Sacred Heart Catholic Primary School, Byermoor

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of outstanding as a result of this initial section 8 inspection. However, the evidence suggests that the inspection grade might not be as high if a full inspection were carried out now. The next inspection will therefore be a full (section 5) inspection.

What is it like to attend this school?

Sacred Heart Catholic Primary School is a friendly and welcoming place. One parent expressed the views of others when they said, 'The teachers and pupils all care about each other, and all teachers help when it is needed.' Teachers ensure that the school is calm and orderly.

The pupils abide by the rules. They treat each other with ki...ndness and respect. Pupils are also extremely polite to adults and school visitors.

Pupils feel safe and well cared for. They trust adults in the school to help them. They say that bullying is very rare.

They know they can raise any concerns they may have by using the worry boxes. Pupils are definite that they do not hear any derogatory language in the playground.

Pupils show positive attitudes to learning.

Classrooms buzz with activity across the day. Pupils are eager to answer questions and share their opinions. Most take great pride in their work.

Displays adorn corridor walls, bringing the curriculum to life. Extra-curricular activities are beginning to resume, and more clubs are planned to restart after half-term. The programme of residential visits is back in the school calendar.

What does the school do well and what does it need to do better?

The school's curriculum has many strengths. Subject curricula are rich in knowledge and cover the broad requirements of the national curriculum. In English and mathematics, topics are taught in a carefully considered sequence.

Within each topic, knowledge is broken down into small steps. Pupils capture this knowledge well in their books. Teachers have good subject knowledge.

They select suitable teaching approaches that engage pupils and challenge their thinking. Teachers skilfully adapt resources for pupils with special educational needs and/or disabilities. Teaching assistants provide effective support.

They help these pupils to learn the same curriculum as everyone else. During the pandemic, leaders ensured that all subjects were taught during periods when the school was not open to all pupils. Teachers use assessment well.

They frequently ask probing questions or use short quizzes to check what knowledge pupils can recall. This approach is helping pupils remember much of the knowledge they are taught.

In some subjects, such as history, geography and art, curriculum planning is less ambitious.

Planning does not make clear how key ideas or concepts will be taught. This falls short of national curriculum expectations. In history, for example, important concepts such as 'causation' and 'significance' are not identified.

In addition, there are few opportunities for pupils to work on more complex tasks that involve the thoughtful selection and organisation of relevant historical knowledge.

Leaders are reviewing their approach to early reading. They recognise the limitations of their current phonics programme.

While it has some strengths, some of the books provided for pupils are taken from several different phonics schemes. Sometimes these books contain sounds or words that pupils have not been taught. That said, most pupils make secure progress in reading.

They get off to a quick start in the Reception class. The disruptions from COVID-19 mean some pupils, particularly those in Year 1, have fallen behind. The school has increased the amount of phonics teaching to try and help pupils catch up.

However, some phonics sessions do not recap the sounds pupils have covered frequently enough.

Mathematics is taught well across the school. In the Reception class, knowledge of numbers is taught clearly.

Children quickly learn to recognise 'more' and 'fewer'. There are many number-based activities for children to build on this knowledge when playing. In key stage 1, teachers use correct mathematical language and well-chosen activities to develop pupils' understanding.

However, teachers rely too much on worksheets for older pupils. This results in pupils getting few opportunities to set out calculations for themselves.

Pupils' behaviour is excellent.

Their positive attitudes to learning a delight. They work hard and are eager to get involved in lessons. They encourage one another and work well in pairs or small groups.

The culture and climate in school are very respectful and supportive.

Before the pandemic, the school had a rich programme in place to foster pupils' personal development. Some of this had to be suspended.

Most enrichment activities, such as trips to museums and residential adventure activities, are now resuming. Leaders give 10% of the week to teaching religious content and personal, social, and health education. They follow the diocese scheme of learning closely.

They ensure statutory topics about relationships, health and sex are carefully sequenced in an age-appropriate way.

The headteacher has the confidence of parents and the staff. He has managed staff workload thoughtfully through a challenging period.

He knows the school's strengths and areas for development.

In discussion with the headteacher, the inspector agreed that the school's provision for early reading and the quality of education within some of the foundation subjects may usefully serve as a focus for the next inspection.

Safeguarding

The arrangements for safeguarding are effective.

The headteacher has ensured that safeguarding remains the school's number one priority. Following his appointment, he checked all aspects of safeguarding policy and practice. Staff have received up-to-date training.

There are clear systems for members of staff to report any issues. Leaders are quick to report concerns on to external safeguarding partners. The curriculum does much to help pupils understand risks.

For example, pupils are taught about what is appropriate and what is not in their relationships. Pupils feel very safe in school. They trust adults to address any concerns they have.

Staff were aware that pupils might feel anxious or worried when the school reopened. They did everything possible to create a caring and nurturing environment.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school does not have a full systematic synthetic phonics programme in place.

Decodable books are drawn from several different phonics programmes. Sometimes, this results in pupils reading books with sounds or words they have not been taught. This risks undermining their confidence.

In addition, some phonics teaching lacks intensity. Leaders should complete their review of how they teach early reading and make sure these weaknesses are addressed. ? In the foundation subjects, pupils learn many facts, but are less secure on essential underpinning concepts.

This falls short of national curriculum expectations and restricts pupils' deeper understanding in these subjects. Leaders need to ensure that essential concepts are highlighted in curriculum plans and are taught in lessons. ? The mathematics curriculum is well developed and ambitious.

However, teachers make too much use of the scheme's worksheet resources. Leaders should ensure older pupils get more opportunities to set out mathematics work for themselves.Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be outstanding in October 2015.

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