The Sandwich Technology School, located in Kent, underwent an inspection on May 15 and 16, 2024, which resulted in an overall effectiveness rating of inadequate. The quality of education, behavior and attitudes, personal development, and leadership and management were all rated inadequate, while the sixth-form provision was rated good. The headteacher, Tracey Savage, leads the school, which is part of The Sandwich Technology School Trust, overseen by a board of trustees chaired by Robyn Starr.
Despite some positive relationships between pupils and staff, the school has been plagued by low standards of behavior and attitudes, leading to a culture where expectations are frequently disregarded. Incidents of bullying and fighting are common, and lessons are often disrupted. Attendance rates are low, with high levels of in-school truancy, resulting in a fragmented educational experience for many pupils. The safeguarding culture within the school is poor, with inadequate procedures for tracking absent pupils and ensuring their safety. Many pupils feel unsafe in the chaotic environment, and some do not trust the school to address their concerns.
The personal development curriculum is ineffective, leaving pupils without a solid understanding of fundamental British values and limited knowledge of different faiths and cultures. Consequently, they are not adequately prepared for life in modern Britain. The quality of education is insufficient, as the ambitious curriculum is undermined by low expectations and inconsistent teaching quality, leading to significant underachievement among most pupils. In contrast, standards in the sixth form are higher, with leaders setting high expectations for education, attendance, and pastoral care, resulting in a better experience for students.
The school has developed an ambitious curriculum that is well-planned in most subjects, and it has implemented a whole-school reading strategy along with support for pupils with special educational needs. However, staff often lack the necessary subject knowledge and expertise to deliver the curriculum effectively. Teaching strategies tend to focus more on managing behavior than on ensuring that pupils acquire essential knowledge and skills, which hampers their ability to retain what they have learned.
Attendance issues are prevalent, with many pupils frequently missing school and engaging in truancy. A significant number of pupils wander the corridors and skip lessons, making it difficult for staff to manage behavior effectively. This widespread absence contributes to significant gaps in learning. The school’s efforts to improve attendance and address truancy have not been sufficiently effective.
Behavior standards are poor, with inconsistent expectations leading to disruptions in learning. While some lessons see calm behavior, others do not, allowing poor conduct to persist. Bullying is reported by pupils and parents, and concerns are often not addressed effectively, leading to a lack of confidence in the school's ability to manage such issues.
The personal development program varies in quality, with younger pupils receiving a well-structured curriculum while older pupils receive minimal support. This inconsistency leaves older pupils ill-equipped for life beyond school. In the sixth form, students experience a more positive environment, benefiting from knowledgeable staff and strong pastoral support.
Trustees are unaware of critical weaknesses within the school, failing to provide effective support and challenge. Many staff members feel unsupported in managing behavior and express concerns about their workload and well-being. The safeguarding arrangements are ineffective, leaving vulnerable pupils at risk. The school must urgently implement a coherent strategy to improve attendance, tackle bullying, and establish a strong safeguarding culture to ensure the well-being of all pupils.
