Schools & FE · Report card

Sacred Heart Catholic Voluntary Academy

Inspected 6 Jan 2026 · URN 138081

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Summary

No overall grade in this frameworkSafeguarding met

Mark Anderson (lead), Damienne Clarke, John Spragg

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
6 Jan 2026
Inspectors verified
Damienne Clarke, John Spragg, Mark Anderson
Postcode verified
LE5 3HH
Name on report verified
Sacred Heart Catholic Voluntary Academy
Safeguarding verified
Met
URN verified
138081

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+62Positivemore positive than 32% of reports of this type

In line with other reports of this type.

Praisehigh-qualityclearhighly effectiveexcellentambitiousfeel safehigh expectationspositively

Criticismconcernspersistently absentfall behindlacknot high-qualitystrugglelowpersistent absence

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1452w+62
Leadership210w+78
Safeguarding51w−11
What needs to improve122w+31

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,832; about usual (typical 1698)
Reading level: Fairly hard; Flesch 51, typical 43
Average sentence: 13 words
Next steps: 6; typical 3
Hedged sentences: 4%; “some”, “not always”, “most”…

Where the words go

Findings 50%Leadership 7%Safeguarding 2%What needs to improve 4%About the inspection 36%

Full report text

Sacred Heart Catholic Voluntary Academy

Address: Mere Close, LE5 3HH Unique reference number (URN): 138081

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Inclusion Strong standard

Inclusion is at the centre of all that this school does. Leaders and staff demonstrate a clear ambition for all pupils, whatever their needs or challenges. Leaders carefully consider the needs of the community and ensure that the school provides the necessary support for pupils to succeed. As a result, all pupils do well at this school.

p.2

Inclusion Strong standard

Highly effective approaches identify and respond to pupils' learning and development needs. Leaders identify swiftly where help is needed. Staff provide focused support and make regular checks on pupil progress. This is reviewed routinely so that any barriers to learning can be overcome.

p.2

Inclusion Strong standard

The school carefully maps the support for those pupils who have special educational needs and/or disabilities or those who may be disadvantaged. It rigorously evaluates the impact of any support. High-quality training provides staff with the expertise to do their best for these pupils. The school works closely with parents so that everyone is aware of how to do their best for each pupil. Pupils know what they need to do to improve. Where appropriate, the school seeks additional precise support for pupils from other agencies.

p.2

Inclusion Strong standard

Pupil premium funding is carefully targeted. The school makes sure that this money is well spent and that pupils get the help they need.

p.2

Personal development and wellbeing Strong standard

Leaders have a deep understanding of the community that the school represents. They have designed the personal development offer to reflect and support all of the different groups of pupils within it.

p.2

Personal development and wellbeing Strong standard

The school provides pupils with the opportunity to reflect on their spirituality. They are supported to do so from religious or non-religious backgrounds. Pupils develop a sense of moral purpose; they learn right from wrong. Pupils understand the importance of fundamental British values, equality and diversity and how to become active citizens. For example, pupils learned about letter writing and poster campaigns through recent work with the local Member of Parliament.

p.2

Personal development and wellbeing Strong standard

The school provides targeted pastoral support. Pupils learn how to manage their own emotions and resolve conflict. ‘Friendship groups’ are carefully engineered to offer support to pupils who struggle emotionally.

p.2

Personal development and wellbeing Strong standard

The school ensures that pupils understand about the changes in their bodies as they grow up. They learn the significance of looking after themselves both physically, mentally and online.

p.2

Personal development and wellbeing Strong standard

Leaders have thought carefully about how the school prepares pupils for later life. They recognise that there is a need to challenge pupils’ and families’ expectations and aspirations. The school works with local universities and employers so that pupils learn about different careers.

p.2

Expected standard

The school uses pupil premium funding to carefully target disadvantaged pupils. They work with the local community and other organisations to support these pupils. The engagement of pupils is carefully tracked to ensure that the school actively broadens all pupils’ horizons. This work impacts positively on academic achievement as well as attendance.

p.3

Expected standard

The school provides a wide range of leadership opportunities for pupils. It sees this as a key component in developing pupils’ confidence and resilience. Pupil leaders take assemblies, lead on charity events and support their peers. Pupils responsibly contribute to their school and community through roles such as the eco-team, the chaplaincy team and arts ambassadors.

p.3

Achievement Expected standard

Broadly, pupils achieve in line with national expectations for the end of key stage 2 national curriculum tests. However, pupils' starting points are low. High levels of deprivation, both academic and social, mean many pupils enter the school without the basics for learning. The school works hard to identify pupils' needs. They provide the support they need to ensure that pupils progress well from their starting points. Teachers regularly check on the progress of all pupils.

