Sacred Heart Catholic Primary School, Byermoor

Highlights from Latest Inspection

What is it like to attend this school?

Happy, polite and inquisitive pupils abound at Sacred Heart. They love coming to school.

Pupils talk with pride to visitors about their learning and the school. Pupils are cared for well by staff who put children first in all they do. Pupils are kept safe by these well-trained staff.

Pupils are exceptionally well mannered and courteous. They look after one other. One pupil summed up the thoughts of many by saying, 'When you join Sacred Heart, it's like getting a new family and you've been adopted by the school.'



Leaders establish high expectations for all in this school. Pupils strive to meet these high expectations. Positive learning environments ...are evident across the school.

Pupils' attitudes to learning are exemplary. Pupils achieve well as a result of knowledgeable staff. Pupils develop a secure bank of knowledge in lessons.

The school realises its aim of developing and nurturing pupils 'spiritually, socially, emotionally and academically'.

Pupils have many opportunities to have their voice heard in school. Older pupils take their responsibilities seriously.

These include fundraising, organising new school clubs and flower planting in the local area. Leaders engage effectively with parents. One parent captured the comments of others by saying her children 'feel safe, secure and supported each day and are challenged to be the best possible versions of themselves'.

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

The school has developed subject curriculums that are exciting and engaging for pupils. These curriculums ensure that all pupils, including those with special educational needs and/or disabilities (SEND), get every opportunity to succeed. Pupils' needs are identified quickly.

Effective support is put in place to meet these needs.

Since the previous inspection in 2021, leaders have introduced a new phonics curriculum. This has had a significant positive impact on pupils' achievement in phonics.

There is a clear focus on children in early years developing the necessary skills in early reading. This prepares them well for the next stage of their education. Effective teaching of phonics ensures that older pupils become confident and fluent readers.

Leaders constantly review these ambitious curriculums. As a result of this review process, some curriculums are new and only recently introduced across the school, including in early years. These need more time to become securely embedded in practice so that the ambition of these curriculums is fully realised.

Children in Reception enjoy a well-resourced and engaging learning environment. Talented staff model adventurous vocabulary for children to use independently. A love of books is tangible across the provision.

Children link their learning from stories to their play. They make boats to 'travel across the sea to the desert'. They understand that boats should float, but also what might make their boat sink.

Effective curriculum implementation is a hallmark of provision in other subject areas. Teachers have secure subject knowledge. They ensure that leaders' high expectations are consistent across school.

Pupils enjoy their learning. They talk with understanding about the knowledge and skills they have developed. For example, older pupils talk about the parallels between the civil rights movement in America and the experiences of the Windrush generation in the United Kingdom.

In geography, pupils talk about what mushroom rocks are, where they might be found and their formation process.

Behaviour and attitudes in school are exemplary. This contributes to the exceptional learning environment across school.

Lessons take place without disruption. Pupils have a keen understanding of each other's needs. The buddy system between the youngest and oldest pupils allows children in Reception to model their own behaviours on very positive role models.

Attendance is not an issue at Sacred Heart. Leaders have taken effective action to reduce persistent absence. They engage well with families to promote good attendance.

The school's provision for pupils' wider development is exceptional. Pupils develop substantial knowledge of safety, tolerance, equality and diversity. Staff immerse pupils in a wealth of opportunities to appreciate other faiths, religions and beliefs.

These extend well beyond the expected. Pupils talk with understanding about numerous and diverse world religions, including Shintoism, Taoism and Raëlism. They know the importance of British values and the protected characteristics.

They enjoy opportunities for debate. Pupils enjoy a wide range of educational visits and visitors to school to enhance the curriculums in school. Pupils take on responsibilities across school, including as worship leaders, reading ambassadors, school councillors and eco-councillors.

They see the impact these roles have. Their voice is heard.

Leaders' unswerving focus is on pupils.

Rigorous systems for continual improvement are in place. Governors are well informed and use this information to challenge and hold leaders to account for the benefit of pupils. Trustees have clear oversight of the school.

The trust provides effective support and challenge to the school. Leaders at all levels fulfil their roles with diligence.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subject curriculums have been reviewed and introduced recently. This means that they are not yet embedded securely in the school's practice. The school should continue to ensure that these curriculums are embedded securely and that the impact of these curriculums on pupils is evaluated.

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