Sacred Heart Catholic Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Sacred Heart Catholic Primary School Lockwood Road, Goldthorpe, Rotherham, South Yorkshire S63 9JY

p.1

Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that aspects of the school’s work may not be as strong as at the time of the previous inspection. The school’s next inspection will be a graded inspection.

p.1

What is it like to attend this school?

Pupils enjoy coming to school. The school prioritises the safety of its pupils. The curriculum provides opportunities for pupils to learn how to stay safe. For example, pupils learn how to stay safe online in the computing curriculum.

p.1

What is it like to attend this school?

School staff have positive relationships with pupils. They greet pupils warmly as they meet them throughout the school. There is a calm and orderly atmosphere in corridors. Pupils know that bullying can happen. However, they are confident that staff deal with this effectively so that it is not repeated.

p.1

What is it like to attend this school?

In classrooms, the behaviour of pupils can sometimes be distracting for others. Some pupils occasionally speak while teachers are giving instructions and shout out answers. This often goes unchecked. As a result, some pupils are not able to concentrate on their learning.

p.1

What is it like to attend this school?

The expectations that the school has of pupils are variable. The work that pupils produce is sometimes of a low quality. Handwriting is not developed well enough. This can make pupils’ writing hard to read. In lessons, teachers do not carefully check how well pupils are doing. This means that pupils’ misconceptions remain, and they repeat mistakes. Others find work too easy and become bored. As a result, some pupils do not make enough progress in their learning.

p.1

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

The school has started to review the curriculum. Teachers follow the curriculum closely. 18 and 19 March 2025

p.1

2

However, they do not routinely take account of whether pupils have understood what has been taught before. This means that some lessons can be too difficult or too easy. In lessons, some pupils struggle. Others find work too easy. This often goes unnoticed. As a result, some pupils become restless and distract others. They do not learn as well as they should.

p.2

2

The school does not check how well the curriculum is being taught with enough care. There have been few checks on some subjects. This means school leaders do not know if the curriculum is being taught as they intend. The school gathers information to check how well pupils are learning. However, the school has not used this information to explore if there are gaps in pupils’ learning.

p.2

2

Pupils get off to a strong start in the Nursery class. They learn to develop independence, take turns and share with others. However, this is not sustained as they move on through the school. There are not frequent opportunities for children in the early years to interact with adults and to develop early language skills. This means that some pupils are not prepared as well as they could be when moving into Year 1.

p.2

2

Pupils learn to read as soon as they start school in Reception. Staff receive training to support pupils to learn letters and the sounds they represent. However, there is variability in the teaching of the school’s reading programme. Checks to find out which sounds pupils know are not always accurate. This means some pupils, including pupils with special educational needs and/or disabilities (SEND), learn sounds that are too difficult for them. As a result, the books that pupils read can be too difficult.

p.2

2

There are clear systems to identify pupils with additional needs. There are detailed plans in place to provide teachers with support and advice for each of these pupils. There are some inconsistencies in how well these plans are used. The school does not always adapt lessons and provide the additional support that pupils with SEND need to access their learning. This means some pupils with SEND do not achieve as well as they should.

p.2

2

The school has worked hard to reduce pupil absence. Leaders recognise that for outcomes to improve, pupils must attend school regularly. The school has introduced more rigorous systems to improve attendance. As a result, attendance figures have increased this year for all groups of pupils. The proportion of pupils who are persistently absent has decreased.

p.2

2

The school encourages pupils to be respectful of different beliefs and ideas. There are a small number of opportunities for pupils to take on responsibilities. For example, play leaders enjoy organising activities for younger pupils at playtime. There are very few opportunities for pupils to pursue their talents and interests beyond the curriculum. Pupils would like the opportunity to attend extra-curricular activities.

p.2

2

The school takes care to consider staff well-being when making decisions that affect their workload . The local authority supports the school in a range of areas . There has, for example, been a review of governance. Leaders and governors have a strong 18 and 19 March 2025

p.2

3

understanding of what the school needs to do to improve. They recognise that there is much work to do. The school has plans in place to make further improvements.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Teachers do not use the school’s behaviour systems consistently enough in classrooms, allowing the negative behaviour of some pupils to disrupt learning. This means that some pupils cannot concentrate on their work. The school should ensure that staff consistently apply the school’s systems for managing behaviour so that the number of incidents of disruptive behaviour is reduced.  Teachers do not carefully check how well pupils are learning in lessons. This means that teachers do not know when some pupils need more help. They do not recognise that other pupils are finding work too easy. As a result, some pupils do not learn as well as they should. The school should ensure that teachers check learning carefully in lessons to provide further support or challenge.  The school does not make thorough checks on the curriculum. This means that it cannot be sure that the curriculum is being taught as intended. The school does not

p.3

(Information for the school and appropriate authority)

know what needs to be done to improve learning in each subject. The school should ensure that thorough checks are made on each subject so that it knows exactly what needs to be done to make further improvements.  Teachers do not consistently implement the school’s detailed support plans for pupils with SEND. This means that some pupils with SEND do not get the support they need. As a result, they do not learn as well as they should. The school should ensure that pupils with SEND receive support that is well matched to the needs outlined in their support plans.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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 18 and 19 March 2025

p.3

4

school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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.

p.4

4

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in March 2020.

p.4

How can I feed back my views?

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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 18 and 19 March 2025

p.4

School details

Appropriate authority The governing body

p.5

School details

Dates of previous inspection 3 and 4 March 2020, under section 5 of the Education Act 2005

p.5

Information about this school

 The school does not currently use any alternative provision.  The school is part of a federation with St Helen’s Catholic Primary School and St Michael and All Angels Catholic Primary School.  The school has a Catholic character. The most recent section 48 inspection took place in July 2017.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector met with the school’s senior leaders, members of the governing body, a member of the Diocese of Hallam and a representative of the local authority. 18 and 19 March 2025

p.5

6

 The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector observed pupils’ behaviour in lessons and around the school site.  The inspector considered the responses of parents and carers to Ofsted Parent View, as well as the responses to Ofsted’s online surveys for staff and pupils.  The inspector reviewed a range of documents, including safeguarding records and minutes of governing body meetings.

p.6

Inspection team

Jaimie Holbrook, lead inspector Ofsted Inspector 18 and 19 March 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7