Sandford, Wareham, BH20 7BN
Phone Number 01929552949
Phase Primary
Type Voluntary aided school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 365
Local Authority Dorset
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend this inclusive school.

The school's Christian values underpin daily life for everyone and pupils know that these are valuable, lifelong principles. Pupils have a strong sense of moral purpose. They know that everyone should be respected and treated equally regardless of race, culture, beliefs or needs.

They are adamant that this is what happens at Sandford St Martin's.

Pupils' behaviour and attitudes to their learning are exceptional. They have a thirst for learning, right from their start in Reception and throughout the school.

Pupils are keen to ask questions and are confident participating in discussions. They listen ver...y respectfully to one another, making thoughtful responses to other people's contributions.

Lessons are not affected by any low-level disruption.

Pupils meet the high expectations of teachers at all times. They show high levels of self-control and engagement. Leaders have put effective strategies in place for those pupils who find this more difficult.

Pupils have a compassionate understanding about this support for more vulnerable pupils.

There is a wide range of enrichment opportunities and extra-curricular clubs for pupils. Pupils and parents appreciate the variety of these clubs because there is something for everyone's interests.

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

Leaders at all levels have an ambitious vision for every pupil. They engage well with pupils, parents and staff to make sure that everyone understands and shares this vision.

The curriculum is coherent and well sequenced.

In most subjects, leaders have set out the knowledge they want pupils to learn as they progress through the curriculum. For example, in science, leaders have set out the precise vocabulary and content, such as specific plant names, that pupils should learn when studying living things. In a few subjects, this is not specific enough for teachers to know exactly what small blocks of knowledge they need pupils to secure.

Subject leaders are passionate about the subjects they lead. They have an accurate understanding of how teachers implement their subject across the school. Carefully chosen support means that subject leaders have the necessary skills to develop their curriculum with precision and confidence.

Teachers have good subject knowledge in the subjects they teach. Staff in the early years are knowledgeable about the early years curriculum and how young children learn. Leaders have begun to identify the key teaching strategies that they want teachers to use in lessons.

This ensures that the curriculums in subjects such as reading and mathematics are implemented well. In some subjects, teaching is less consistently successful in promoting good learning.

Pupils learn their phonics well because teaching is confident and precise.

Pupils learn to segment words and blend sounds with accuracy. They develop fluency in their reading, which builds their confidence. Older pupils enjoy applying their reading skills to a wide range of texts, such as song lyrics and reports about historical events.

Leaders have made sure that teachers are skilled and confident in reducing barriers to learning for pupils with special educational needs and/or disabilities (SEND). This means that pupils with SEND are able to learn well alongside their peers. Effective support for pupils with more complex needs means they experience success, which builds their confidence and self-esteem.

Changes to the way governors work have enabled them to promote improvement effectively. They have strong procedures to assure themselves that the school is working well, and they offer effective challenge to leaders. This means they have an accurate view of the impact of leaders' actions and the areas that still need development.

Staff feel well supported by senior leaders and governors. They appreciate the commitment from all leaders to manage their well-being and workload. Staff value the high level of professional dialogue and training opportunities.

They are proud to work at the school.


The arrangements for safeguarding are effective.

Everyone works vigilantly to ensure that pupils are safe.

Leaders make sure staff know the signs of abuse and how to record and report concerns. Staff use these systems effectively, which means leaders can act on them in a timely way.

Leaders work well with outside agencies to get the help pupils and families need.

They are mindful of local risks and take every opportunity to adapt the curriculum when issues, such as online messaging, cause concern.

Adults use classroom systems effectively so that pupils can talk to a trusted adult if they are upset or worried. Pupils are knowledgeable about how to stay safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the knowledge leaders want pupils to learn is not clear enough. As a result, leaders cannot be sure that pupils learn knowledge that helps them to build on what they already know. Leaders should ensure that key knowledge is identified in all subject curriculums so that pupils know more, remember more and can do more.

• Leaders have begun work to identify a school-wide approach to teaching. This needs further refinement because teachers implement some subject curriculums with variability. Leaders must ensure that teachers have the support and guidance they need to implement all subject curriculums consistently.

Also at this postcode
Sandmartins Activity Club

  Compare to
nearby schools