Sacred Heart Catholic Primary School
phone: 01925 636235
headteacher: Mrs Colleen L Everett Ba(Qts) M Ed Npqh
209 pupils capacity: 95% full
95 boys 48%
105 girls 53%
Last updated: June 19, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 359207, Northing: 388210
- GPS coordinates
- Latitude: 53.389, Longitude: -2.6148
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 6, 2013
- Archdiocese of Liverpool
- Region › Const. › Ward
- North West › Warrington South › Bewsey and Whitecross
- Urban > 10k - less sparse
- Free school meals %
- 0.3 miles Evelyn Street Community Primary School WA51BD (205 pupils)
- 0.3 miles Warrington St Barnabas CofE Primary School WA51TG (232 pupils)
- 0.3 miles St Gregory's Catholic High School WA51HG (965 pupils)
- 0.4 miles Warrington Hospital Unit Co Wards B10-11 WA51QG
- 0.6 miles St Alban's Catholic Primary School WA50JS (223 pupils)
- 0.6 miles Bewsey County High School WA50AD
- 0.6 miles Advanced Education -Thames WA51DF
- 0.6 miles Advanced Education - The Barn WA51DF
- 0.7 miles Bewsey Lodge Primary School WA50AG (267 pupils)
- 0.7 miles Hood Manor Community Primary School WA51XE
- 0.7 miles Sankey Valley St James Church of England Primary School WA51XE (199 pupils)
- 0.9 miles Westbrook Old Hall Primary School WA59QA (410 pupils)
- 1.1 mile Chapelford Village Primary School WA53AL (406 pupils)
- 1.1 mile Warrington St James's CofE Primary School WA41AP
- 1.1 mile Latchford CofE Primary School WA41AP (206 pupils)
- 1.2 mile Great Sankey Primary School WA51SB (358 pupils)
- 1.3 mile St Werburgh's CofE Primary School WA46BB
- 1.3 mile Irwell County Infant School WA46BB
- 1.4 mile Dallam Community Primary School WA50JG (245 pupils)
- 1.4 mile Warrington St Ann's CofE Primary School WA28AL (231 pupils)
- 1.4 mile Penketh High School WA52BY
- 1.4 mile Priestley College WA46RD
- 1.4 mile Penketh High School WA52BY (1198 pupils)
- 1.5 mile St Philip (Westbrook) CofE Aided Primary School WA58UE (413 pupils)
Sacred Heart Catholic Primary
Selby Street, Warrington, Cheshire, WA5 1NS
|Inspection dates||6–7 February 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Sacred Heart Primary is like a large happy |
Parents are overwhelmingly positive about
Because almost all teaching is good, most
family: everyone is welcome, everyone is
included and, according to pupils, ‘learning is
the ethos and atmosphere at Sacred Heart. A
comment from a parent was typical of those
expressed by parents, ‘I have always found
the teachers to have a good understanding of
my son, with high expectations and good
teaching and learning.’
pupils make good progress and achieve well.
In some year groups such as Years 1, 5 and
6, pupils make rapid progress because the
teaching is high quality.
| The school has improved since the previous |
The improvements are because of excellent
Leaders and managers still have some
Leaders have improved pupils’ attitudes to
inspection. Pupils’ achievement in mathematics
had increased, the more able pupils make
better progress, pupils’ attendance has
improved and teaching is better.
leadership by the headteacher, impressive
systems to check on and improve the school’s
work and a high-quality curriculum.
improvements to make to raise the quality of
teaching in each year group to match the best.
learning and their involvement in lessons which
are key factors in why pupils’ behaviour and
safety are now outstanding. Pupils are highly
respectful, thoughtful and considerate of
| There are a few gaps between the |
achievement of different groups of pupils in
different year groups such as boys and girls,
and those who are known to be eligible for
free school meals and those who are not.
| In some lessons, teachers do not use the |
responses from pupils as well as they could to
extend pupils’ thinking and understanding and
to quicken their progress.
