|Name||The Grantham Sandon School|
|Ofsted Inspection Rating||Outstanding
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||12 February 2013|
|Address||Sandon Close, Sandon Road, Grantham, Lincolnshire, NG31 9AX|
|Religious Character||Does not apply|
|Number of Pupils||75 (66% boys 34% girls)|
|Academy Sponsor||Community Inclusive Trust|
|Percentage Free School Meals||34%|
|Percentage English is Not First Language||16%|
|Pupils with SEN Support||0%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
The Grantham Sandon School is part of the Grantham Additional Needs Federation along with Ambergate Sports College. There is an executive headteacher in overall charge and a Senior Principal for each site. There is a Principal with responsibility for pastoral care across the federation and a number of staff work in both schools. All pupils have a statement of special educational needs. Most pupils have severe learning difficulties and a small minority have profound and multiple learning difficulties. The majority of this population also have autism spectrum disorders. Most pupils are White British and the majority of pupils are boys. The proportion of pupils who speak English as an additional language is above average. The proportion of pupils known to be eligible for the pupil premium, the additional funding for pupils known to be eligible for free school meals, those in local authority care and children from service families, is well above average. Some pupils, mainly the sixth form, attend part-time courses at Grantham College and a few join lessons at the Ambergate site. The school entered into a hard federation with Ambergate Sports College six months after the previous inspection. A new Chair of the Federated Governing Body was elected in November 2010 The executive headteacher was supporting the school prior to the previous inspection and was confirmed in post in December 2010. Since the last inspection, there have been many changes in the membership of the governing body.
Summary of key findings for parents and pupils
This is an outstanding school. The vast majority of pupils make outstanding progress in communication and personal development. This means that they are exceptionally well prepared for the next step in their education or training. All pupils make good and the majority make outstanding progress in literacy and numeracy. They apply what they have learned in these subjects in all lessons and throughout the school day. This enables some pupils to make remarkable achievements in life skills. Teaching has moved from satisfactory to outstanding since the last inspection. Teachers are meticulous in checking how well pupils are progressing throughout the lesson. This means that nearly all pupils learn very well all of the time because they are always involved with activities at just the right level of difficulty. Just occasionally, the checks made on the progress of pupils with profound and multiple learning difficulties are not as precise as those for other pupils. Pupils try exceptionally hard and succeed in living up to the very high expectations of behaviour set for them by the staff. They are able to do this because they feel very safe and secure as a result of the warm and caring relationships that exist between everyone. The sixth form is outstanding and students make exceptionally good progress here because they spend an increasing amount of time applying their skills in real-life and adult situations. Partnerships with the other schools in the federation, local colleges and businesses, health professionals and other schools locally, regionally and internationally impact very well on achievement. The plans made for pupils are very well organised and contribute very effectively to their rapid progress because they meet the needs of each individual exceptionally closely. Very occasionally, opportunities to promote pupils’ spiritual understanding not fully developed. The executive headteacher is highly ambitious for the achievement of the pupils. The management of teaching is highly effective. This has resulted in pupils learning at an ever faster rate since the last inspection. The governing body has asked searching questions of its leaders to make rapid progress in improving issues from the previous inspection. They know exactly what they want pupils to achieve and how improving teaching will bring this about.