School etc

Sandwell Community School

Sandwell Community School
Westminster Road
West Bromwich
West Midlands

phone: 0121 5564951

head pupil referral unit: Mr Graham Angell

school holidays: via Sandwell council

82 pupils aged 11—15y mixed gender
160 pupils capacity: 51% full

65 boys 79%


20 girls 24%


Last updated: July 21, 2014

— Pupil Referral Unit

Establishment type
Pupil Referral Unit
Establishment #
Open date
May 14, 2007
Reason open
New Provision
OSGB coordinates
Easting: 400678, Northing: 293860
GPS coordinates
Latitude: 52.543, Longitude: -1.9914
Accepting pupils
11—16 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 11, 2014
Region › Const. › Ward
West Midlands › West Bromwich East › Hateley Heath
Urban > 10k - less sparse
SEN Facilities
PRU Does have Provision for SEN
Special classes
Has Special Classes
Full time provision
PRU does offer full time provision
Pupils With EBD
PRU Does have EBD provision
Free school meals %
Learning provider ref #

rooms to rent in West Bromwich

Schools nearby

  1. The Bridge Centre (KS4 Unit) B712JN
  2. Millfield School B712JN
  3. 0.2 miles Hall Green Primary School B712JQ (433 pupils)
  4. 0.2 miles Hall Green Junior School B712JQ
  5. 0.2 miles Hall Green Infant School B712JQ
  6. 0.3 miles Menzies High School Science College B712BX
  7. 0.3 miles The Phoenix Collegiate B712BX (1451 pupils)
  8. 0.4 miles Pennyhill Primary School B713BU (687 pupils)
  9. 0.5 miles Hollyhedge Primary School B713DJ
  10. 0.5 miles Moorlands Primary School B712NZ (209 pupils)
  11. 0.5 miles Charlemont Junior and Infant School B713DL
  12. 0.6 miles Joseph Edward Cox Junior School WS100JG
  13. 0.6 miles Joseph Edward Cox Infant School WS100JG
  14. 0.6 miles Kent Close Junior and Infant School B712SL
  15. 0.6 miles St John Bosco Catholic Primary School B712ST (261 pupils)
  16. 0.6 miles Wodensborough Community Technology College WS100DR
  17. 0.6 miles The Priory Primary School WS100JG (236 pupils)
  18. 0.6 miles Wodensborough Ormiston Academy WS100DR (963 pupils)
  19. 0.7 miles Tameside Infant School WS100EX
  20. 0.7 miles Tameside Junior School WS100EX
  21. 0.7 miles St Mary Magdalene CofE Voluntary Controlled Primary School B711RP (231 pupils)
  22. 0.7 miles Tameside Primary School WS100EZ (537 pupils)
  23. 0.8 miles Hateley Heath Junior School B712RP
  24. 0.8 miles Hateley Heath Infant School B712RP

List of schools in West Bromwich

School report

Sandwell Community School

Westminster Road, West Bromwich, B71 2JN

Inspection dates 11–12 June 2014
Overall effectiveness This inspection: Good 2
Previous inspection: Outstanding 1
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

The senior leadership team has quickly and
The senior leadership team are successfully
The executive headteacher, senior leadership
All staff, feeder schools, the local authority
Good teaching across the whole school has
Regardless of their starting points, students
effectively reorganised the school to make
sure that all students receive a good
managing improvements in teaching and
team and governing body have created a
shared and focused vision for improvement.
parents and students have a full and agreed
understanding of the purpose of the school.
re-engaged students in learning and, as a
result, progress rates are rising.
make good progress in English, mathematics
and science.
Due to positive relationships with staff,
Parents are pleased with their children’s
The school offers a wide range of academic,
The governing body has structured itself well
students’ behaviour is good. Behaviour in
lessons and around the school is positive.
progress and the support of staff; they rightly
feel the school is a safe environment.
vocational and work-related learning
opportunities to support its core provision of
English, mathematics and science.
and uses the expertise of its members to be
highly challenging and supportive of the
There is not a consistent approach to the
collection, analysis and presentation of
information on students’ progress. This
results in teachers occasionally being unsure
about students’ skills and knowledge.
The attendance of some of the hard-to-reach
students is too low.

