Schools & FE · Report card

Sacred Heart Catholic School

Inspected 16 Jun 2026 · published 17 Jul 2026 · URN 147109

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Summary

No overall grade in this frameworkSafeguarding met

James Dean (lead), Christian Hamilton, Darren Lennon

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Strong standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
16 Jun 2026
Inspectors verified
Christian Hamilton, Darren Lennon, James Dean
Postcode verified
B20 3AE
Name on report verified
Sacred Heart Catholic School
Safeguarding verified
Met
URN verified
147109

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 behaviourStrong
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceStrong
Personal development and wellbeingStrong

Tone of the report

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

+80Very positivemore positive than 66% of reports of this type

In line with other reports of this type.

Praisestrongeffectivelyambitiousfeel safehigh expectationsconsistentlythrivesecure

Criticismconcernsweaknessesfall behindnot consistentlylackpersistent 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

Findings1704w+80
Leadership202w+83
Safeguarding51w−11
What needs to improve45w+64

Strengths

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Concerns

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In mathematics, pupils are achieving better as leaders have addressed previous weaknesses with appropriate urgency. p.4

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: 2,002; about usual (typical 1698)
Reading level: Hard; Flesch 38, typical 43
Average sentence: 14 words
Next steps: 2; typical 3
Hedged sentences: 8%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 6%Safeguarding 2%What needs to improve 1%About the inspection 37%

Full report text

Sacred Heart Catholic School

Address: Earlsbury Gardens, Birchfield, Birmingham, West Midlands, B20 3AE Unique reference number (URN): 147109

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

Attendance and behaviour Strong standard

Leaders place a strong and sustained focus on attendance. Robust systems enable leaders to monitor patterns closely and identify concerns swiftly. As a result of leaders' actions, pupils’ attendance has improved over time. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) attend school very well. Persistent absence has decreased and continues to fall. Where pupils face barriers to regular attendance, leaders intervene early and work effectively with families to secure improvement, including tailored pastoral support and clear communication about the importance of attending school every day.

p.2

Attendance and behaviour Strong standard

Leaders have established high expectations for behaviour and attitudes to learning. These expectations are modelled consistently by staff, who understand and apply the school’s behaviour policies. Clear routines are embedded across the school day, enabling pupils to move calmly between lessons and settle quickly to learning. As a result, classrooms are orderly, purposeful environments where pupils are attentive, motivated and eager to do well.

p.2

Attendance and behaviour Strong standard

Relationships between staff and pupils are respectful and supportive. Pupils feel safe and know that staff will address concerns swiftly. Bullying, including discriminatory behaviour, is rare and not tolerated. Incidents are dealt with quickly and effectively. Where pupils, including those with SEND, need additional help to manage their emotions or behaviour, staff provide timely support. Consequently, pupils behave well, show consideration for others and demonstrate positive attitudes that enable learning to flourish.

p.2

Leadership and governance Strong standard

Leaders provide clear, purposeful direction for the school, underpinned by a strong moral commitment to serving the community. They know the school well and use a range of evidence to identify strengths and priorities accurately. Decisions place pupils’ learning, safety and wellbeing at the centre. Leaders act decisively to secure improvement and maintain high expectations for all pupils, particularly those who are disadvantaged or those with special educational needs and/or disabilities.

p.2

Leadership and governance Strong standard

The curriculum is thoughtfully designed and reviewed to meet pupils’ needs and prepare them for the next stage of education. Teaching is supported through a well ‑ planned programme of professional development. Staff benefit from high ‑ quality training, coaching and opportunities to collaborate. Early career teachers are supported effectively. Leaders consider workload and wellbeing, adapting systems, so staff can work efficiently and confidently. As a result, morale is high, and staff feel valued and trusted.

p.2

Leadership and governance Strong standard

Those responsible for governance know the school well and fulfil their statutory duties rigorously. Governors and trust members provide appropriate support and challenge, holding leaders to account. They have a secure understanding of safeguarding, inclusion and curriculum quality. Resources, including additional funding, are monitored carefully to ensure that they are used in pupils’ best interests.

p.2

Expected standard

Strong partnerships enhance the school’s work further. Leaders work effectively with parents, external professionals and other schools to strengthen provision and remove barriers to learning. This collaborative approach sustains a positive culture of ambition, care and continual improvement. As a result, pupils and staff benefit from the school’s work.

p.3

Personal development and wellbeing Strong standard

The school places pupils’ personal development at the centre of its work. Leaders have established a carefully planned and ambitious programme that reflects the context of the school and pupils' needs. Pupils speak proudly of the knowledge and skills they have been taught so that they can thrive both in school and beyond. They speak positively about the wide range of experiences available, including trips, visiting speakers and a variety of free after-school clubs that build their confidence and broaden their horizons.

p.3

Personal development and wellbeing Strong standard

The curriculum for personal, social, health and economic education is carefully structured and adapted in response to pupils’ evolving needs. Pupils learn about important themes such as healthy relationships, mental wellbeing and online and real-world safety. For example, older pupils explain the benefits of artificial intelligence in solving problems quickly while recognising its environmental impact.

p.3

Personal development and wellbeing Strong standard

Pupils demonstrate a secure understanding of fundamental British values. Leaders make deliberate links with school values. Pupils talk confidently about democracy and citizens' rights protected under the law. They understand the importance of equality and inclusion. Pupils reflect on their beliefs and experiences and consider ethical issues, developing a clear understanding of right and wrong.

