Sandbrook Community Primary School

Sandbrook Community Primary School

Address: Hartley Lane, Rochdale, Lancashire, OL11 2LR Unique reference number (URN): 149510

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Needs attention

The published results of national assessments at key stage 2 are below the national average. This includes the proportion of pupils reaching the higher standard in reading, mathematics, and grammar, punctuation and spelling. That said, disadvantaged pupils' attainment improved sharply in 2025 and is now close to that of similar pupils nationwide. However, on the whole, pupils are less well prepared than they could be for secondary school.

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Achievement Needs attention

Current pupils have gaps in their knowledge and skills, particularly in reading and mathematics. Pupils do not recall prior learning well enough. As a result, they struggle to tackle more complex work. Older pupils do not read with the depth and comprehension they need.

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Achievement Needs attention

Pupils' achievement in the Year 1 phonics screening check has been similar to national expectations for 2 consecutive years. This is notable, given the high proportion of pupils with speech, language and communication needs. In addition, some pupils with special educational needs and/or disabilities and some disadvantaged pupils are making suitable progress from their starting points.

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Attendance and behaviour Needs attention

Pupils' overall attendance is below the national average. Some pupils miss school too often and this interrupts their learning. This is particularly the case for some disadvantaged pupils and those who face other difficulties in their lives. Leaders work with families, for example by visiting their homes to promote regular attendance. These actions are effective for some pupils. Far fewer pupils have been persistently absent over the past year. However, this proportion remains substantially above that typically seen in other schools. Leaders do not evaluate the impact of their attendance strategies precisely enough. As a result, some improvements are not sustained.

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Attendance and behaviour Needs attention

Leaders have high expectations for pupils' behaviour. These are understood by most staff. Pupils respond well to clear routines and have positive attitudes to learning. Staff build strong relationships with pupils. This helps maintain a calm environment. Leaders provide training to help staff manage behaviour more effectively. However, not all staff apply the school's behaviour expectations effectively. Some pupils do not meet the school's standards for behaviour in lessons. This has led to frequent use of higher-level sanctions. This disproportionately affects pupils with special educational needs and/or disabilities. Leaders are taking steps to address this.

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Curriculum and teaching Needs attention

The curriculum is not taught in line with leaders' expectations across all year groups. Teachers do not routinely check that pupils are ready to move on to more complex learning. Pupils find it hard to build or connect knowledge over time. In some subjects, teachers do not have the subject knowledge they need to support learning effectively. As a result, teachers sometimes leave gaps in pupils' knowledge unaddressed.

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Curriculum and teaching Needs attention

Teaching does not consistently meet the needs of pupils. Teachers sometimes do not adapt their approach for pupils with special educational needs and/or disabilities or those who are disadvantaged. In mathematics, pupils rarely have opportunities to reason or solve problems, limiting their understanding. Staff do not comprehensively identify or address early writing needs. This includes pencil grip and letter formation. As a result, deficits in these fundamental skills sometimes remain unresolved.

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Curriculum and teaching Needs attention

The curriculum is broad and reflects the national curriculum. There are examples of more effective teaching. Sometimes, teachers help pupils build confidently on prior learning. The school's phonics programme is successful. It is delivered with precision. However, as pupils move through the school, teachers do not always build on early reading skills. Teachers do not teach pupils well enough to develop fluency and understanding beyond decoding. As a result, pupils do not develop as confident readers.

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Early years Needs attention

The quality of teaching across the early years is inconsistent. The curriculum is not designed closely enough around what children need to know and remember. As a result, some children do not make the progress they should. Fewer children achieve a good level of development than is typical across the country.

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Early years Needs attention

Staff interactions with children vary in quality. Staff do not model language well across all classes or in the outdoor provision. This limits children's communication and vocabulary development, which some children with special educational needs and/or disabilities need all the more. Children's early writing needs are not routinely identified or addressed. Staff do not address incorrect pencil grips promptly.

