Sacred Heart Catholic Primary School

Highlights from Latest Inspection

Outcome

Sacred Heart Catholic Primary School continues to be a good school.

What is it like to attend this school?

Pupils are proud ambassadors of their school.

The school motto permeates everything that they do. Added to this, pupils have a deep understanding of equality. They champion diversity.

Pupils were adamant that at this school, everyone is accepted for who they are. They told inspectors that they are 'all individual pieces of a jigsaw, unique but connected'.

Pupils are happy to be greeted each morning by welcoming staff and Albie, the school dog.

Pupils are incredibly kind to each other. They are keen to live up to leaders' high expectations of their be...haviour. Leaders deal with any bullying swiftly and effectively.

This helps pupils to feel safe.

Leaders are passionate about raising pupils' aspirations. They expect pupils, irrespective of their background or ability, to succeed.

Pupils, including children in the early years, flourish.

Pupils benefit from a well-considered programme of wider development that prepares them well for life in modern Britain. This helps to bring the curriculum to life and encourages pupils to be ambitious for their futures.

A wealth of experiences support pupils to develop their character and resilience. Pupils are confident, articulate and spoke openly about the importance of the strong relationships that they have with staff. Pupils value the support that staff give them for their emotional well-being.

Pupils relish opportunities to act as positive role models for younger children. For example, Year 6 pupils enjoy being 'gardeners' to their 'seeds' in the Reception class.

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

Leaders are ambitious for all pupils, including those with special educational needs and/or disabilities (SEND).

To this end, leaders have designed a well-thought-out curriculum that addresses disadvantage and ensures that pupils are prepared sufficiently well for the next stage of their education. Children in the early years are eager to embark on key stage 1. By the end of key stage 2, pupils have acquired the rich knowledge that they need in readiness for secondary school.

Pupils achieve well.

In the main, leaders have thought carefully about what they want pupils to learn and when this content should be taught. From the early years to Year 6, the curriculum is organised well.

Leaders are unswerving in their determination to ensure that all pupils, including those with SEND, follow the same aspirational curriculum. Teachers successfully make adaptations to the delivery of the curriculum, so that pupils with SEND can learn well alongside their peers.

For the most part, the curriculum is implemented skilfully.

Most teachers are adept at encouraging pupils to deepen their understanding and build on prior learning. Pupils are empowered to learn well. Many pupils spoke confidently about their learning.

They explained, with ease, how they apply their knowledge to more sophisticated ideas. In the early years, children learn to use a wide range of language and vocabulary.

In a small number of subjects, some teachers are not as confident in their delivery of the curriculum.

On occasion, some teachers do not choose the most appropriate activities to help pupils to learn the important knowledge in these subject curriculums. From time to time, some pupils do not build on prior learning as well as they should.

In most subjects, leaders' assessment systems are well established.

Teachers use their expertise to successfully identify and address pupils' misconceptions. However, in a small number of subjects, current assessment systems sometimes hinder teachers from checking quickly enough whether pupils' knowledge is secure. As a result, in these subjects, some pupils do not recall knowledge as fluently as they should.

Leaders prioritise reading. For example, prior to children starting in the Nursery or Reception classes, leaders provide them with story books and book bags as gifts. Leaders have also invested in new books to ensure that pupils in key stage 2 have access to high-quality texts.

Across the school, there is clearly a love of reading. Pupils said that reading opens their minds and their imaginations. They told inspectors that they value learning new vocabulary.

By the end of key stage 2, most pupils read fluently and accurately.

Staff are experts in early reading. Pupils practise their reading using books that match the sounds that they have learned.

Most pupils secure a strong knowledge of phonics. This provides them with a solid foundation for future learning. Leaders have effective systems in place to help pupils who are behind with their phonics knowledge to catch up quickly.

Leaders quickly and accurately identify the additional needs of pupils with SEND. Staff use their considerable expertise to support pupils with SEND exceptionally well. Pupils with SEND thrive.

They enjoy all that this school has to offer.

Pupils have a fervour for learning. They are excited to learn new topics and concepts.

As a result, pupils, including children in the early years, listen attentively to their teachers. They behave well and learn without disruption.Pupils spoke enthusiastically about the wide variety of opportunities available to them through extra-curricular clubs, trips and visits.

Pupils also learn about democracy and British values, for example, through taking on roles as eco representatives, school councillors and play leaders. Leaders foster pupils' sense of community through various projects, for example a recent rainforest project with Chester Zoo and fundraising for outdoor equipment. Pupils readily assume roles of responsibility.

Staff are immensely proud to work at the school. Morale is high. Staff were effusive about leaders' support for their workload and well-being.

Subject leaders are well equipped to carry out their roles effectively.

Governors support and challenge leaders in equal measure to ensure that pupils receive a high-quality education.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure a strong culture of safeguarding. Staff are alert to the signs that a pupil may be at risk of harm. They report any concerns about a pupil's welfare diligently.

Leaders work closely with external agencies to ensure that vulnerable pupils and their families receive appropriate and timely support.

Staff are well trained to identify the dangers that pupils face online and in the local community. They ensure that pupils learn how to stay safe and how to develop healthy relationships.

Pupils were clear that they have someone to go to if they have any concerns. They are confident to report any worries that they may have to staff.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasion, in a small number of subjects, some teachers do not select the most appropriate pedagogy to deliver the knowledge in the curriculum.

This sometimes hinders how well pupils can build on their prior learning. Leaders should ensure that teachers are equipped with the confidence to deliver the curriculum consistently well. ? In a small number of subjects, leaders' assessment systems do not enable teachers to check sufficiently well that pupils have learned the knowledge in the curriculum.

This sometimes hinders teachers in identifying pupils' misconceptions quickly enough. As leaders refine their approaches to assessment, they should ensure that teachers are equipped to check that pupils have embedded their knowledge securely.Background

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

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

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

This is the first ungraded inspection since we judged the school to be good in February 2018.