Information about this inspection

  • The inspection team observed 26 lessons over all five sites, a number of which were joint
    observations with different members of the senior leadership team.
  • Discussions were held with members of the senior leadership team, groups of students, two
    members of the governing body, a representative of the local authority, two parents, a
    representative from the school’s support agencies, a representative from the local police force,
    and a representative from one of the high schools the school serves. A telephone conversation
    took place with an external provider.
  • There were no responses to Parent View, the online parent questionnaire.
  • The inspection team scrutinised students work, the information the school holds regarding the
    progress students make, the leadership and management teams’ self-evaluation and school
    development documentation and the policies and procedures relating to the safeguarding of

Inspection team

Ronald Hall, Lead inspector Additional Inspector
Glen Goddard Additional Inspector
Jennifer Taylor Additional Inspector
Roisin Chambers Additional Inspector

Full report

Information about this school

  • Sandwell Community School was formed in April 2013 by the amalgamation of five different
    pupil referral units spread out across Sandwell. Some of the units stand alone on their own sites
    and others are based on the sites of local high schools.
  • Sandwell Community School is a Key Stages 3 and 4 pupil referral unit which caters for students
    with behavioural, emotional and social difficulties. An increasing number of students also have
    other barriers to learning.
  • Students have either been permanently excluded or are at risk of exclusion from their
    mainstream schools.
  • Some students have a statement of special educational needs, but many do not.
  • The school population is predominantly of White British heritage.
  • The proportion of students for whom the school receives the pupil premium, which is additional
    government funding for students who are known to be eligible for free school meals or who are
    looked after by the local authority, is above average.
  • The school makes use of work and vocational opportunities at Start Right in Smethwick,
    Groundworks in Sandwell and The Prince’s Trust Group in Sandwell.
  • The school provides support for a number of schools, parents and other agencies in relation to
    students with more complex needs.

What does the school need to do to improve further?

  • Raise achievement across the school by:
    ensuring that all leaders and managers within the school have a consistent approach to data
    collection, analysis and presentation to ensure teachers have a good understanding of their
    students’ abilities.
  • Improve attendance across all the units, particularly for the hard-to-reach students, by:
    developing and implementing a common approach to managing attendance
    promoting positive attitudes to engaging in and enjoying learning
    rapidly instigating the proposed computer-based learning programmes of study
    ensuring that the students’ involvement in these programmes is well monitored and tracked.