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Early years Needs attention

Leaders mostly identify children's needs early and work closely with parents and carers. Home visits, staggered starts and 'story sack' sessions help families feel involved. The nursery provides appropriate care and learning for 3-year-old children. Reading is a priority. Phonics is taught well and with precision. However, children are not fully prepared for Year 1.

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Early years Needs attention

Routines help children settle well. Children feel safe and happy. Staff know them well and help them manage their emotions. Children build positive relationships with staff and peers.

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Inclusion Needs attention

Support for pupils with special educational needs and/or disabilities (SEND) does not consistently match their needs across all classrooms. As a result, some pupils with SEND do not achieve as well as they could.

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Inclusion Needs attention

Leaders have made recent efforts to promote and secure a culture of inclusion. They use additional funding to support disadvantaged pupils. This is starting to help improve some disadvantaged pupils' achievement; however, it is not as effective as it might be, overall. For example, leaders direct little of this additional funding towards improving teaching quality. Leaders do not check closely enough that strategies are consistently improving classroom practice for disadvantaged pupils. As a result, some disadvantaged pupils do not access the curriculum as well as they could.

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Inclusion Needs attention

Leaders identify pupils' needs early. Screening on entry and information from parents, carers and external professionals help staff to build a clearer picture of pupils' needs. Leaders regularly consider any changes in pupils' needs so that staff can respond to these promptly. Leaders work with the local authority to support looked-after children. Where alternative provision is used, leaders check that placements are in pupils' best interests. Staff provide helpful support through nurture spaces for pupils with SEND and for those who need help to manage their emotions.

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Leadership and governance Needs attention

Leaders' evaluation of the school's effectiveness is not precise enough. This hinders their plans for further improvement. Leaders do not focus well enough on whether their actions are improving pupils' learning and experiences. This includes support for disadvantaged pupils, those with special educational needs and/or disabilities and those known, or previously known, to children's social care.

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Leadership and governance Needs attention

Leaders are committed and know their community well. The school has experienced significant leadership turbulence in recent years, which has slowed the pace of improvements. Despite this, leaders have made some meaningful and positive changes. For example, the phonics programme is successful. The school serves its community with dedication.

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Leadership and governance Needs attention

Leaders have put in place a programme of training that draws on evidence. Staff value the support they receive and describe leaders as approachable and visible. Leaders are considerate of staff's workload and wellbeing. Early career teachers are well supported. However, training has not consistently led to sustained improvements in classroom practice.

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Leadership and governance Needs attention

Governors are supportive and knowledgeable. They meet their statutory duties and ask appropriate questions about safeguarding, resources and pupils' experiences. Governors provide support but do not challenge leaders with enough precision. They do not have a clear-enough understanding of how well pupils are doing or the impact of leaders' actions. This limits how well they hold leaders to account. Leaders and governors are taking steps to address this.

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Personal development and wellbeing Needs attention

The impact of the personal development programme on pupils is variable. Leaders have appropriate ambitions for pupils' personal development but do not check closely enough that these are being met across the school. Pupils develop a clear sense of right and wrong. They show respect for others and understand the importance of treating people fairly. Pupils talk with confidence about a range of faiths and different family structures. They take on leadership roles in the school, including as school councillors. Pupils have opportunities to reflect on their own beliefs and experiences. Pupils are less confident about fundamental British values and struggle to explain why these matter or how they connect to life in modern Britain. For example, they know that discrimination is wrong but sometimes lack the knowledge to relate this to their own lives and experiences.

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Personal development and wellbeing Needs attention

Pupils learn about healthy and unhealthy relationships, online safety and what makes a good friend. The school's personal, social, health and economic education programme supports this. As a result, pupils can talk about these themes with confidence. Pupils benefit from relationships and health education that is appropriate for their age. The school's pastoral team shows a genuine commitment to pupils' wellbeing and character.

