Sandgate School

Sandgate School continues to perform well as a good school, providing a supportive and nurturing environment for its students with special educational needs. The school has created a welcoming atmosphere where pupils develop strong relationships with staff and their peers, leading to positive learning experiences. The curriculum is ambitious and catered to meet the diverse needs of the students, ensuring that they achieve well from their starting points. Parents and carers feel supported and appreciate the opportunities provided for their children, contributing to the school's overall positive reputation. However, there are areas identified for improvement, particularly in the new reading curriculum which leaders have not yet thoroughly evaluated for its effectiveness. While the school excels at fostering personal development and confidence among students, further monitoring is needed to ensure that all aspects of the educational strategies are effectively supporting student learning. Overall, the context of the school as an all-through special school plays a significant role in shaping its educational strategies and community involvement.

Strengths

• Pupils feel safe and happy in a nurturing environment.
• Strong relationships between staff and pupils promote positive behavior and achievement.
• Ambitious curriculum designed to meet diverse special educational needs.
• Effective communication strategies for pupils with complex needs.
• Supportive personal development opportunities, including residential trips and work placements.
• A love for reading and stories is deeply integrated into the school's culture.
• Staff training contributes to a knowledgeable workforce.
• Governors effectively hold leaders accountable for the quality of education.

Areas for Improvement

• Leaders have not yet evaluated the impact of the new reading curriculum.

In 2024–25 pupils at Sandgate School attended 90.4% of sessions (the national figure for special schools was 87.2%). 29.7% of pupils were persistently absent, missing at least one session in ten (nationally 35.3%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.0% of pupils at Sandgate School were suspended at least once (nationally 5.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Sandgate School had 6.7 pupils for each teacher (the national figure for special schools was 6.6). Of its teachers in 2024–25, 4.2% were no longer at the school a year later (nationally 14.5%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26 Sandgate School had 166 pupils, 98.8% of them with an education, health and care (EHC) plan (nationally 99.5%).

It says it provides for: severe learning difficulty; profound and multiple learning difficulty; speech, language and communication needs; hearing impairment; vision impairment; multi-sensory impairment; autistic spectrum disorder.

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded special school schools. Counts are as published, with small numbers not hidden.

In 2025–26 Sandgate School received £31,826 and spent £30,912 for each of its 166 pupils. It ended the year with a deficit of £179,000 (-£1,078 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Kendal · Westmorland and Furness local authority: places and applications

What is Sandgate School's Ofsted rating?

The latest Ofsted rating for Sandgate School is Good, from an inspection in September 2023.

When was Sandgate School last inspected by Ofsted?

Sandgate School was last inspected in September 2023.

How many pupils does Sandgate School have?

Sandgate School has 166 pupils on roll.

What age range does Sandgate School cover?

Sandgate School for pupils aged 3 to 19.

What are Sandgate School's SATs (KS2) results?

In 2025, 0% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Sandgate School?

Sandgate School is at Sandylands Road, Kendal, Cumbria, LA9 6JG.