Sacred Heart Catholic Voluntary Aided Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils do not learn as much as they should. This is because the curriculum does not help pupils to steadily build new and important knowledge.

Pupils do not get enough opportunities to practise what they have learned. Many pupils do not make sufficient progress with key skills, such as calculation and reading. They are not well prepared for learning in secondary school.

This is a school where pupils can make good friends. They embrace difference and are keen to help each other out. Staff guide pupils to emulate school values, such as respect.

Pupils know they can go to an adult if they have a worry. However, pupils' lessons are sometimes disrupted by noise an...d lack of attention. Some pupils' behaviour needs to improve so that others feel safer and happier at school.

Pupils can contribute to the community, go on trips and take part in sporting events. For example, children in the early years take walks in the town and go to the pantomime at Christmas. Everyone looks forward to the annual village pancake race.

Pupils also have opportunities to perform, such as through taking part in a national performance alongside other schools and professional musicians.

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

The school does not prepare pupils for the next stage of their education. This is because there is no coherently planned curriculum.

Teachers are left to plan lessons without sufficient guidance. Dedicated staff attempt to design suitable learning experiences. However, in the absence of oversight of the curriculum and staff training, pupils experience disconnected lessons.

As a result, many pupils leave school unable to read, write or calculate well. They do not remember what they have learned in subjects such as history.

Pupils of all ages enjoy listening to stories.

However, early reading lessons do not focus enough on what pupils need to learn or provide enough opportunities for practice. Staff do not have the expertise needed to teach reading well. There is suitable support to help younger pupils at the earlier stage of reading.

However, older pupils who find reading tough do not get enough support to catch up. This means they struggle to access the wider curriculum.

A new and improved approach to identifying and supporting pupils with special educational needs and/or disabilities (SEND) is under way.

The school is identifying pupils' needs more accurately and swiftly. However, pupils with SEND do not always receive the right kind of support in the classroom. They sometimes struggle to cope with changes to the environment and the people around them.

This affects their ability to access the curriculum. They do not achieve as well as they should.

The school has recently adopted a new approach to managing pupils' behaviour.

Pupils know how they are expected to behave. Staff have received training on how to respond to challenging behaviour. Disruption to learning now happens less often.

However, expectations still vary from class to class. Staff do not make the best use of routines. Sometimes classrooms are too noisy and pupils do not focus on what the teacher is saying.

Staff support children in the early years to take part in a range of activities. They encourage children to 'have a go'. However, activities are not always designed well.

This is because the curriculum lacks clarity and detail. As a result, children do not have enough opportunities to practise key skills, such as writing. Adults are patient and kind.

Warm relationships help adults to get to know children well.

The school's provision for personal development is strong. Pupils learn how to keep safe, how to have positive relationships and how to stay healthy through the personal, social and health education curriculum.

The school emphasises values such as respect and tolerance. Pupils are very accepting of difference.

The school has begun to address long-standing weaknesses.

Staff, leaders and governors are working together to improve the school. They have been hampered in their efforts by turbulence in leadership. The local authority and the Diocese of East Anglia have helped the school to overcome some pressing issues.

They have supported staff to take on more responsibilities. However, there has not been the time to resolve many issues the school is facing.

Governors are using their expertise to support new school leaders in setting a direction for the school.

This includes a gradual approach to improving school leadership responsibilities. Leaders see regular communication with parents and carers as an important part of improving the school. This approach has helped to improve rates of attendance.

Staff feel supported. Parents appreciate the improvements the school has made already, such as for behaviour.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's curriculum lacks clarity, coherence and detail. Pupils experience a disconnected education and, as a result, too many pupils leave school unprepared for secondary school. The school should review the overall curriculum and ensure that staff understand what knowledge should be taught and when.

• Teachers do not teach and assess the curriculum well. This includes early reading. The school has not provided the guidance and training needed for them to do so.

As a result, pupils do not learn and remember as much as they should. The school should ensure that teachers have the expertise needed to teach the curriculum, including for early reading, effectively. In-class support and adaptations to teaching do not always meet the needs of pupils with SEND.

As a result, pupils with SEND are sometimes unable to access the curriculum. They do not achieve as well as they should. The school should ensure that staff have the expertise needed to adapt teaching, so that pupils with SEND can access the curriculum successfully.

• Staff do not share the same high expectations for pupils' behaviour. As a result, classrooms are sometimes too noisy and pupils do not focus enough on what the teacher is saying. The school should ensure that all staff consistently follow the school's behaviour policy and expected routines.