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Head's Welcome
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Sandbach School specialises in educating boys.  Every aspect of school life is geared to create the right environment for boys to thrive. Statistically evidence from the UK and around the world demonstrates that boys achieve higher results and make better progress in single sex schools.  We make no apology for focusing upon academic achievement and setting aspirational targets for our young men.  But we balance this with a co-curricular programme of out of class activities which teaches our boys the need for hard work and effort before tasting success.  Results academically are impressive: last year 84% achieved a C or above in Maths, 78% an English qualification and 72% gained 5A*-C grades including English and Maths.  All students left with qualifications which supported their chosen pathway – many returning to our Sixth Form but others gaining prestigious apprenticeships.

In other areas our boys have also excelled.  Our aim is always to support them whatever their talent and passion and so the range of opportunity is truly expansive.  We have had elite runners taking part by invitation in the London Mini Marathon. Students who have successfully made the national finals in table tennis and cross country. We are U16 county hockey champions and U14 runners-up. U13 Cheshire football champions  and Cheshire County finalists in two other age groups. One of our students made the final of the percussion BBC Young Musician of the Year with another winning the best instrumental soloist at the National Youth Brass Band Championships. These are just a few of the successes from last year!

I hope that the website gives you a flavour of our ethos and values. If you would like to know more we warmly welcome you to visit us.

Mrs Sarah Burns

 

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Assessment Model Overview

Sandbach School Assessment Model

Aims

The assessment model in place across all key stages at Sandbach School has been developed to inform teachers and students of progress made, maximise student attainment and prepare students for the challenge of public exams at the end of KS4 and KS5.

Teachers use formative assessment routinely within lessons to improve student attainment by modifying learning activities to suit the needs of individuals.

The summative assessments tasks test skills and knowledge accumulated throughout the specific key stage, hence the formal tasks are based on a cumulative knowledge students endeavour to master and reinforce key skills throughout their courses. 

 

Induction Phase (Y7 & Y8)

The summative assessment model in place in KS3 has been developed to regularly inform teachers, students and parents of the progress and attainment made by individuals during the academic year.  The assessment schedule is linked to the school review and reporting cycle, ensuring good home - school communications are embedded within the school community.  Formative and summative assessment is used to inform lesson planning, identify weaknesses and strengths of individuals so they can be addressed by teachers in future lessons.

Summative assessment tasks are cumulative, including earlier work covered within the scope of the assessment, aiming to build and reinforce key knowledge. 

Prior attainment at KS2 informs the expectations of the teacher for individual students in English, Maths, Science, History, Geography and Religious studies and this is communicated through RAG rating performance in student reviews (current Y7).

Qualifications Phase (Y9, Y10 & Y11)

The assessment model across the GCSE courses is fundamentally linked to challenging students to reach the highest demands of their courses.  Cumulative assessments are again used to accurately report the progress individuals are making against the GCSE criteria of a specific subject.

In year 9 only a current GCSE grade is reported within reviews, no predicted grade is reported as not enough evidence has been collected to substantiate an accurate prediction.

In Year 10 and Year 11 both current and predicted grades are reported within reviews; these grades can be used in context with the individual target grade of the student for a subject (based on prior attainment at KS2) to reach a judgment on student attainment and progress.

All summative assessment tasks are cumulative, covering all aspects of the course covered to that particular point when the assessment is taken.  Teachers continue to use formative assessment routinely within lessons to improve student attainment by modifying learning activities to suit the needs of individuals. 

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