Sacred Heart Primary School

Sacred Heart Primary School Inspection report

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Unique Reference Number 109640 Local Authority Luton Inspection number 356593 Inspection dates 22–23 June 2011 Reporting inspector Nina Bee

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Primary School category Voluntary aided Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 406 Appropriate authority The governing body Chair Andrew Collon Headteacher Joan Cullen Date of previous school inspection 15 April 2008 School address Langford Drive Luton LU2 9AJ Telephone number 01582 730781 Fax number 01582 457382 Email address sacredheart.primary.admin@luton.gov.uk

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Age group 4–11 Inspection dates 22–23 June 2011 Inspection number 356593 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by four additional inspectors. Nineteen parts of lessons were observed and 16 teachers. The inspectors observed the work of the school and looked at policies, evidence of internal and external monitoring, teachers' planning, academic performance data and safeguarding documentation (systems to protect children and keep them safe). Discussions were held with staff, governors, a representative from the local authority and groups of pupils. Responses to questionnaires from 149 parents and carers were analysed, along with 49 from pupils and 26 from staff. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  What is the quality of teaching, and how accurate is the school's own judgement that it is good, particularly for all pupil groups?  How successfully do teachers use assessment information to allow pupils to improve

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Introduction

and move onto the next steps in learning?  How effective have senior leaders and governors been in improving pupils' attainment and achievement through their monitoring and evaluating systems?

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Information about the school

Sacred Heart is larger than most primary schools. Most pupils live in the parish and an increasing number travel from the surrounding areas. Approximately half of the pupils come from White British heritage. Just under a quarter are from other White backgrounds, and these are mainly from Polish families. The remainder come from a range of minority ethnic groups. The proportion of pupils known to be eligible for free school meals is below average. The number of pupils who speak English as an additional language is above average. A few pupils are at the early stages of learning English. Fewer pupils are identified as having special educational needs and/or disabilities than in most schools. Children in the Early Years Foundation Stage are taught in two Reception classes. The school has recently received the Investors in Families Award. The childcare provision on site opened in 2009 and is managed by the governing body. It

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Information about the school

is open five days a week during term time. The Hearty Breakfast Club runs daily from 7.30 - 8.50 am and the After School Club is open from 3.30 - 5.45 pm every day. There is provision for 27 pupils at any one time but 135 pupils are on roll.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

Sacred Heart provides a good education for its pupils, who work hard and are well cared for. They develop good relationships with each other and their teachers. Staff have high expectations for pupils to achieve well, personally and academically. Opportunities for pupils to think about moral issues are provided in assemblies and during other times when prayers are said. Pupils spoke positively of The Prayer Garden which they helped to develop. Older pupils spoke sensitively about this being a place to sit quietly and think. Behaviour is good, especially during lessons, when it is sometimes outstanding. Discussions with pupils and responses to questionnaires, from both pupils and their parents and carers, indicated that a few pupils do not always behave as well as they should. Parents and carers are positive and supportive of the work of the school and are confident that staff care for and look after their children well.

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Main findings

Children in Reception get off to a good start. As a result of good teaching and pupils' good attitudes to learning, all pupil groups achieve well in Years 1 to 6. Attainment for the current Year 6 is above average. Higher-attaining pupils are effectively challenged and more pupils than usual are on course to reach higher levels. The curriculum offers good provision for pupils to develop their literacy and numeracy skills. However, pupils have too few opportunities to use the good facilities for information and communication technology (ICT) to develop their ICT skills in other subjects. Occasionally, pupils with special educational needs and/or disabilities do not receive activities which match their needs and learning styles, and their learning is slower. The monitoring of work in their books by senior leaders is not as effective as it is in other subject areas. Ambition and a drive for improvement are well embedded in all the school does. Since the

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Main findings

previous inspection, achievement, teaching, learning and the use of assessment have all improved and are now good. School leaders have an accurate view of the quality of teaching and learning. Self-evaluation is also now more accurate and staff and governors have a good understanding of the school's strengths and areas for development. Given these successes and the energy and commitment of a well-led staff, the school has good capacity to improve further.

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What does the school need to do to improve further?