Information about this inspection
- Inspectors observed 14 lessons in subjects such as history, science, French, English,
mathematics and music. Inspectors also took a learning walk to observe pupils’ learning in small
groups taught by teaching assistants.
- Inspectors held meetings with members of the governing body, a representative from the local
authority, with senior leaders and with teachers. Inspectors also met three groups of pupils and
heard a range of pupils read.
- When making the judgements, inspectors took into account the 22 responses to Ofsted’s online
survey (Parent View) and the school’s own survey of the views of parents and a letter from a
parent. They also considered the views of 20 staff who took part in a survey and the views of
pupils who completed a school survey.
- Inspectors took into account evidence from the school’s behaviour logs including exclusion
records, evidence about how well pupils attend, the school’s self-evaluation of how well it judges
its own effectiveness and the school’s development plan. Inspectors also considered school
documents and policies some of which are available on the school’s website.
|Allan Torr, Lead inspector||Her Majesty’s Inspector|
|Maureen Hints||Additional Inspector|
Information about this school
- The school has fewer pupils than the average-sized primary school.
- Pupil premium is money allocated by the government to support the achievement of pupils who
are known to be eligible for free school meals, those who are looked after by the local authority
and those who have parents who are in the armed forces. The proportion of pupils at Sacred
Heart Primary, supported by this money, is lower than average.
- The proportion of pupils who speak English as an additional language is above average.
- The large majority of pupils are White British but there is a relatively large proportion of pupils
from a Philippines heritage.
- In 2012, the proportion of pupils who have been identified as having special educational needs
(school action) was double the national average. The proportion of pupils supported by extra
funds from the local authority because they have a statement of special educational needs or
because they are identified as school action plus is less than average. There are no pupils with
an identified disability.
- Pupils’ attainment and achievement is above national floor targets (the minimum expected by
- At the time of the inspection, no pupil was being educated off-site in alternative provision.
- There is a breakfast and after-school club run by an external provider.
- The school has gained a number of recent awards including the Primary Quality Mark, Eco
Schools and Healthy School status.
- Pupils come from a large catchment area to the school and the local authority has a contract
with a bus company to provide a bus service to enable them to get to and from the school.
- Since the last inspection there have been considerable changes to the school building. A deputy
headteacher was appointed in 2010 and the leadership of the school has been restructured.
- The headteacher is a mentor to new headteachers in the local authority and the systems for
checking on the school’s work are being shared with other schools across Warrington.
What does the school need to do to improve further?
- Close any remaining gaps between the achievement of groups of pupils by making sure all
teachers use the information gathered during lessons from pupils’ responses to increase and
deepen pupils’ thinking and understanding.
|The achievement of pupils||is good|
- From a wide range of starting points, pupils make good progress. Although in 2011, standards in
reading and writing were below average by the end of Year 6, in 2012 they were well above the
national average. Because numbers in different groups of pupils are small and because their
starting points at the school are so varied there are no discernible trends in achievement over
- In Years 1, 5 and 6, pupils make rapid progress. In a history lesson in Year 1 for example, from
knowing very little about jobs in the past at the start of the lesson, all pupils made rapid gains in
their knowledge, and by the end of the lesson could analyse photographs and could write about
and compare jobs in the past and present.
- There are, however, some small gaps in achievement. In Key Stage 1, for example, boys’ skill in
reading and writing lags behind that of girls’ writing. In a few classes, pupils who are supported
by the pupil premium achieve better than their peers; however, in some classes this trend is
reversed. In some classes, pupils known to have special educational needs make as much
progress as their peers but in other classes the progress is slower.
- Most pupils who have been identified as having special educational needs make good progress.
They develop their communication skills well. For example, in a Year 6 boys’ writing group, a
pupil recounted a story to the rest of the group who then questioned him about the details of
the incident. In another session, the teaching assistant skilfully modelled letters and the sounds
they make and pupils made good progress in their blending of sounds together.
