Schools & FE · Report card

Sacred Heart RC Primary School

Inspected 9 Jun 2026 · URN 106499

Original PDF ↗

Summary

No overall grade in this frameworkSafeguarding met

Steve Bentham (lead), Christopher McDonald, Jonny Foster-Carr

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Needs attention
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Needs attention
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
9 Jun 2026
Inspectors verified
Christopher McDonald, Jonny Foster-Carr, Steve Bentham
Postcode verified
M46 9BN
Name on report verified
Sacred Heart RC Primary School
Safeguarding verified
Met
URN verified
106499

Page 1 of 16

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourNeeds attention
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceNeeds attention
Personal development and wellbeingExpected

Tone of the report

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

+81Very positivemore positive than 67% of reports of this type

In line with other reports of this type.

Praisepositiveconsistentlyeffectivelywell preparedsecurefeel safeproudeffective

Criticismgapsconcernsdecliningpersistent absenceabsence

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

Findings1366w+83
Leadership199w+70
Safeguarding51w−11
What needs to improve90w+58

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

Rates of persistent absence are declining and attendance is improving. p.4

Next steps

Quoted from the report. Tap to see it on the page.

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: 1,706; about usual (typical 1698)
Reading level: Hard; Flesch 47, typical 43
Average sentence: 15 words
Next steps: 3; typical 3
Hedged sentences: 10%; “some”, “not always”, “most”…

Where the words go

Findings 47%Leadership 7%Safeguarding 2%What needs to improve 3%About the inspection 41%

Full report text

Sacred Heart RC Primary School

Address: Lodge Lane, Hindsford, Atherton, Manchester, M46 9BN Unique reference number (URN): 106499

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

Achievement Expected standard

Leaders have ensured that pupils build a strong foundation of skills and knowledge to prepare them well for their next steps in learning. Pupils largely secure the accuracy and fluency that they need in reading, writing and mathematics. Any gaps in pupils' basic skills are addressed effectively. All pupils, including those with special educational needs and/or disabilities, progress well through the curriculum.

p.2

Achievement Expected standard

Pupils demonstrate a secure understanding of key knowledge in subjects across the curriculum. They remember what they have been taught. Despite the high proportion of pupils who join from other schools, pupils attain as well as others nationally in the reading, writing and mathematics national tests and assessments by the end of Year 6. However, not as many pupils achieve the highest standards.

p.2

Achievement Expected standard

The support pupils receive makes a distinct contribution to pupils’ progress. Pupils’ work shows that those with English as an additional language keep pace with the taught curriculum as well as other pupils.

p.2

Curriculum and teaching Expected standard

Leaders have taken suitable action to bring about improvements to the curriculum and teaching. They have changed the subject curriculums to be more specific about what they want pupils to know. Although these changes are fairly new, teachers are helping pupils to revise their prior learning more effectively.

p.2

Curriculum and teaching Expected standard

Leaders have focused on ensuring that pupils’ grasp of basic knowledge in reading, writing and mathematics is laying secure foundations for their future learning. Teachers deliver the curriculum consistently well, particularly in English and mathematics. For example, the phonics programme clearly sets out what needs to be taught and when this should happen. However, at present, teachers do not provide enough opportunities for pupils to explore their learning in greater depth.

p.2

Curriculum and teaching Expected standard

Staff question pupils well and explain learning clearly so that pupils understand how to be successful. Teachers check on pupils’ recall of what they have been taught to spot where any extra support is needed. Staff are aware of pupils' barriers to learning, particularly for those with special educational needs and/or disabilities. Staff support these pupils well to access the curriculum and overcome any gaps in key learning.

p.2

Early years Expected standard

Children make a positive start to their learning in the early years. They are cared for by nurturing staff who know them well.

p.2

Early years Expected standard

Leaders have established a carefully-ordered curriculum. The important knowledge that children should learn is structured well to match children’s interests and to develop their learning over time. The foundations of learning are prioritised. Children are rightly proud of their handwriting and letter formation. Staff design interesting tasks to engage children in their learning. Staff’s interactions typically support children’s development and widen their vocabulary.

p.2

Early years Expected standard

Phonics is taught with precision. Additional targeted support is provided to children who need it. As a result, children build secure phonics knowledge to read sentences well. Children are keen to talk about books they are reading, such as retelling the story of The Rainbow Fish.

p.3

Early years Expected standard

Children, especially those who are disadvantaged or those with special educational needs and/or disabilities, have their needs identified well and receive effective targeted support. Staff also form positive partnerships with parents and carers. Children achieve well and are generally well prepared for the move into Year 1.

p.3

Inclusion Expected standard

Leaders accurately identify pupils’ needs at an early stage and put appropriate support in place to address any barriers to learning. These systems include swiftly assessing the needs of new pupils who join from other schools.