p.3

Personal development and wellbeing Strong standard

Leaders provide a wide range of leadership opportunities, such as worship leaders, classroom monitors and reading ambassadors. These roles enable pupils to develop responsibility and teamwork. Pupils have extensive opportunities to represent the school in external events. For example, pupils play the steel pans at several musical concerts. These experiences help pupils develop resilience and a strong sense of belonging.

p.3

Personal development and wellbeing Strong standard

Leaders ensure that all pupils, including those who are disadvantaged or those with special educational needs and/or disabilities, can access the full range of opportunities. Barriers to participation are identified and addressed. Pastoral support is effective. Pupils learn strategies to manage their emotions, including breathing techniques to help them calm and focus. As a result, pupils leave the school as respectful and well-rounded individuals prepared for life in modern Britain.

p.3

Achievement Expected standard

Pupils generally achieve well as they move through the school. Most develop secure knowledge in reading, writing and mathematics, enabling them to access learning across the wider curriculum. Pupils build on prior learning effectively and can recall key knowledge over time. This includes disadvantaged pupils and those with special educational needs and/or disabilities, who make steady progress from their starting points.

p.3

Achievement Expected standard

For the last 3 years, published test data is broadly in line with national averages, apart from in phonics and mathematics. However, pupils' previous attainment does not reflect how well current pupils at the school achieve. In mathematics, pupils are achieving better as leaders have addressed previous weaknesses with appropriate urgency. Phonics teaching supports pupils to read accurately, and those who need additional help catch up quickly through targeted support. In the early years, children develop important foundations in communication, early reading and number. As a result, most are ready for the demands of Year 1.

p.4

Curriculum and teaching Expected standard

Leaders have developed an ambitious curriculum. They have an accurate understanding of its quality. They have identified the essential knowledge and skills that pupils should learn from the early years through to the end of Year 6. This ensures that learning builds in a logical sequence over time. Teaching is typically effective, and staff present new learning clearly. As a result, most pupils develop a secure understanding of key concepts across subjects.

p.4

Curriculum and teaching Expected standard

Leaders prioritise essential skills in reading, writing and mathematics. Effective phonics teaching enables pupils to develop fluency and confidence in reading. Pupils who fall behind receive timely, targeted support to help them catch up. In mathematics, pupils practise key number facts regularly and apply their knowledge to solve problems. However, in some subjects, teachers do not consistently plan learning that is closely matched to intended curriculum outcomes. As a result, some pupils lack opportunities to apply their knowledge and tackle complex tasks.

p.4

Curriculum and teaching Expected standard

Teachers usually adapt learning effectively to meet the needs of pupils, including those with special educational needs and/or disabilities. They typically check pupils’ understanding and provide additional support where needed. There is a clear focus on improving writing across the school. Pupils write for a range of purposes. However, some resource choices limit how much pupils write. As a result, some pupils do not apply their writing skills as effectively or deeply as they could. Leaders are taking appropriate steps to address this and strengthen the curriculum further.

p.4

Early years Expected standard

Children settle quickly into the early years because staff create a calm and welcoming environment. Staff use their knowledge of children’s starting points to adapt learning effectively. Positive relationships support children to feel safe and confident. Clear routines help children understand expectations and develop independence. As a result, children are ready to learn and take part enthusiastically in activities.

p.4

Early years Expected standard

Leaders have designed a well-sequenced curriculum that builds children’s knowledge over time across all areas of learning. There is a strong emphasis on communication and language. Staff model vocabulary carefully and engage children in meaningful conversations. For example, during group story sessions, staff encourage children to explain their ideas using new vocabulary. This helps children to develop their speaking and listening skills. During adult-led activities, interactions are purposeful and extend children’s thinking. At times, opportunities during independent play could be used more consistently to deepen learning further.

p.4

Early years Expected standard

Reading is prioritised from the start of Reception. Staff teach phonics systematically and check children’s understanding regularly. Children practise applying their knowledge in reading and writing with increasing confidence. Staff identify those who need extra support and provide timely interventions. They work closely with parents to share information and support children’s learning at home. Consequently, most children develop the early reading skills they need and are prepared for the transition into Year 1.

p.5

Inclusion Expected standard

Leaders place a robust emphasis on understanding each pupil as an individual. They identify pupils’ needs swiftly and use a range of information to recognise any barriers that may affect learning or wellbeing. This includes pupils who are disadvantaged, those with special educational needs and/or disabilities and those known to children’s social care. Leaders work closely with families and external professionals to ensure that support is well informed and responsive. As a result, pupils receive timely help that enables them to feel secure and ready to learn.

p.5

Inclusion Expected standard

Staff benefit from regular training that develops their confidence in adapting teaching. They use a range of strategies, such as visual supports, practical resources and carefully structured routines, to ensure that learning is accessible and ambitious for all pupils. These approaches help pupils to engage positively in lessons and build independence over time. Leaders monitor pupils’ progress carefully and review the effectiveness of support. Where provision is not having the intended impact, they take prompt action to refine their approach.

p.5

Inclusion Expected standard

Additional funding, including the pupil premium, is used thoughtfully to reduce barriers and enhance pupils’ experiences. Consequently, most pupils access the full curriculum and are supported to achieve well from their starting points.

p.5