- White British and pupils from minority ethnic backgrounds, such as those from the Philippines,
make good progress. Pupils who speak English as an additional language also achieve well. This
is because in most lessons the teachers use visual aids, bilingual worksheets, and make a
conscious effort to make lessons practical and to make sure that pupils understand what is
being taught. Pupils also benefit greatly from the opportunity to work with or as a ‘young
translator’, helping their peers to pick up and extend their skills in English.
- The school has spent the pupil premium funding from the government wisely. Small teaching
groups with targeted teaching are beginning to have an impact on raising standards for this
group of pupils but their achievement is still variable.
|The quality of teaching||is good|
- In a Year 6 history lesson about entertainment in Victorian times, pupils were highly motivated
from the start because of lively, exciting teaching and opportunities to work with friends in
‘talking partners’. The pupils were fully involved throughout the lesson and the teacher gave
pupils time to recap and build on their prior learning and to extend their knowledge and their
thinking about the Victorian era. The teacher skilfully gauged pupils’ understanding with well-
crafted questions and extended their thinking and understanding.
- This lesson is typical of some of the outstanding teaching seen during the inspection, that is:
a high level of pupil activity throughout the lesson
using plenty of visual aids and resources to develop understanding
using pupils’ prior learning and skills as the basis for the lesson
using frequent opportunities for pupils to explain their answers
the teachers’ skilful questioning leading to pupils gaining in new knowledge as well as
deepening their existing understanding.
- In a few lessons, the teaching was not as good because the adults missed chances to use the
answers pupils gave to extend pupils’ learning further or to deepen their understanding. Adults
also sometimes missed the chance to make connections with other aspects of their work, such
as in phonics (letters and the sounds they make) and reading sounds linked to writing them, and
in mathematics, multiplication linked to division, addition linked to subtraction.
- The teaching of reading is good and pupils make good progress throughout the school. By the
end of Year 6 most pupils are fluent, know how to break down words they have not seen before
into different letters and sounds, and most pupils read expressively. Pupils told inspectors they
have the chance to read both frequently and a wide range of texts. In a few cases, adults make
small errors in pronunciation when they teach phonics.
- Most teachers plan their lessons with an emphasis on what pupils need to learn next. In a highly
effective spelling lesson in Year 5, the lesson was based strongly on errors pupils were making
and misconceptions they had. The teacher’s high-quality lesson enabled pupils to make rapid
progress on how to spell plurals.
- Teachers make valuable comments to pupils in class but also in their marking. In an English
lesson in Year 6, the teacher enabled pupils to look at and comment on her marking of their
work. She then helped pupils to work together to edit and to work supportively as a team to
refine and improve their writing. Consequently, they all made good progress.
|The behaviour and safety of pupils||are outstanding|
- In most lessons, pupils are highly motivated, keen to learn, responsive to all adults and they
regulate their own behaviour. This highly positive environment for learning means teachers are
able to teach with few or no disruptions to the lessons and pupils learn quickly with nothing
preventing their progress.
- Most teachers use their voices and their positioning in the classroom very well to establish
excellent behaviour and safety. They use an effective system of rewards and sanctions to
regulate pupils’ behaviour. Pupils know all about these and said they work very well. Because
lessons are so exciting and practical there are few chances to misbehave.
- Parents, pupils, governors and staff all agreed that most pupils’ behaviour is good and it is
managed well by staff. There have been very few exclusions in the last few years and incidents
in behaviour records are relatively minor and there are not many of them.
