School etc

Sacred Heart RC Primary School

Sacred Heart RC Primary School
Convent Road
Tyne and Wear

phone: 0191 2746695

headteacher: Mrs Barbara Brown

reveal email: adm…

school holidays: via Newcastle upon Tyne council

208 pupils aged 4—10y mixed gender
204 pupils capacity: 102% full

95 boys 46%


110 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: 421889, Northing: 565447
GPS coordinates
Latitude: 54.983, Longitude: -1.6595
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
May 23, 2012
Diocese of Hexham and Newcastle
Region › Const. › Ward
North East › Newcastle upon Tyne Central › Fenham
Urban > 10k - less sparse
Free school meals %

rooms to rent in Newcastle Upon Tyne

Schools nearby

  1. 0.1 miles Sacred Heart High School NE49YH
  2. 0.1 miles Sacred Heart Catholic High School NE49YH (1449 pupils)
  3. 0.3 miles Cowgate Primary School NE49SJ
  4. 0.3 miles Dame Allan's Senior School NE49YJ (657 pupils)
  5. 0.3 miles Dame Allan's Girls' School NE49YJ
  6. 0.3 miles Dame Allan's Schools Centre NE49YJ
  7. 0.4 miles West Gate Community College NE49LU
  8. 0.4 miles Rutherford School NE49LU
  9. 0.5 miles Ashlyns Unit NE52DX
  10. 0.5 miles Oakwood Pupil Referral Unit NE48XJ
  11. 0.5 miles Wingrove Primary School NE49HN (467 pupils)
  12. 0.5 miles English Martyrs' RC Primary School NE52SA (468 pupils)
  13. 0.5 miles The Silverhill School NE52DX
  14. 0.5 miles Condercum House School NE48XJ
  15. 0.5 miles Trinity School NE48XJ (138 pupils)
  16. 0.5 miles Hadrian School NE156PY (132 pupils)
  17. 0.6 miles Stocksfield Avenue Primary School NE52DQ (471 pupils)
  18. 0.6 miles Pendower Hall School NE156PY
  19. 0.6 miles Oakfield College NE48XJ
  20. 0.6 miles Wingrove Infant School NE49HP
  21. 0.6 miles Oakfield College NE48XJ
  22. 0.7 miles Canning Street Primary School NE48PA (483 pupils)
  23. 0.7 miles St Cuthbert's High School NE157PX
  24. 0.7 miles St Cuthbert's High School NE157PX (1103 pupils)

List of schools in Newcastle Upon Tyne

Sacred Heart RC Primary School

Inspection report

Age group 4–11
Inspection date(s) 23–24 May 2012
Inspection number 395314
Unique Reference Number 108504
Local authority Newcastle Upon Tyne
Inspect ion number 395314
Inspect ion dates 23–24 May 2012
Lead inspector Margaret Armstrong

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 4–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 210
Appropriate authority The governing body
Chair David Harrison
Headteacher Kevin Foster
Date of prev ious school inspection 17 May 2007
School address Convent Road
Telephone number 0191 2746695
Fax number 0191 2748737
Email address reveal email: adm…


Inspection team
This inspection was carried out with two days' notice. The inspectors observed 12 lessons
taught by six teachers. Meetings were held with two groups of pupils, members of the
governing body and school staff, including senior leaders. The inspectors took account of
the responses to the on-line questionnaire (Parent View) in planning the inspection. They

Margaret Armstrong
Philip Scott
Additional Inspector
Additional Inspector

observed the school’s work, and looked at a range of documentation including assessment
and tracking information, the school development plan, and the school’s monitoring records.

They also looked at documentation relating to safeguarding procedures and analysed 82

parental and carers’ questionnaires and others completed by pupils and staff.