p.3

Achievement Expected standard

Leaders make sure that pupils have the skills they need to achieve well in readiness for their next steps as they progress through the curriculum. The school focuses on handwriting and language development, which means that pupils achieve well in all subjects. However, pupils' number fluency develops at a slightly lower rate, affecting the number of pupils who achieve well in the Year 4 multiplication check.

p.3

Attendance and behaviour Expected standard

The school has worked tirelessly to increase pupil attendance. They look for every opportunity to ensure that pupils and parents understand the importance of attending school regularly. This work has paid off. Absence rates are now close to national averages. Although persistent absence for disadvantaged pupils has improved over time, some of these pupils remain persistently absent. Leaders should continue to focus on this important element of the school's work.

p.3

Attendance and behaviour Expected standard

Leaders have high expectations for all pupils to behave well. Pupils respond positively to these expectations. There is a culture of mutual respect. Teachers make sensitive adaptations for pupils with special educational needs and/or disabilities. Pupils greet each other, and adults, warmly.

p.3

Attendance and behaviour Expected standard

The school ensures that pupils develop positive attitudes to their learning. Pupils at all stages strive to produce work of their best quality and take pride in doing so. Staff are excellent role models. They consistently model the behaviours, attitudes and polite language needed to be attentive learners. This is copied by pupils. Routines in classrooms are very well established. This minimises any fuss and supports pupils to learn well without disruption. Pupils are alert, engaged and eager to participate in discussions or answering questions.

p.3

Curriculum and teaching Expected standard

The school has thought carefully about the curriculum to make sure that it suits the needs of its community. It is ambitious and connects learning as pupils progress from early years through to key stage 2 and beyond. Leaders have a clear understanding of the quality of teaching. In the main, teachers demonstrate secure subject knowledge. Occasionally, teaching is hindered by limited subject knowledge. This means that pupils do not develop a clear understanding of concepts such as multiplication and in subjects like music.

p.4

Curriculum and teaching Expected standard

Leaders ensure that there is a sharp focus on developing language and learning to read. They ensure that the curriculum includes ambitious vocabulary that pupils learn in each subject. This enables the many pupils who speak English as an additional language to access the full curriculum. Teachers routinely check how well pupils remember what they have been taught. They routinely question pupils to check their understanding. This is particularly effective in Mandarin. When they fall behind, they receive the support they need to catch up.

p.4

Curriculum and teaching Expected standard

Teachers make sure that learning follows a sequence. They recap and revisit prior learning. This makes sure that all pupils have the prerequisite knowledge securely in place to build upon. Teachers carefully adapt learning activities. This ensures that all pupils, including those with special educational needs and/or disabilities, achieve the objective.

p.4

Early years Expected standard

Leaders prioritise early reading and phonics. Staff work hard to develop children’s love of story and rhyme. For example, they used children’s knowledge of a book to take the children on a ‘snowman hunt’. This gives children the opportunity to practise familiar language and phrases in a different context. Occasionally, adults do not engage in high-quality interactions with children. This limits the opportunities to extend their thinking and practise new learning.

p.4

Early years Expected standard

Leaders have a clear understanding of the school’s context and the starting points of the children, which are typically very low. Leaders and staff quickly identify children with barriers to their learning and wellbeing. They implement sensitive and appropriate support. As a result, although outcomes are below those seen nationally, children make clear progress across all areas of learning. They are ready for their next stage of education.

p.4

Early years Expected standard

The school has established a well-structured curriculum. This supports children’s progress and identifies the knowledge and skills children need. Teachers ensure that learning activities have a clear focus. They provide planned opportunities for children to practise and widen their vocabulary. The environment evokes learning across all areas of the curriculum as children play.

p.4

Leadership and governance Expected standard

Leaders have established a real sense of unity in this school.

p.5

Leadership and governance Expected standard

Senior leaders have a secure understanding of the school’s context and use this to set the school’s strategic direction. A particular strength is the inclusive culture that informs everything the school does. Whatever barriers pupils, families and the community face, leaders work hard to overcome them. Leaders' decisions are always in the best interests of pupils. Parents express sincere gratitude for the work of this school. As one parent remarked: 'This school is remarkable. When my children leave from home, I am confident that my child is being looked after and thriving.' This typically reflects the sentiment of other parents' views.

p.5

Leadership and governance Expected standard

Leaders have established sound approaches to find out how well the school is doing. Clear plans set out the path to success. The school's priorities use evidence-based research to underpin staff development. Staff are very positive about their work and know that leaders look out for them. They talk proudly, and at length, about the culture and ethos that has been developed in the school.

p.5

Leadership and governance Expected standard

Governors and trustees have a sound understanding of their roles and responsibilities. They fulfil their statutory duties well. They work closely with leaders to check the school is doing the right things well.

p.5