- At play and break times pupils play cooperatively and safely together. The school feels like a
large happy family because pupils speak positively and respectfully of each other and they play
and get on together regardless of gender, of ethnicity, or whether they speak English as an
additional language. This is no accident, it is because all staff and adults foster and model
excellent relationships with pupils, and because leaders work very hard to tackle all types of
- Pupils said that bullying because of someone’s race, skin colour, or faith is very rare as is
bullying because of differences in how people look. A few pupils said there was some
inappropriate homophobic language such as, ‘That’s so gay!’ however, it is dealt with effectively
by school staff. Pupils had a very good understanding of some other types of bullying such as by
using the internet and technology. Consequently, pupils said they feel very safe, as one pupil
said, ‘because teachers love us’.
- Pupils had a detailed understanding about how to stay safe on the roads, when using the
internet and when riding bikes. The security of the site has improved significantly since the
previous inspection and pupils said this helped their feeling of safety when at school.
- There has also been a significant improvement in pupils’ attendance since the last inspection.
From well below average in 2010, with a high proportion of pupils absent for a significant part of
their education, attendance in the last and present academic year has been much improved and
is around the national average.
|The leadership and management||are good|
- The headteacher is a highly passionate advocate for Sacred Heart Primary, its parents, pupils
and its community. She provides outstanding leadership and has steered the school through
significant improvement since the last inspection in the quality of the building and classrooms,
increased attendance, raised standards in mathematics, improved site security, improved
curriculum and better results for the more-able pupils and improved pupil attitudes to learning.
- The performance management of teachers and improving the quality of teaching for all pupils is
a high priority, and movements up the pay spine or promotional ladder have valid reasons.
- Senior leaders are open and responsive to external scrutiny. The local authority provides
effective support, advice and training which has helped to strengthen governance and the
quality of the Early Years Foundation Stage.
- Teachers at all levels take full responsibility for tracking pupils’ progress, for checking on the
quality of teaching and pupils’ achievement in the subjects they lead. For example, leaders for
English and mathematics: analyse pupils’ work and teachers’ plans; they speak to pupils about
their learning; analyse the results of tests and assessments against all groups of pupils and they
observe lessons. These checks then lead not only to staff training for all staff but also for
individual teachers to help them improve their practice. This model of checking on teaching is
repeated for all leaders and results in, as one senior leader put it, ‘A culture of support and team
work rather than blame.’
- Senior leaders still need to do some work to improve all teaching to match the best and to close
the gaps between the achievement of different groups of pupils. They have however been
effective in tackling discrimination, and achieving equality of opportunity.
- The curriculum is exciting and provides pupils with plenty of opportunities for their own
research, for working independently and in groups, and for solving problems. Some of the topics
are based on ethical questions and some are based on the interests of pupils, for example, ’How
can we make Shrek healthy?’, ‘Should Nelson Mandela have been put in prison?’, ‘Why is winter
cold?’ The curriculum has also been pivotal in giving pupils a good understanding of different
countries and cultures. Consequently, pupils’ spiritual, moral, social and cultural development is
good and they are well prepared for their futures in a global society.
- The governance of the school is good.
Governors receive detailed and useful reports from subject leaders and from the headteacher
and most visit the school as much as possible. They have been trained by the local authority
and external consultants. As a result, they have a good understanding of the quality of
teaching and of how well pupils achieve. There is good oversight over the school’s budget and
they have made wise decisions in spending money to benefit pupils. The pupil premium, for
example, has been spent on teaching assistants who are used to raise standards. Governors
check on how well the money is being spent and its impact on pupils’ achievement. In the past
they have taken difficult decisions to restrict pay rises to teachers if they have
underperformed. Governors are beginning to have the information they need to positively
challenge the school to improve further. Governors have taken action to improve safeguarding
of pupils through improving the fencing around the school. The systems to record checks on
adults’ ability to work with pupils are in place and meet requirements. Safeguarding is a high
priority in the school.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||111306|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary aided|
|Age range of pupils||5–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||197|
|Appropriate authority||The governing body|
|Chair||Canon Christopher Cunningham|
|Headteacher||Mrs Colleen Everett|
|Date of previous school inspection||11 November 2009|
|Telephone number||01925 636235|
|Fax number||01925 230971|
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