Information about the school

This is an average-sized primary school. Most pupils are from White British backgrounds.
However, a significant proportion of pupils are from a variety of cultural backgrounds, most
of whom speak English as an additional language. The proportion of pupils known to be
eligible for free school meals is average. The proportion of disabled pupils, those who are
supported by school action plus or with a statement of special educational needs is below
average. The school meets the current floor standards which are the minimum standards
expected by the government for attainment and progress. The school has achieved the
International School Award, Fairtrade status, Investing in Children Award, the Green Flag
Eco-School Award and the Healthy School status. At the time of the inspection pupils from
Year 5 were out of school taking part in a residential visit.
There is a children’s centre and before- and after-school clubs, which are managed
independently of the school and did not form part of this inspection. Separate reports for

these provisions can be found on the Ofsted website.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall Effectiveness 2
Achievement of pupils 2
Quality of teaching 2
Behaviour and safety of pupils 1
Leadership and management 2

Key Findings

  • This is a good school. It is not outstanding because most teaching is good, rather than
    excellent and aspects of leadership and management lack some rigour.
  • Pupils achieve well. Attainment is above average by the end of Year 6 and pupils make
    good progress from their starting points. Disabled pupils, those who have special
    educational needs and those who speak English as an additional language make good
    progress because of the effective support they receive. Parents and carers are v ery
    positive about every aspect of the school’s work and talk about, ‘the welcoming school
    where pupils are very well cared for’.
  • Teaching is good overall. Most teachers have high expectations of pupils. They use
    their subject knowledge well to plan interesting activities which engage and motivate
    pupils. Mostly, teachers’ assessments are accurate and support learning well.
    Occasionally, however, teaching is satisfactory because teachers do not challenge the
    more-able pupils appropriately and this slows down the pace of learning. Although
    there is some good practice, marking does not always indicate to pupils how they can
    improve their work.
  • Pupils enjoy school and have excellent attitudes to learning. This is reflected in their
    above-average attendance. Excellent relationships ensure that pupils behave
    exceptionally well and are motivated to learn. Pupils say they feel very safe and know
    who to turn to if they have a problem. Pupils’ spiritual, moral, social and cultural
    development is outstanding.
  • The highly effective headteacher leads an enthusiastic team who make good use of a
    range of monitoring activities and performance management to improve teaching and
    pupils’ outcomes. However, monitoring is not yet rigorous enough to ensure teaching is
    consistently good or better across the school. Leaders and managers promote positive
    working relationships based on the strong Christian ethos which pervades the school.

What does the school need to do to improve further?

  • By the summer of 2013, improve the quality of teaching to at least good, by:
    increasing the sense of urgency in teaching so that pupils work more quickly to
    complete tasks and less time is taken to move from one activity to another
    ensuring that teachers make better use of assessment information to plan a
    consistently high level of challenge for the more-able pupils
    giving pupils clearer indications of how to improve their work through feedback in
    lessons and marking.
  • Strengthen monitoring and evaluation in the school by:
    establishing clearer formal routines for undertaking monitoring activities
    throughout the year
    providing further training for senior leaders in order to bring more rigour to
    lesson observations and to the scrutiny of pupils’ written work
    making sure that the outcomes of monitoring and evaluation are used more
    effectively to drive improvement.
    Main Report
    Achievement of pupils
    In lessons, pupils willingly share their ideas and exchange their views with a partner or with
    the whole class. Even the youngest children happily enter into conversation with each other,
    listen well and take turns to speak. Children settle happily in the friendly atmosphere of the
    Reception class and their keenness to learn is fostered well. From starting points that are
    generally below those typical for their age, often with notably weaker communication skills,
    children make good progress. This is because children’s early listening, speech and language
    are promoted well. In Key Stages 1 and 2, where teaching is clearly focused and offers
    pupils opportunities to engage with tasks which provide a good level of challenge, pupils
    make good progress. For example, in an English lesson in Year 3 pupils were totally
    engrossed in developing their writing skills when preparing a letter to a friend in Mexico.
    Occasionally, less-demanding activities and too much teacher direction cause progress to
    By the end of Year 6, pupils’ attainment in English and mathematics is above average. This
    represents good overall progress from pupils’ starting points. However, there are
    fluctuations in progress in different year groups depending on the quality of teaching; in
    some classes progress is satisfactory and in others outstanding. Pupils make consistently
    rapid progress in Years 5 and 6, because teaching is exciting and activities are stimulating.
    Disabled pupils, those with special educational needs, those who because of their
    circumstances are potentially vulnerable and those at the very early stages of learning
    English as an additional language, make good progress because of the effective support
    they receive. The consistent approach to the teaching of sounds and letters ensures that
    pupils make good progress in developing their reading skills. Attainment in reading is
    broadly average by the end of Year 2 and above average by the time pupils leave the
    school. Although attainment in mathematics is generally higher than in English, leaders and
    managers are tackling this difference effectively and, consequently, the gap is closing
    rapidly and securely.
    Almost all parents and carers believe their children are making good progress. Generally,
    inspection evidence supports this view, although where teaching is no better than
    satisfactory the more-able pupils do not always achieve as well as they should.
    Quality of teaching
    Parents and carers believe that teaching is good and inspection evidence generally supports
    this view. Teachers set high expectations and promote very positive relationships with
    pupils. They understand how pupils learn best and in lessons provide a good balance of
    teacher input and pupil activity. Consequently, pupils have regular opportunities to learn
    independently or take the lead in learning. This was seen in an outstanding lesson in Year 6
    where pupils worked exceptionally well in pairs to prepare an ‘Olympic Website’. This
    demonstrated how teaching promotes spiritual, moral, social and cultural development very
    well. Pupils are eager to learn because teachers use a range of exciting activities and
    resources. Usually, lessons proceed at a good pace and there are many opportunities for
    pupils to practise their basic skills of literacy, numeracy and information and communication
    technology. This was seen in Year 2, where pupils made good progress in developing their
    skills in solving number problems because the teacher used quick-fire questioning well to
    build on their prior learning.
    Teachers are skilled at intervening when pupils need individual support. They are quick to
    pick up any gaps in pupils’ learning and to provide clear guidance to enable pupils to
    achieve well. Disabled pupils, those with special educational needs and those who speak
    English as an additional language, are taught well because work is clearly focussed on their
    needs and they have the opportunity to engage with tasks under the guidance of skilled
    teaching assistants.
    Increasingly, the good curriculum is having a positive impact in providing more challenging
    and enjoyable activities. This promotes pupils’ keen interest and enthusiasm for learning.
    For example, a group of children in the Reception class were totally engrossed in acting in
    role as bears and owls after listening to the story

