Sacred Heart Primary School

Sacred Heart Primary School

Address: Sedgley Road East, Tipton, West Midlands, DY4 8UH Unique reference number (URN): 135029

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Expected standard

Over time, pupils achieve well at Sacred Heart and are well prepared for secondary school. Year 6 outcomes in reading, writing and mathematics are similar to national averages. Leaders’ actions to improve the teaching of early reading and their knowledge of times tables are having a positive impact. Most pupils now achieve well in the Year 1 phonics and the Year 4 multiplication check. Disadvantaged pupils attain in line with pupils nationally. From their different starting points, pupils with special educational needs and/or disabilities make steady gains in learning.

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Achievement Expected standard

Across the school, leaders’ actions are helping pupils to improve their writing and mathematical skills. In subjects such as history and computing, pupils build their knowledge securely over time. That said, pupils do not consistently get the chance to extend their thinking and deepen their understanding of important concepts across the curriculum.

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Attendance and behaviour Expected standard

Helping pupils attend school regularly is a high priority for leaders. Attendance is improving and persistent absence is reducing. Staff work closely with families, external agencies and the local authority to tackle barriers and provide tailored support. They check patterns of absence carefully and respond quickly, when concerns arise. Pastoral support is available each morning through the school’s ‘Morning Me’ sessions. These help reduce barriers by providing pupils with a calm and supportive start to the school day. Leaders’ work with families is also helping to reduce the number of holidays taken during term time. However, extended holidays continue to affect the school’s overall attendance figures.

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Attendance and behaviour Expected standard

Leaders and staff have established a kind culture. Pupils are polite and respectful. Classrooms are calm. Pupils typically focus on their learning and work well with their classmates. At social times, they play together well. The playground comes alive with activity as pupils build, create, play games and enjoy exploring with their friends. Bullying is uncommon and adults deal with any concerns promptly and effectively. Pupils who need help with managing their emotions can access the ‘calm castle’. This quiet area helps pupils to settle and talk through their feelings before getting back to learning.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that helps pupils learn the knowledge, vocabulary and skills they need over time. Typically, teaching helps pupils learn and remember important ideas. In one example, older pupils talked knowledgeably about the Amazon rainforest. They drew on previous learning about Brazil and used geographical vocabulary accurately to describe the rainforest environment. However, variations in teaching mean that opportunities for pupils to deepen their knowledge and understanding across the wider curriculum are sometimes missed.

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Curriculum and teaching Expected standard

Leaders’ actions to improve the teaching of early reading are having a positive impact on pupils’ phonics knowledge and pupils’ ability to become confident readers. Their work to strengthen the teaching of writing is showing improvements in pupils’ handwriting, spelling, punctuation and grammar. In mathematics, leaders are helping teachers to make more effective use of practical resources and have identified increasing opportunities for pupils to extend their mathematical thinking as a priority.

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Curriculum and teaching Expected standard

Leaders have helped staff to implement some consistent approaches to teaching. Teachers make effective use of visuals to introduce new ideas and use different strategies to help pupils talk about their learning. Staff generally provide pupils with special educational needs and/or disabilities with the right support. As a result, these pupils participate well in lessons.

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Early years Expected standard

Children settle well because routines are clear and relationships between children and adults are positive. At the start of each day, children arrive happy and ready to learn. Children follow the school’s expectations well. They take turns, share equipment and follow instructions.

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Early years Expected standard

Leaders have designed a curriculum that places an emphasis on communication, language and early reading. Staff make the most of every opportunity to help children develop their vocabulary. While sketching autumn leaves and acorns, for example, children use the correct words to describe shapes and colours. Stories also play an important role in learning. Staff use stories well to spark children’s curiosity and help children make sense of their world.

