The Sacred Heart Catholic Primary School

Inspection of The Sacred Heart Catholic Primary School Valley Drive, Ben Rhydding, Ilkley, West Yorkshire LS29 8NL

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Inspection dates: 13 and 14 July 2022 and 13 September

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 13 and 14 July 2022

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What is it like to attend this school?

Relationships between pupils and adults are strong. There is a strong sense of community within the school. Pupils develop well both academically and socially. Pupils have opportunities to contribute to the school and wider community. They talk enthusiastically about how they raise money for different charities. This includes a fundraising fun run and donating flowers to a local nursing home. Pupils understand the school’s virtues well, such as resilience, forgiveness or self-control. They say that this helps them to contribute to the lives of others.

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What is it like to attend this school?

There is an ambitious academic curriculum in place for pupils. Pupils enjoy their learning in different subjects. Leaders, staff, parents, carers and pupils understand that reading is the gateway to future learning. Reading is given the highest priority.

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What is it like to attend this school?

Pupils feel safe at this school. They know that if they are worried about something an adult will help them. Bullying does happen occasionally. Adults take bullying seriously and deal with it effectively. There is a calm and orderly atmosphere in lessons and during the less structured times of the school day. Leaders have ensured that there are clear routines in place. Pupils have a positive attitude to their learning.

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What is it like to attend this school?

Pupils benefit from taking part in a range of extra-curricular clubs and activities.

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better?

Leaders have considered carefully how the school’s curriculum begins in Reception and builds over time to Year 6 and beyond. In subjects such as history and physical education (PE), pupils draw on their prior learning and subject-specific vocabulary well. Leaders have put systems in place to check what pupils know and remember. However, these checks are not carried out consistently. This means that some teachers do not have a tight grip on the gaps in pupils’ learning in some subjects.

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better?

Leaders prioritise teaching pupils to read. Children start the chosen phonics curriculum at the start of Reception. Pupils are given books to read that match well the sounds that they have been taught. Pupils who need support with reading are identified quickly and are given the help they need. A love of reading is promoted throughout the school. Each class has a well-stocked book corner that pupils use enthusiastically. Whole-class story time happens every day. Pupils enjoy books by a range of modern authors. For example, the oldest pupils particularly enjoyed reading ‘Boy 87’, by Ele Fountain.

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better?

Children in the early years get a strong start to their education. Leaders have high expectations of what pupils can achieve and are ambitious for all pupils to be ready for Year 1. Staff use every opportunity to support children’s learning. They look for opportunities to develop children’s vocabulary. The activities children complete are chosen carefully to give the best opportunities for learning. There are clear routines in place which help children to become independent and resilient learners. 13 and 14 July 2022

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Leaders promote fundamental British values well. Pupils develop their understanding of these through studying democracy, or the rule of law. Pupils learn about different world faiths. They demonstrate an awareness of the wider world. They understand, and show respect for, the differences between people. They learn about the harm caused by treating people unfairly because of their race, gender, age or religion. Leaders are preparing pupils to understand what it means to live in modern Britain.

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Pupils learn important information about healthy relationships. Leaders plan this carefully through personal, social and health education. Pupils learn about how to look out for signs that a relationship might not be a positive one. They understand some of the important concepts, such as giving consent. Teachers deliver these topics using age-appropriate resources, such as stories.

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Leaders have introduced clear systems to identify pupils with special educational needs and/or disabilities (SEND). Leaders are ambitious for pupils with SEND. However, some of the targets to help pupils with SEND improve are not precise enough. This means that the support put in place to help these pupils is not as well matched to their needs as it could be.

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Governors support and challenge leaders. They know the school well and can articulate its strengths. Leaders are considerate of staff well-being and workload.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There are clear systems in place to record and act on any concerns. Leaders have ensured that there is a culture of safeguarding. All adults receive regular training. Leaders check that staff are using what they have learned in their training. Staff know how to raise concerns. Concerns are managed effectively by leaders. Pupils and families who need support receive it in a timely manner. Leaders work hard to make sure that external agencies give families support if it is needed. Pupils have a strong understanding of how to keep themselves safe online.

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(Information for the school and appropriate authority)

 The way that teachers use assessment to plan pupils’ next steps varies across curriculum subjects. As a result, some teachers sometimes plan work which does not revisit the missing pieces of knowledge that pupils need to remember. Leaders should ensure that teachers assess consistently to plan work which is matched precisely to what pupils know and need to learn next.  Some of the targets that teachers set for pupils with SEND are not specific enough. The support that pupils receive is not consistently matched to their needs to ensure that they are successful. Leaders should ensure that targets for 13 and 14 July 2022

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pupils with SEND are clear and measurable and that the provision being put in place to achieve these targets is regularly reviewed and refined.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 13 and 14 July 2022

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School details

Inspection number 10199348 Type of school Primary

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School details

Date of previous inspection Not previously inspected

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Information about this school

 This is a Catholic school.  The school is part of Bishop Wheeler multi-academy trust.  The school’s last section 48 inspection was in March 2018.

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Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005.  This was the first routine inspection the school received since the COVID-19 pandemic began. The lead inspector discussed the impact of the pandemic with leaders and has taken this into account in his evaluation of the school.  The lead inspector spoke to senior leaders, the chair of the academy council and other academy council members.  Members of the inspection team spoke to representatives from the diocese and the multi-academy trust.  The inspection team met with the safeguarding team and spoke to pupils and staff about the safeguarding practices in the school. 13 and 14 July 2022

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 The inspectors met with the special educational needs coordinators and the inclusion leader to discuss the provision for pupils with SEND.  The inspection team carried out deep dives in mathematics, early reading, PE and history. For each deep dive, the inspector discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of work.  The inspection was deemed incomplete after the first two days. One of His Majesty’s Inspectors returned on 13 September 2022 to gather additional evidence about personal development.  The inspection team evaluated responses from parents to Ofsted’s online survey, Ofsted Parent View.

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Inspection team

Kate Williamson, lead inspector His Majesty’s Inspector Liam Colclough His Majesty’s Inspector

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Inspection team

Alison Aitchison His Majesty’s Inspector 13 and 14 July 2022

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regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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