Sacred Heart Catholic Primary School, Battersea

Highlights from Latest Inspection

What is it like to attend this school?

Positive and supportive relationships are at the centre of this inclusive school. This helps pupils to feel safe and be kept safe. Pupils enjoy spending time in the school garden.

They show mature and respectful behaviour when looking at the wildlife, including the tadpoles and snails.

Behaviour is excellent. High expectations and consistent routines mean that the school is a calm and orderly environment.

Pupils are keen to take part in their learning. The curriculum is ambitious and typically helps pupils to develop a secure body of knowledge in different subjects. They produce work of good quality and are well prepared for the next stage of their education....

Diversity is celebrated through the books pupils read and the activities they undertake. For example, pupils enjoyed their online conversation with Floella Benjamin as part of their work on the Windrush. They look forward to the annual cultural evening when the school community celebrates its diversity with food and entertainment.

Many pupils attend a range of activities, including gardening, tag rugby, orchestra and digital art. There is an exciting programme of visits that enrich pupils' experiences. For example, a recent outing to parliament, provided an opportunity to meet with an MP to discuss food poverty.

If pupils have a talent, they will find it here.

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

Leaders have developed an ambitious curriculum for all pupils. They have identified the most important knowledge pupils need to know in different subjects.

Teachers know the needs of their pupils well. This means that they can adapt tasks effectively so that pupils with special educational needs and/or disabilities are well supported to access the same ambitious curriculum. This includes the needs of pupils who attend the autism spectrum disorder provision.

The curriculum is typically well sequenced, and this helps pupils to build their understanding over time. For example, children in Reception learn about odd and even numbers. Older pupils build on this foundation when using multiplication and division to complete increasingly complex problem-solving.

Similarly, in music, pupils develop their understanding of clapping and playing simple rhythms. This supports their understanding of polyrhythms.

The development of reading has been a key school priority.

Leaders have introduced a new phonics programme and have ensured that all staff are fully trained. This means that the curriculum is implemented with consistency and provision. Leaders are rigorous in identifying gaps in pupils' phonic knowledge.

They respond swiftly by putting appropriate and effective interventions in place. Teachers ensure that pupils read books that match the sounds that they know. This means that pupils are learning to read with fluency.

Pupils enjoy reading and being read to. They are keen to share the opportunities they have to speak with authors, such as Frank Cottrell Boyce.

Teachers typically make use of effective assessment to check what pupils understand.

This ensures that misconceptions are usually identified and addressed. However, in a few foundation subjects, teachers are less consistent in checking what pupils know. This means that some pupils' learning in these areas is not as secure.

Pupils' behaviour is exemplary. They understand, and rise to, the high expectations leaders have of them. They like the rewards they receive such as being selected 'pupil of the day' and receiving house points.

Pupils are enthusiastic in their lessons and enjoy talking about their learning. Leaders work closely with families to ensure that pupils attend well and on time.

Pupils' wider personal development is exceptionally well considered.

For example, there is a wide range of leadership opportunities available to pupils that help develop their character and sense of responsibility. 'Faith friends' have successfully raised funds for charity and help support pupils' spiritual understanding. Eco ambassadors have taken a lead in designing and maintaining the school garden.

From early years onwards, careful thought has been given to pupils' relationship and health education. For example, pupils learn important values and how to manage their own behaviour.

Leaders, including those responsible for governance, have an accurate understanding of the school's strengths.

They have identified appropriate improvement priorities and have ensured these have been addressed throughout the year. Staff appreciate the consideration given by leaders to managing workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders understand the local context well. This has enabled them to ensure that pupils have appropriate pastoral support, including access to counsellors when needed. Staff receive up-to-date training.

This helps them to be vigilant to the needs of the pupils. They understand how to report any concerns that might arise.

Leaders make timely referrals to outside agencies and are tenacious in following up any concerns.

Pupils learn to keep themselves safe, including when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few foundation subjects, teachers do not check as carefully what pupils have learned. As a result, they do not identify and address misconceptions.

This means that pupils' understanding in these areas is sometimes less secure. Leaders must ensure that teachers consistently check pupils' understanding so that they can respond to any misconceptions. This will support pupils to learn and remember more in these subjects.

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