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Early years Expected standard

Typically, staff make sure that children have the skills and knowledge they need to be prepared for learning in Year 1. Staff work closely with families to develop a clear understanding of children’s needs. As a result, pupils who need extra support receive timely help. While staff consider what children already know and can do when planning learning, there is some variation in how effectively activities move learning forward. At times, children are not supported to extend their thinking.

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Inclusion Expected standard

Leaders and staff are aspirational for pupils at Sacred Heart. They make sure that pupils feel valued and supported to participate in school life. Leaders work closely with families and external professionals to identify pupils' precise learning and development needs. They use this information to help staff personalise support and reduce barriers.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities achieve well over time. This is because staff typically use a range of resources, such as visual prompts and technology, to help pupils learn with increasing confidence and independence. Pupils with the most complex needs have access to the school’s ‘Butterflies’ provision. Staff in this provision are adept at helping pupils express themselves and engage in a broad range of activities. This helps pupils develop effective communication strategies and build the knowledge, skills and behaviours identified within their personalised learning plans.

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Inclusion Expected standard

Pupil premium funding makes a positive difference to disadvantaged pupils. Leaders ensure that eligible pupils receive targeted academic and pastoral support and participate in extra- curricular activities, such as clubs and educational visits. Other vulnerable pupils, including young carers and those known to social care, receive tailored support to promote their wellbeing and ensure they benefit fully from the opportunities available.

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Leadership and governance Expected standard

In the last few years, the school has experienced significant staffing changes. Throughout this time, leaders' and governors’ commitment to pupils and their families has continued to shine through in their work to improve the school. Leaders have an accurate understanding of the school’s strengths and priorities. The impact of their actions can be seen in improved pupil outcomes, stronger teaching of early reading and more effective inclusive practice. Several middle leaders are new to their role. Developing their skills and expertise so that they can contribute more fully to school improvement is a current priority.

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Leadership and governance Expected standard

Governors fulfil their statutory responsibilities effectively. They provide appropriate support and challenge for leaders. Regular visits help governors understand the school's work and context. Governors use their link roles well to maintain regular oversight of safeguarding, attendance, special educational needs and/or disabilities and pupil outcomes. They make a point of meeting newly appointed staff. This helps build positive relationships and promotes open communication.

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Leadership and governance Expected standard

Staff feel valued and supported. They say that leaders are approachable and considerate of their workload and wellbeing. Staff appreciate the open-door culture and the willingness of senior leaders to listen to their views. Professional learning for staff is carefully planned and helps staff to improve their practice.

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Leadership and governance Expected standard

Leaders engage positively with parents, community organisations and external professionals. These partnerships enrich pupils’ wellbeing and help leaders and staff to meet the learning needs of pupils. Parents typically speak positively about the school and value the communication and support their children receive.

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Personal development and wellbeing Expected standard

Pupils benefit from a well-sequenced personal development programme that reflects the school's values of communication, resilience, independence and courage. Leaders have adapted the programme to meet pupils' needs. As a result, pupils develop confidence, learn to take responsibility and understand how to contribute positively to the lives of others.

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Personal development and wellbeing Expected standard

The school provides a suitable range of opportunities that broaden pupils’ experiences and support their social, moral and cultural development. Pupils understand fundamental British values, including democracy and mutual respect. They are steadily building their understanding of different faiths and beliefs.

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Personal development and wellbeing Expected standard

The school's pastoral support is particularly effective in meeting pupils' needs. Staff know pupils and families well and respond quickly, when help is needed. Counselling, for example, helps pupils manage worries and overcome barriers that may affect their wellbeing. Pupils know how to stay safe. They understand the importance of healthy and respectful relationships. Through the computing curriculum, pupils learn that artificial intelligence can generate online content and that not everything they see online is accurate or trustworthy. Pupils take pride in the responsibilities they hold. Roles such as wellbeing ambassador, attendance mentor and librarian help pupils develop leadership skills. Pupils value having a voice and making a difference. Feedback from the pupil parliament, for instance, led to changes in lunchtime activities, additional clubs and improvements to the school dinner menu.