 Make more use of the good facilities in the ICT suite and classroom areas to ensure that pupils use ICT effectively across all areas of the curriculum.  Ensure that pupils with special education needs and/or disabilities always receive good provision by: checking that activities are accurately planned to address their individual needs and learning styles

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

developing the monitoring role of the special educational needs coordinator and other senior leaders so that pupils' work is regularly checked to ensure that their progress is consistently good across all subject areas.

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Outcomes for individuals and groups of pupils 2

Pupils' achievement is good in relation to their starting points, which are below average. Their attainment in reading, writing and mathematics is average in Year 2 and above average in Year 6. School records show that most pupils in Year 2 and Year 6 are on course to reach or exceed the levels expected of them in science. Pupils enjoy learning and attendance is above average. Pupils' learning and progress are good overall for all groups of pupils. Those who speak English as an additional language achieve well because teachers have a clear idea of the levels of English they have acquired and support them appropriately. Good support from bilingual teaching assistants particularly helps Polish pupils, who speak little English, to make good progress. Teachers use resources well. As a Year 2 class learned about different authors they watched a video attentively and later showed good understanding of it during a

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Outcomes for individuals and groups of pupils 2

discussion. Learning was good for all abilities because different groups were effectively supported. Pupils with special educational needs and/or disabilities are well supported. Learning is not so rapid when, at times, they receive activities that are not accurately matched to their learning needs. Teachers use interactive whiteboards confidently to develop and reinforce learning. However, pupils have too few opportunities to use computers to support their learning and develop basic computer skills during lessons. Pupils feel safe and spoke knowledgeably about potential dangers they may come across. Pupils in Year 6 spoke sensibly about the dangers of smoking. Pupils also show a good awareness of the need to look after themselves particularly in relation to eating healthily and taking regular exercise. They are sensitive to the needs of others and talk proudly of the buddy system in school. Others speak about the science 'Seed Club' where older pupils

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Outcomes for individuals and groups of pupils 2

in Year 6 work with pupils in Year 2. Pupils know there are people in the local community and wider world that are not as fortunate as they are and are keen to raise funds to help. Pupils thoroughly enjoy all that is offered at the Healthy Breakfast and After-School Clubs. A wide range of educational activities are offered, such as gardening and developing art and music skills. Pupils also make good use of good opportunities to complete homework tasks in the After School club.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 2

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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2

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

Teaching is predominantly good with the occasional lesson outstanding. Assessment information is used well to support learning. Teachers have become more adept at using their detailed knowledge of pupils to identify the progress they are making. When teachers mark pupils' work they generally give constructive and informative comments which show them what they need to do to improve. Good intervention strategies have been established to support pupils who are not on course to reach their targets. The good support which pupils receive from teaching assistants contributes well to their learning. The curriculum encourages good progress. Through the school's well-established creative curriculum partnership, pupils make interesting educational visits out and exciting visitors are invited into school. Many pupils spoke of the enjoyable work they recently completed with a visiting Manga artist. The curriculum is well organised and offers imaginative

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How effective is the provision?

activities which are well adapted to meet the needs of different groups and their learning requirements. English and mathematics are effectively integrated across the curriculum. The ICT curriculum is not as strong because pupils have too few opportunities to use computers. Pupils' personal and social needs are well catered for. Staff, including family workers, support pupils and their families well. Pre-school children were seen having an exciting time during a well-attended Play and Stay session. The Hearty Breakfast and After School Club is well attended and appreciated by pupils and parents and carers. Transition

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

arrangements are well established and pupils in Year 6 say they feel well prepared to transfer to secondary education.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The headteacher leads with a clear sense of direction and is ambitious for continuous improvement to take place. She receives good support from the senior team and the governing body. They rightly identified that teaching, learning and the use of assessment needed to be improved, and appointed an assistant headteacher to oversee this area. Monitoring of pupils' progress is thorough with good intervention systems in place. Consistent application of these has brought about improvements in all areas. The governing body is knowledgeable about the school's strengths and areas which need developing and is in a good position to support and challenge senior staff when necessary. They focus effectively on pupils' health and safety. Clear procedures and documentation have been established for safeguarding and at the time of the inspection were secure. The school is a cohesive community where all staff and pupils get along well together.