Inspection judgements

The achievement of pupils is good
  • The vast majority of the students enter the school having had long-term disruption to their
    education. Many have skills and knowledge well below those expected for their age. The staff
    work effectively with their feeder high schools to create a clear baseline from which the students
    can be developed. This in turn results in generally well-constructed, individualised programmes
    of study in which students thrive.
  • All students, regardless of their background, gender or ethnicity make good progress in
    mathematics, English and science. Students also make good progress in other subjects such as
    art, history and physical, health, social and emotional studies. Work in books and around the
    various sites all show that progress over time has been good and is improving. Students’ art
    work seen in several of the units is of a particularly high standard.
  • The highly positive relationships created between staff and students enables the students to
    quickly improve their behaviour and attitudes to learning. Progress in developing students’ social
    skills is rapid. This was clearly seen during the short breaks the students have, in which they
    took part in a variety of activities with respect and courteous consideration towards each other
    and the staff supervising them.
  • The improvements in behaviour have led to an increasing number of students catching up in
    their achievement to the point that many now return to mainstream schools within two or three
    terms of being placed in the school. This success was shown in the response of a high school
    representative who stated: ‘Not only have exclusions in our school dropped but students return
    to us without re-offending. They settle back into their lessons effectively and enjoy school.’
  • The school makes good use of a range of external provision for its oldest students. Here
    students thrive still further, gaining qualifications in mechanics, construction and a range of
    vocational programmes. One of these providers was quick to explain to a member of the
    inspection team just how well the students settled into and persevered with their courses: ’They
    want to learn, to succeed and have very positive attitudes.’
  • Students who receive extra support through the pupil premium make good progress in line with
    that of their peers in the school. Many leave school with skills and knowledge in English and
    mathematics approximately half a term above that of their peers. The school focuses spending
    on one-to-one support and developing individualised programmes, which make use of a wide
    range of learning opportunities, such as outdoor pursuit activities, to build confidence and self-
  • Staff ensure that skills in reading, writing and spelling are an integral part of the students’
    learning. Besides being taught in direct English lessons, these skills are carefully woven into all
    subjects and this has led to rapid progress in the students’ abilities in these areas. In a science
    lesson, the teacher began with a written element which effectively developed the students’
    understanding of the subject language, the spellings of key words and phrases used.
  • Mathematical skills are also taught both directly and within other lessons. Students are
    encouraged to and happily participate in their own self-assessment of their work and behaviour.
    In turn, students know how well they are progressing and what to do to improve further.
    Students say they can progress at a faster rate in mathematics because staff explain their next
    steps in learning well.
  • Although teachers generally use students’ progress information well, this is not consistent and so
    teachers occasionally find it difficult to fully gauge the skills and knowledge their students
The quality of teaching is good
  • The senior leadership team have worked with the local authority, its feeder high schools and
    external consultants to raise the quality of teaching across the whole school. Parents and
    students rightly feel that teaching is now typically good. As one parent stated, ‘My boy has learnt
    more here in the last few months than he has done in his whole school life.’ A student summed
    up their views saying, ’The teachers here listen to us, they talk to us and explain things
  • Teachers plan lessons well to make sure that work meets the needs of all students in their
    lesson. They make sure that resources are appropriate and that lessons are engaging. As one
    student commented during a mathematics lesson, ‘The work is challenging but the staff really
    explain it well, so we know what we are doing.’ Staff take great care to make sure that every
    student, regardless of their ability, understands and makes appropriate progress.
  • Staff constantly encourage students to do their best. This develops their confidence, self-esteem
    and attitudes towards learning. In a challenging English lesson, students were studying forms of
    poetry and language structures. Students’ responses to the excellent questioning of staff showed
    that they had rapidly acquired the skills taught. They could relate the work to other aspects of
    learning and took pride in their success.
  • Students make excellent progress in their spiritual, moral, social and cultural understanding as
    they reflect on the choices they make in life, the consequences of their actions and the effect
    they may have on others. As the link police officer stated: ‘The way in which the staff work with
    the students and support them in developing their behaviour means that they are less likely to
    offend. Therefore, we are often able to deal with them through support rather than
  • The other adults who support learning are fully involved in the assessment of the students’
    progress throughout all lessons. They provide positive support to the students, through the use
    of good questioning and discussion skills. In almost all lessons seen these adults encouraged
    students to rise to the challenges set by the teachers and to do their best.
  • Teachers use the information they collect during lessons well to change their lessons to suit the
    rates of progress the students make and to keep their engagement. This was seen during a
    science lesson where the students enjoyed the challenges set and the teacher varied the lesson
  • Teachers generally use information on students’ progress effectively to plan for future learning.
    However, as the way this information is presented varies across the school, this occasionally
    causes concerns for teachers in its interpretation.
The behaviour and safety of pupils are good
  • The behaviour of students is good. There is a consistent approach across the whole school and
    this has resulted in behaviour improving for all students. Both parents and students rightly feel
    that behaviour is positive. As one student stated, ‘There are still odd times when someone loses
    their temper but this is rare and staff deal with it well.’ A parent stated, ‘If it wasn’t for the way
    the school helped my child improve, we might not have a home now.’
  • Students are polite and respectful to both each other and adults. This in turn leads to their
    positive attitudes in lessons, where students concentrate and persevere in their work. Students
    show pride in their success and that of others. At the end of one lesson when students discussed