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Personal development and wellbeing Expected standard

Leaders take appropriate steps to ensure that disadvantaged pupils and pupils with special educational needs and/or disabilities access wider opportunities. Pupils enjoy clubs, such as podcasting, football, choir, animation and dodgeball. Educational visits, visitors to the school and residential experiences enhance pupils’ experience of school. Visitors such as authors, doctors, police officers and St John Ambulance volunteers help pupils develop their knowledge, aspirations and understanding of the world around them.

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What it's like to be a pupil at this school

Pupils talk about Sacred Heart with pride. They build positive relationships with staff and classmates, which helps them feel that they belong to the school community. Pupils are happy and feel safe because adults know them well and look after their wellbeing. They appreciate being listened to and value the support they receive when they need help.

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What it's like to be a pupil at this school

Pupils achieve well by the time they leave the school and are suitably prepared for the next stage of their education. Across the school, pupils benefit from practical learning experiences. For example, the youngest children enthusiastically explore different sounds using musical instruments, while older pupils develop teamwork and resilience through activities, such as kayaking on the residential visit. These experiences contribute positively to pupils’ attitudes towards learning and school. Pupils with the most complex needs receive effective support in the school’s ‘Butterfly’ provision. This helps them participate successfully in learning and the wider life of the school.

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What it's like to be a pupil at this school

Pupils are well mannered. They express their views respectfully and treat others kindly. As pupils walk around school, they hold open doors for others and greet adults and visitors politely. Incidents of bullying are rare. Pupils say that staff listen and resolve any issues fairly. They feel safe and understand how to manage risks, both online and offline. Pupils enjoy being at school, with many attending more regularly than in the past.

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What it's like to be a pupil at this school

Pupils enjoy contributing to their local community. They confidently share ideas for improving local parks with their Member of Parliament and take pride in seeing their artwork displayed at the local railway station. Pupils support causes that matter to them. Pupil leaders help their classmates select these causes and organise fundraising activities. These opportunities help pupils understand that their views and actions can make a difference.

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Next steps

Leaders should ensure that teachers, including those in the early years, consistently provide learning activities that extend pupils' thinking and deepen their understanding

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Team inspectors:

Darren King, Ofsted Inspector Christian Hamilton, Ofsted Inspector Helen Beckford-Bond, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place. across the curriculum. Leaders should continue to build the expertise of middle leaders so that they play a fuller role in securing consistent improvements across the school. Leaders should continue to work with families to reduce absence and secure further improvements in attendance, particularly where term-time holidays mean pupils miss learning.

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About this inspection

The chair of the board of governors in this school is Mrs Helen Peach.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspection activities: Inspectors spoke with the headteacher, deputy headteacher, the teaching and learning lead, the teacher who oversees provision for pupils with special educational needs and/or disabilities and the safeguarding lead. They also met with a range of staff and pupils and representatives from the governing body. The lead inspector held a telephone conversation with a representative from the local authority.

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About this inspection

The inspectors confirmed the following information about the school: The school has experienced significant staff turnover in recent years. Almost all members of the current teaching team joined the school since Autumn 2025.

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About this inspection

The school does not use alternative provision.

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About this inspection

Headteacher: Joy Agbonlahor The inspector(s) used this data during the full inspection on 15 September 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 59% 62% Close to average

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average

2023/24 (final) 61% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 69% 75% Close to average

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average

2023/24 (final) 74% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 69% 72% Close to average

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average

2022/23 (final) 74% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 74% 74% Close to average

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average

2023/24 (final) 75% 73% Close to average

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average

2022/23 (final) 77% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (final) 52% 47% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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national average

2024/25 (final) 62% 63% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 62% 59% Close to average

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average

2023/24 (final) 65% 58% Close to average

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average

2022/23 (final) 68% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 66% 61% Close to average

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average

2022/23 (final) 68% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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