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How effective are leadership and management?

Equal opportunities are promoted well and any discrimination is tackled effectively. Pupils' individual personal and academic needs are addressed effectively because pupils are well known by all staff. Community cohesion is promoted well and good links are established with the local community and are developing further with the wider world. These partnerships, along with the creative curriculum partnership the school has established, play a large role in developing pupils' learning and well-being.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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2

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

The children in Reception classes make good progress. Teaching is effective and good planning allows children to learn through exploration and play as they take part in child- initiated activities and those where an adult leads the group. Activities, inside and out, are well resourced and promote learning effectively in all areas of learning. Children were seen enthusiastically working together outside as they explored a large block of ice. They spoke sensibly about how they could break up the ice. After pouring water over it they listened and watched as they saw and heard cracks developing. Learning was good as the teacher interacted with individual children and encouraged them to use scientific vocabulary such as 'melting' and 'cracking' as she expertly reinforced and developed their understanding. Others worked happily and enthusiastically together on computers in the classroom. Children are taught to write letters properly in handwriting sessions and many begin to

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Early Years Foundation Stage

form letters and words when they write independently. Teachers' marking does not always reinforce the importance of writing letters properly. Leadership and management are good. Adults keep informative files to show how children are making progress in each area. Children are well cared for and looked after. Behaviour is good and children get on well with each other and develop good relationships with each other and everyone who helps them.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 2

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Overall effectiveness of the Early Years Foundation Stage 2

The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

All parents and carers who returned questionnaires feel that their children enjoy school, and that the staff keep them safe. Almost all feel that teaching is good and that they are helped effectively to support their children's learning. The vast majority feel that the staff encourage their children to develop a healthy lifestyle and prepare them well for the future. A few parents and carers feel that unacceptable behaviour is not always dealt with effectively. No anti-social behaviour was observed during the inspection and pupils' behaviour was good. A very small minority of parents and carers feel that they are not well informed about their children's progress. Inspection evidence shows that parents and carers are given regular updates about their children's progress. Overall, parents are generally happy with the experience their children receive at Sacred Heart.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Sacred Heart Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 149 completed questionnaires by the end of the on-site inspection. In total, there are 406 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 95 64 52 35 0 0 0 0 The school keeps my child safe 101 68 45 30 3 2 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 70 47 64 43 11 7 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 63 42 80 54 3 2 1 1

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Total % Total % Total % Total %

The teaching is good at this school 75 50 71 48 1 1 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 79 53 67 45 3 2 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 87 58 59 40 3 2 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 74 50 70 47 1 1 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 68 46 77 52 3 2 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 59 40 78 52 10 7 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 52 35 88 59 5 3 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 79 53 64 43 4 3 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 92 62 55 37 2 1 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 31 December 2010 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

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Inspection of Sacred Heart Primary School, Luton LU2 9AJ

Thank you for being so helpful when we recently came to visit you. We particularly enjoyed talking with you, visiting your classes and seeing the interesting activities that are planned for you to do. Sacred Heart is a good school which is well led and managed. These are some of the things we found out about your school. The children in the Reception classes get off to a good start and learn well. Behaviour is good and you are kind and helpful towards each other. In classes you learn well because teaching is good. You are well looked after and cared for. We know you feel safe in school because you told us so. You learn a lot about how important it is to eat healthily and take regular exercise. You are lucky to work with such interesting visitors, such as the artist who taught you about Manga art. By the time you leave, you reach standards that are higher than in most schools and you make good progress. .

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Inspection of Sacred Heart Primary School, Luton LU2 9AJ

We know you enjoy coming to school because most of you attend well. We have asked the school to do a few things to improve your education. Firstly, to make sure teachers always plan activities that are not too easy or too hard, especially for the pupils who find learning in some lessons difficult. Secondly, to make sure the senior staff look regularly through your work to check that you always learn well in lessons. Use the computers more in the ICT suite and the classroom areas so that you all have lots of chances to use your computer skills in all the different subjects. You too can help by continuing to always do your best.

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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