Setting

Katie Charlton Headteacher Sandbrook Community Primary School Hartley Lane Rochdale Lancashire OL11 2LR

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Primary

Following my remote inspection with John Tomlinson, Her Majesty’s Inspector (HMI), of your school on the 24 February 2021, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the findings. Thank you for the help you gave during the inspection and for the time you made available to discuss the actions that have been taken to provide education to all pupils during the current circumstances.

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Primary

This monitoring inspection was conducted under section 8 (2) of the Education Act 2005 (as amended) and in accordance with Ofsted’s published procedures for visiting schools while routine inspections remain temporarily suspended. It was additional to the usual monitoring process for schools that are judged to require improvement.

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Primary

Following changes to government guidance and the imposition of COVID-19 (coronavirus) lockdown restrictions, this monitoring inspection was carried out remotely. As such, the range of evidence available to inspectors was narrower than would normally be the case during an on-site inspection. As a result, this letter provides a more limited level of assurance than our usual monitoring reports.

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Primary

The inspection took place because the school has received two successive judgements of requires improvement. The school’s most recent section 5 inspection took place in February 2020.

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Primary

Having considered all the evidence and taking into account the impact of COVID-19 on the school, I am of the opinion that at this time:

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Leaders and those responsible for governance are taking effective action

to provide education in the current circumstances. Ofsted

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Leaders and those responsible for governance are taking effective action

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted Leaders and those responsible for governance should take further action to:

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Leaders and those responsible for governance are taking effective action

 embed and refine the systems for assessing pupils’ reading, so that teachers plan activities that build on what pupils already know and can do, especially when learning at home.

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Context

 Since the previous inspection, one of the school’s deputy headteachers has retired and a new leader with responsibility for the early years has been appointed.

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Context

 During the autumn term 2020, four out of every five pupils had a period of time when they were educated at home. Pupils in Year 4 had to self-isolate at home on several occasions.

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Context

 At the time of the inspection, one fifth of the school’s population and most of those pupils identified as vulnerable were attending school. Just over one half of all pupils with an education, health and care (EHC) plan were also being educated in school.

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Main findings

 You, other leaders, and governors have taken the necessary steps to ensure that pupils continue to learn, whether they are being educated on site or remotely. Leaders have made sure that pupils at home have access to electronic devices and the internet. Staff are available online, or on the telephone, to offer support and advice to parents and carers. This has led to improved engagement from those pupils who are learning at home. The vast majority of pupils now take part in daily live or recorded lessons.

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Main findings

 Prior to the pandemic, you and other leaders spent time revising the curriculum. Curriculum plans now include details of the knowledge that you intend pupils to learn and when they will be taught it, from the early years to Year 6. You have made sure that these plans reinforce pupils’ learning and consolidate key concepts. Effective training for teachers has ensured that these new curriculum plans are now in place.

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Main findings

 Teachers have made thoughtful adaptions to some subjects which are difficult to learn remotely, such as when pupils require specialist equipment. For example, staff delivered a set of specialist resources to all pupils, so they can continue to study art and design while learning at home. Changes such as these have allowed all pupils to benefit from following the usual curriculum.

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Main findings

 Leaders have recently improved the systems for assessing pupils’ learning as pupils work remotely. Teachers and staff provide feedback to pupils and pupils have opportunity to respond to this. However, leaders understand the limitations in assessing pupils’ gains in knowledge when learning remotely. This is particularly true for reading. Plans are in place to develop teachers’ checks on pupils’ learning. This is to ensure that teachers can plan activities that build on what pupils already know and can do with greater accuracy. However, there is more to do to make sure these planned actions bear fruit.

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Main findings

 Improving early reading is a priority. Staff have received training and support, so they have the necessary knowledge and skills to deliver daily phonics sessions. Pupils at home access pre-recorded videos for their daily phonic sessions. Staff check on pupils’ gains in their phonic knowledge and make sure that lessons are well matched to the sounds that pupils need to learn next. Staff make sure that vulnerable pupils read often and receive support if they fall behind in their reading. This is helping them to catch up.

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Main findings

 You have ensured that staff have the training and support they need to help pupils with special educational needs and/or disabilities (SEND) to learn well. Teachers have a secure understanding of how to adapt the curriculum where necessary. For example, they use tailored individual video sessions so that pupils with SEND can learn at their own pace. Leaders have also made sure that specialised resources have been delivered to the homes of pupils with SEND to enable them to keep up with their learning.

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Main findings

 Governors have a clear understanding of leaders’ actions to provide an education in the current circumstances. They are well informed about what is happening in school and they monitor how well pupils are engaging in their learning. As a result, they know what the school is doing well and what still needs further improvement during this challenging period. While governors are keen to challenge leaders, they also support the well-being of staff, pupils, and families during this challenging time.

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Main findings

 The local authority has provided effective support to the school. This has included advising you and other leaders on how best to check on the quality of the curriculum and how to work with governors. Although the local authority’s work to support curriculum development has continued, there has been an understandable shift in focus to support the delivery of effective remote education.

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Evidence

This inspection was conducted remotely. We spoke to you, other senior leaders and subject leaders, staff, pupils, governors and a representative of the local authority. We evaluated leaders’ actions to provide education to all pupils during a national lockdown.

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Evidence

We reviewed documents, including curriculum plans and minutes of governing body meetings. We looked at responses to Ofsted’s online questionnaire, Parent View, including 75 free-text responses, and 65 staff questionnaires. We also sampled pupils’ work. We observed children from the Reception Year and pupils from Year 1 and Year 2 read to a familiar adult.

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Evidence

I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for Rochdale. This letter will be published on the Ofsted website.

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