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Personal development and wellbeing Needs attention

The school acts as an important source of support for families in the community it serves. Many pupils enjoy a wide range of enrichment opportunities. These include farm visits, fire station sessions and overnight stays. After-school clubs offer sport, art, cooking and coding. A Saturday peer mentoring programme supports pupils with academic skills and aspirations. Pupils develop confidence and resilience through these activities. However, leaders do not track participation closely enough. As a result, some pupils miss out on the full range of opportunities. This is particularly the case for those who are disadvantaged or who have special educational needs and/or disabilities.

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What it's like to be a pupil at this school

Pupils at Sandbrook are keen to learn and enjoy coming to school. However, their attendance, overall, is not high enough. Some pupils miss school too often and do not benefit fully from lessons or wider activities. This affects how well they learn over time.

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What it's like to be a pupil at this school

Pupils start the day settled and ready to learn. The breakfast club supports a calm and purposeful start to the school day. Staff greet pupils personally each day and know them well. Pupils know clearly whom to speak to if they have a concern. Staff support them well when difficulties arise. Pupils feel cared for and safe. Children in the early years settle happily and build confidence from the start.

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What it's like to be a pupil at this school

Pupils generally enjoy their lessons and respond well to the support that staff provide. However, teaching does not consistently help pupils enough to build on what they already know. This is particularly the case in writing and mathematics. As a result, some pupils find it difficult to move on to more complex work.

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What it's like to be a pupil at this school

Some pupils with special educational needs and/or disabilities (SEND) do not receive the support they need. In some classes, staff adapt their teaching well and pupils with SEND make progress. This is not the case in all classes and some pupils do not access the curriculum as much as they should.

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What it's like to be a pupil at this school

Pupils behave well around the school. Leaders are visible at the start and end of the day. Pupils are polite, respectful and welcoming. Relationships between staff and pupils are warm. When bullying concerns arise, staff respond appropriately. Discrimination is not tolerated. Pupils benefit from a wide range of experiences beyond the classroom. These help them develop confidence and an understanding of the wider world. However, some pupils leave school without the knowledge and skills they need to take their next steps.

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Next steps

Leaders should ensure that teaching across all year groups is effective so that pupils build knowledge and skills securely, gaps are closed quickly and pupils achieve more highly. Leaders should ensure that pupils with special educational needs and/or disabilities and disadvantaged pupils receive teaching that reliably reduces barriers to their learning. Leaders should strengthen their attendance strategy so that persistent absence reduces at a faster rate and overall rates of attendance increase as a result. Leaders should ensure that the early years curriculum is consistently implemented well so that children are well prepared for Year 1. Leaders should ensure that high expectations for behaviour are understood and applied by all staff. Leaders should continue to remove barriers to participation so that all pupils, particularly those who are disadvantaged, benefit equally from the school's personal development

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Next steps

offer. Leaders and governors should strengthen their strategic oversight so that self-evaluation is accurate, improvement actions are measured and governors are equipped to provide meaningful challenge and support.

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About this inspection

This school is part of the Watergrove Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Mark Moorhouse, and overseen by a board of trustees, chaired by Gary Walczak.

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About this inspection

Inspectors carried out this inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, the deputy headteacher and other members of the senior leadership team. The lead inspector met with the CEO and the chair of governors. Inspectors spoke to pupils in lessons and at social times. Inspectors met with groups of staff and spoke to parents at the start of the school day.

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About this inspection

The school is currently making use of one unregistered alternative provision.

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Lead inspector:

Dianne Holcroft, His Majesty's Inspector

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Team inspectors:

Katherine Muncaster, Ofsted Inspector Cole Andrew, Ofsted Inspector Chris Wilkins, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (revised) 69% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 66% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (revised) 45% 47% Close to average

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national average

2023/24 (final) 37% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (revised) 64% 63% Close to average

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average

2023/24 (final) 51% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (revised) 67% 59% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 65% 61% Close to average

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average

2023/24 (final) 51% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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