    their achievement and behaviour, each not only gave an honest view of their contribution but
    also that of others. All took pride from each other’s comments and the success of their peers.
  • The school’s work to keep the students safe and secure is good. All areas of each site are secure
    and well maintained. The governing body make sure that each site is safe and they review all
    risk assessments, safeguarding procedures and policies. Staff are well trained in safeguarding
    aspects, as are members of the governing body. The senior leadership team work well with the
    local authority to make sure that their work in this area is robust.
  • Students and parents rightly feel the school is a safe place to be. Students feel that staff keep
    them safe and always want the best for them. This is clearly shown by the care taken to make
    sure that external provision is also safe. The school carries out its own checks, draws up risk
    assessments and carefully monitors students’ attendance and progress.
  • Students have a good understanding of the various forms of bullying and say that it does not
    happen in the school. They understand how to stay safe on the internet and state there are no
    issues in the school regarding race, culture or homophobic behaviour. One student summed this
    up effectively when they said: ‘Here we are all the same. It doesn’t matter if you’re gay or
    anything else and all staff respect that and no one pushes their views.’
  • Students have a good understanding of how to stay safe both in and out of school. They are
    more responsive to alternative choices and understand what a criminal record may do for their
    future lives. Therefore, students are increasingly being positive citizens.
  • As students’ behaviour has improved, the number of exclusions has reduced. However, in two
    units there was a short period where a number of exclusions occurred during a period of
    turnover in staffing. The senior leadership team reacted quickly and this rectified the situation.
  • Attendance is rising and the average increase in attendance has been between 25% and 45%.
    However, attendance is still not high enough for the hard-to-reach students in some units. The
    school is in the process of initiating a computer-based learning programme. This will provide an
    alternative form of learning for those students who are school phobic and struggle in any form of
    school environment. It will also ensure the school can track students’ participation in learning.
The leadership and management are good
  • Since the school was created in April 2013 the senior leadership team has worked hard to unite
    all the units into an effective single school. They have rigorously monitored teaching and the
    progress of students. The fact that the behaviour policy is consistent across all the units has
    helped reduce behavioural issues.
  • Leaders and managers at all levels have high expectations and aspirations for the students. All
    staff share a common desire to improve. Positive external support from the local authority and
    feeder high schools has helped the senior leadership team to moderate and develop the work of
    the school. They use this support to moderate their initial assessments of the students and
    ongoing assessments during their stay.
  • The executive headteacher and governing body have created an effective interim management
    structure and are moving to a model based on the lines of a mainstream school. All areas of the
    school are improving effectively, but the senior leadership team are aware of the need to
    accelerate this process.
  • The senior leaders and managers have an accurate view of the school based on evidence
    collected by all the heads of the units. This means self-evaluation is accurate and the school
    improvement plan is well constructed. The senior leadership team have introduced further
    training for all staff in order to make sure the students receive the best teaching possible.
  • The school goes out of its way to ensure that everyone who learns and works in the school has
    an equal opportunity to achieve at their very best. Performance management systems are used
    effectively to both raise the quality of teachers’ performance and their personal development.
    They are also used to eliminate any underperformance of teaching. Students are provided with
    every opportunity to achieve in a wide range of learning and social opportunities.
  • The senior leadership team allocate pupil premium funding effectively. It provides one to one
    support for a number of students and support for families. A range of resources have been
    purchased to make sure all the students’ needs are fully met. This has resulted in these students
    making progress at least in line with their peers in school. They leave the school with skills and
    knowledge approximately a term above their peers.
  • Safeguarding arrangements meet current requirements and these are closely linked to the
    school’s behaviour policy and procedures. Linked to these elements are a wide range of
    specialist agencies, the police, medical specialists and the high schools the school serves. This
    provides a ‘wrap-around approach’ to all the work the school does to ensure that students leave
    the school with the best possible life chances.
  • The executive headteacher and governing body have ensured that most policies and procedures
    are consistent across the whole school. However, the senior leadership team are aware that the
    inconsistency of approach in the collection and interpretation of information regarding students’
    progress could be improved.
  • The local authority provides good support to the school and supports all aspects of its
  • The governance of the school:
    The governing body has created a robust structure and is using the strengths of its members
    very effectively to both challenge and support the school. They know the school very well
    based on evidence from their visits. Governors moved quickly to make sure there is a common
    behaviour policy across the school. They have assisted the headteacher in creating a
    management structure modelled on a mainstream school. Members of the governing body
    have attended appropriate training to help them hold the school to account for all aspects of
    its performance. The governing body carry out their safeguarding duties effectively and check
    that statutory requirements are met. Members know how well the students are doing in all
    aspects of their learning. They are aware that there is a need to bring about a greater
    continuity of collection, analysis and presentation of students’ progress. They have a good
    understanding of the quality of teaching and make sure that teachers’ pay and professional
    development is closely linked to students’ progress.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

School details

Unique reference number 135254
Local authority Sandwell
Inspection number 428916

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Pupil referral unit
School category Pupil referral unit
Age range of pupils 11-16
Gender of pupils Mixed
Number of pupils on the school roll 183
Appropriate authority The governing body
Chair Ian Jones
Executive Headteacher Graham Angell
Date of previous school inspection 24 January 2011
Telephone number 0121 556 4951
Fax number 0121 588 7449
Email address reveal email: gang…


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