Sacred Heart Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Sacred Heart Primary School serves a diverse community.

The school cherishes and celebrates the varied cultures, religions and backgrounds reflected in its population. Staff care deeply for the pupils. They quickly establish and nurture positive relationships.

Because of this, pupils feel happy and safe in school.

The school has high expectations for pupils. It is constantly seeking opportunities for pupils to broaden their horizons, widen their experiences and build their aspirations.

Pupils can attend a wide range of extra-curricular clubs to interest and inspire them. Pupils enjoy trips organised by the school to enhance their learning.

I...n lessons and at less-structured times, pupils respond well to the school's routines and expectations of behaviour.

Pupils are interested and attentive in lessons. Children in the early years are helpful and cooperative. Pupils move around school calmly and sensibly.

Pupils learn to make a positive contribution to the school and the wider community. They take on leadership roles on the school council. The 'Mini Vinnies' raise money for charity and sports leaders support their peers at playtimes.

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

The school's ambitious curriculum is carefully sequenced and runs from early years to the end of Year 6. The most important concepts have been identified. The school has identified what pupils need to learn before they leave primary school.

Pupils, including those with special educational needs and/or disabilities (SEND), build their knowledge well towards these end points over time. Teachers have secure subject knowledge. They receive regular training.

In mathematics, lessons follow a consistent structure. Through skilful questioning, teachers revisit what pupils have learned before. This helps pupils remember and build their learning in small steps.

In physical education (PE), teachers present information clearly. They also make regular checks on pupils' understanding. The physical development that children receive in the early years is an excellent preparation for the PE curriculum they will follow in key stage 1.

In the outdoor provision, children enthusiastically engage in physical activity. They jump, climb, crawl and they develop core strength by swinging on ropes.

The school puts a high priority on reading.

The school's chosen scheme for the teaching of reading is used expertly by well-trained teachers. Children in the early years are highly motivated to learn to read. They listen attentively and enthusiastically join in with phonics sessions.

Books are valued and celebrated throughout school. A 'books and bagel' session involves parents and carers in the shared enjoyment of high-quality texts being read aloud to children. When pupils struggle or slip behind with their reading, they are quickly identified and receive specialist support to keep up.

The school expertly identifies where pupils have barriers to learning, including those with SEND. When pupils need additional support, this is provided through adaptations to the curriculum or through focused adult support. Teachers use questioning well to check what pupils have understood in lessons.

Children in the early years get off to a great start to their education. Many children join with low starting points. The school has prioritised vocabulary, language and communication.

Interactions between adults and children are of high quality. The children quickly develop confidence and independence. They plant seeds and observe the growth of flowers and plants.

Children in Nursery study the life cycle of the butterfly.

The school has revised the curriculum for personal, social and health education (PSHE). Pupils learn to lead healthy lifestyles.

They learn about healthy relationships. In religious education lessons, pupils discuss big questions and topics such as, 'Do you think you should earn love?' Some pupils' understanding of, and respect for, protected characteristics, such as race and sexuality, is under-developed. Pupils say that there are occasions where derogatory language is used.

They worry that this may become bullying.

Leaders, governors and the trust share the same vision and high ambition that pupils will achieve their best at Sacred Heart. There is an unswerving commitment to serving a deprived and complex community.

The school benefits from high-quality support and collaboration that comes through membership of the trust. Staff report that leaders are mindful of their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils are concerned about the occasional use of inappropriate and derogatory language outside of lessons. This can make them upset. The school should continue to work with pupils to address these concerns to further improve pupils' experience of school.

• Some aspects of the PSHE curriculum are embedded more than others. Some pupils reported that a small number of children do not consistently show respect for some protected characteristics or do not engage sufficiently with views other than their own. The school should continue to work to ensure these issues are addressed.