Sandhill View Academy

Name Sandhill View Academy
Ofsted Inspection Rating Requires improvement
Inspection Date 14 March 2018
Address Grindon Lane, Thorney Close, Sunderland, Tyne and Wear, SR3 4EN
Phone Number 01915949992
Type Academy
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 762 (51% boys 49% girls)
Number of Pupils per Teacher 18.6
Academy Sponsor Southmoor Multi Academy Trust
Local Authority Sunderland
Percentage Free School Meals 35.8%
Percentage English is Not First Language 0.5%
Persisitent Absence 14.9%
Pupils with SEN Support 10.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Sandhill View Academy converted to become an academy school on 1 July 2015. When its predecessor school, Sandhill View School, was last inspected by Ofsted, it was judged to be inadequate overall. Since the inspection of the predecessor school, the chief executive officer of the trust became headteacher, and a head of school was appointed in January 2015. Several other senior leaders were subsequently appointed along with a substantial number of middle leaders. A large proportion of the teaching staff joined the school in the last two years. The school is a member of Southmoor Academy Trust. The trust’s leadership structure consists of the members’ board, the trust board of directors, the local governing body and the trust-wide finance and general purposes committee and the standards committee, on which sit all of the board directors. There is a chief executive officer and deputy chief executive officer. The school hosts a local authority-resourced provision for hearing-impaired pupils. Currently, there are nine pupils attending the provision, across Years 9, 10 and 11. The school uses six alternative providers: the Beacon of Light, the Link School, the Young Mums’ Unit, Springboard Sunderland, the Returners’ Unit and the Home and Hospital Unit. The school is in receipt of some teaching capacity support from the trust. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics.

Summary of key findings for parents and pupils

This is a school that requires improvement Despite a slight improvement in 2017, over time pupils have made less progress than other pupils nationally from the same starting points, across a range of subjects. Progress for disadvantaged pupils has been particularly weak. The quality of teaching, learning and assessment is inconsistent. As a result, the progress of pupils currently in the school is inconsistent within and between subjects. Leaders have taken action to improve outcomes for pupils who have special educational needs (SEN) and/or disabilities, but the impact is yet to be fully seen. Some teachers’ expectations are not high enough and therefore they do not pitch work at the right level. Consequently, teaching does not sufficiently challenge pupils in a number of subject areas across the school and, as a result, their progress is too slow. Not enough is demanded of pupils. Teachers’ use of pupil information to plan lessons that develop pupils’ deeper thinking skills is inconsistent, so pupils do not move on as rapidly as they could. Pupils are largely positive about how much teachers help them in their lessons, but they also said that some teachers do not help them as much as others do. There are inconsistencies in the extent to which all staff follow the school’s behaviour management processes and so a few pupils are allowed to spoil the learning of others at times. Plans for the spending of additional funding to support disadvantaged pupils do not yet have clear checkpoints along the way to enable leaders to monitor and evaluate the effect of particular actions. The school has the following strengths School leaders are determined that the school will continue to improve. They have an unshakeable belief in the potential of the pupils who attend the school. Senior leaders have a clear understanding of the school’s strengths and weaknesses. As a result, middle leaders and teachers are enthusiastic, energetic and up for the challenge of improving the school further. Behaviour has improved. Morale among staff and pupils is high. There is a well-founded optimism and belief that things are getting better and will continue to do so. Pupils’ personal development and welfare are a strength of the school. Pupils are well supported, and have trust in the school to help them to succeed in life.