Sandbach School
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1412
AGES
11 - 19
GENDER
Boys
TYPE
Free schools
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(10/7/18)
Full Report - All Reports
71%
NATIONAL AVG. 60%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 12% of schools in England) Below Average (About 20% of schools in England) Average (About 37% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 14% of schools in England) UNLOCK Well Below Average (About 5% of schools in England) Below Average (About 25% of schools in England) Average (About 48% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 5% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2017 2018 2019 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
2017 2018 2019 UNLOCK

% of pupils who achieved 3 A levels at AAB or higher

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Crewe Road
Sandbach
CW11 3NS
01270758870

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Together with your leaders, you have successfully established a caring school community in which pupils feel safe, valued and supported. Parents appreciate the supportive nature of the school. They said that their children are happy, well looked after and making good progress. Parents are kept well informed about their children’s progress and they have confidence in school leaders and their children’s teachers. You have a clear vision for the school. You have encouraged teachers and pupils to work together to deliver high-quality leadership and education. Your staff feel valued, trusted and part of the school improvement process. Pupils are encouraged to engage with leadership in the school through the ‘Senate’. You encourage the elected pupils that make up the ‘Senate’ to evaluate the effectiveness of the school’s work and contribute to further development of school policies. Pupils are aware of the contribution that they can make through the ‘Senate’; they express their views and opinions confidently. At the last inspection, you were asked to increase the level of challenge provided for the most able pupils. Inspectors also identified that disadvantaged pupils’ progress needed to improve. The most able pupils, including those who are disadvantaged, are now being challenged and achieving at a higher standard. There have also been clear improvements in the overall rates of progress for other disadvantaged pupils. However, this positive improvement in not reflected in all subjects. The progress of disadvantaged pupils in English and languages remains an area for further improvement. Consequently, while the progress of disadvantaged pupils is showing improvement, it is still below the progress made by other pupils nationally. During the previous inspection, the behaviour of pupils and the evaluation of the impact of the actions taken to improve behaviour were an area for improvement. The strategies that you have put into place to improve behaviour have clearly been effective. Behaviour logs demonstrate that incidents of less than good behaviour are few. The proportion of pupils who are temporarily excluded from school has reduced to well below national averages. You and your leaders have evaluated the school’s current strengths and areas for development accurately. Since the last inspection, you have made changes to ensure that pupils make better progress. These changes include: some improvements to the assessment systems; a new structure for checking on the quality of teaching and learning; and strengthening the leadership of the sixth form. Pupils continue to make good progress in their learning. In mathematics, history and geography, pupils achieve particularly well, making progress that is better than that of pupils with similar starting points nationally. Your assessment systems give you a clear picture of the progress of individual pupils’ performance in all their subjects. This allows you to act quickly to support pupils when they fall behind in their learning. This does not, however, give you a strategic overview of the performance in subject areas or for groups of pupils. You have created a culture where teachers work together to develop their teaching. They have opportunities to observe each other and to share good practice. Consequently, teachers are motivated and feel that they can adapt their teaching in a supportive environment. Teachers say that this approach to improving teaching has made them more reflective and open to change. Pupils enjoy coming to school and value the school’s history. They appreciate the beautiful surroundings and understand that many other schools do not have the same high-quality facilities. You have created an ethos where pupils embrace and value the school’s traditions. Current pupils respect the achievements of their predecessors and are encouraged to excel as a result. The school’s record of sporting prowess and pupils’ strong cultural development have been sustained through a rich variety of extra-curricular activities. Those pupils who do not enjoy sports as much can access a wide range of clubs that take place regularly. These include drama club, band practice and the science, technology, engineering and mathematics (STEM) club.

Sandbach School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 60% Agree 33% Disagree 4% Strongly Disagree 3% Don't Know 0% {"strongly_agree"=>60, "agree"=>33, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>0} Figures based on 275 responses up to 17-07-2019
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Figures based on 275 responses up to 17-07-2019

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Figures based on 275 responses up to 17-07-2019

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Figures based on 275 responses up to 17-07-2019

unlock

Figures based on 275 responses up to 17-07-2019

unlock

Figures based on 275 responses up to 17-07-2019

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Figures based on 275 responses up to 17-07-2019

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Figures based on 275 responses up to 17-07-2019

unlock

Figures based on 275 responses up to 17-07-2019

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Figures based on 275 responses up to 17-07-2019

unlock

Figures based on 275 responses up to 17-07-2019

unlock

Figures based on 275 responses up to 17-07-2019

Responses taken from Ofsted Parent View

Your rating:
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