p.3

Inclusion Expected standard

Staff receive specialist training for pupils with special educational needs and/or disabilities. This takes place alongside the pupils that they support so that any individual barriers to learning are reduced. Staff help to build pupils’ confidence, which contributes positively to their wellbeing.

p.3

Inclusion Expected standard

Teachers are aware of the needs of disadvantaged pupils and those pupils who may also have barriers to learning, such as the increasing proportion of pupils who speak English as an additional language. Teachers adapt their approach to support pupils’ learning needs well. Typically, staff set high expectations for these pupils. Leaders ensure that there are a number of suitable programmes to help those pupils who need extra support. This means that they can keep up with the intended curriculum.

p.3

Inclusion Expected standard

The pupil-premium strategy is well informed and accurately identifies the right priorities to support disadvantaged pupils’ learning. Leaders' use of this funding is effective. It makes a positive difference to pupils’ education.

p.3

Personal development and wellbeing Expected standard

Leaders have introduced a new personal, social, health and economic curriculum that is setting higher expectations for pupils’ personal development. This ensures that pupils have a detailed awareness of what it means to be equal. Many pupils use their understanding of fundamental British values to inform the choices that they make. For example, pupils see individual liberty as a right to express their own opinions. However, they are equally respectful when others offer their own viewpoints. Leaders have ensured that most pupils are well prepared for the diversity of life in modern Britain.

p.3

Personal development and wellbeing Expected standard

The curriculum for relationships and health education successfully ensures that pupils understand what makes an appropriate relationship. They learn how to maintain a healthy lifestyle and look after their mental health. Pupils are taught to take steps to protect

p.3

Needs attention

themselves online and understand the risks of online activity and social media. Pupils also have an awareness of how to manage risk in other situations, such as resisting peer pressure.

p.4

Needs attention

Pupils’ understanding of spiritual, moral, social and cultural matters includes a detailed understanding of different faiths and beliefs. They know how faiths differ and are similar in the way that they celebrate their own religions. Pupils’ social development ensures that they cooperate with others well when learning.

p.4

Needs attention

Pupils are provided with effective support for their wellbeing. For example, some pupils have coaching sessions on how to recognise and deal with their emotions. Leaders ensure that staff cater for the needs of all pupils. The support that pupils with special educational needs and/or disabilities receive ensures that these pupils are fully included in all aspects of the personal development programme. Pupils become responsible, confident members of the school community.

p.4

Attendance and behaviour Needs attention

Leaders have ensured that pupils have a clear understanding of bullying and the harmful effects of such behaviour. Although not common, leaders do not deal with incidents of bullying well enough. As a result, some pupils report that bullying continues because it has not been addressed well enough. Additionally, some staff do not apply the behaviour policy consistently well. At times, they do not act as role models for pupils because they do not deal with issues in a calm manner. As a result, some pupils are left feeling frustrated.

p.4

Attendance and behaviour Needs attention

In contrast, staff deal with the rare issues of more severe misbehaviour, such as violence and discrimination, quickly and effectively. Staff provide appropriate support for vulnerable pupils so that they manage their own emotions and feelings well. Pupils show positive attitudes towards their learning and demonstrate pride in their work.

p.4

Attendance and behaviour Needs attention

Attendance is a clear priority for leaders. They have an accurate understanding of attendance patterns and closely monitor absence rates for different groups of pupils. Leaders address any specific barriers well so that most pupils attend school regularly and on time. This includes working with external agencies when needed. Leaders’ actions are having a positive impact. Rates of persistent absence are declining and attendance is improving.

p.4

Leadership and governance Needs attention

Leaders have not ensured that the school’s behaviour policy is consistently well implemented. As a result, staff do not deal with incidents of misbehaviour consistently well enough. The systems that leaders have in place do not enable them to identify and tackle some instances of bullying. In contrast, leaders have a detailed understanding of the quality of provision at the school. They have correctly prioritised areas for improvement based on what will serve the best interests of pupils. For example, the recent initiatives to improve the curriculum and to ensure that pupils secure crucial knowledge in English and mathematics have borne fruit.

p.4

Leadership and governance Needs attention

Governors understand the school’s context well and ensure that their statutory duties are met. They question leaders well about the effectiveness of the actions taken to improve the school. Governors prioritise staff's wellbeing and workload. Staff appreciate the opportunities that they have to develop their professional practice.

p.5

Leadership and governance Needs attention

Leaders engage well with parents and carers and with local community groups to ensure that pupils get the most out of the range of opportunities on offer at the school. They work well with other agencies to ensure that vulnerable pupils get the support that they need to achieve well.

p.5