Whatever next?

Pupils demonstrate

growing confidence in considering alternatives before applying their skills to solve problems.
Occasionally, where teaching is less inspiring activities can be too drawn out and
questioning does not challenge the more-able pupils’ thinking enough to extend their
learning. Pupils’ work is marked frequently and regularly. Although there are examples of
informative marking, with indicators for improvement that help pupils make progress and
meet their targets, marking and feedback do not always provide pupils with sufficient
information on what they need to do to move onto the next steps in learning.

Behaviour and safety of pupils

The pupils say overwhelmingly that they feel safe in the school and that adults are very
approachable if they have any concerns. Pupils have an excellent understanding of the risks
to which they may be exposed, both within and outside school. They feel the school helps
them learn how to stay safe through the organisation of an extensive range of safety events

which are promoted through ‘The Sacred Heart Goals’. Attendance is above the national

average and pupils arrive punctually to school and to lessons. The importance of good
attendance is promoted through the very effective use of rewards which motivate pupils to
attend regularly. Pupils’ behaviour is exemplary. The inspectors analysed the school’s
records of behaviour over time and talked to many pupils during lessons, at break times and
more formally in discussions. The headteacher and staff have extremely high expectations of
standards of behaviour and attitudes to learning. All pupils are keen to help and support
each other. This has a positive impact on their enthusiasm and enjoyment of learning. Pupils
manage their own behaviour very well in the classroom and around the school. They fully
understand the Christian principles which underpin the highly positive atmosphere of respect
and consideration for others. Pupils understand that there are different forms of bullying.
Incidents of bullying of any kind are extremely rare and most parents, carers and pupils

express confidence in the school’s systems for dealing with such occurrences. In the words
of one pupil, ‘Bullying is not allowed here. We are all close friends.’ The school makes very

effective use of the expertise of a range of agencies to provide tailored support for pupils
experiencing difficulties that affect their behaviour or attendance.

Leadership and management

Strong leadership and management provide the school with a sharp and effective focus on
improvement. The clarity of direction, well-planned professional development and good
partnership work with parents, carers and external agencies have contributed well to the
improving outcomes for pupils and to better provision, including the quality of teaching.
School leaders have demonstrated their ability to bring about improvement and parents and
carers acknowledge this. Consequently, the school has a good capacity to improve further.
The school evaluates its effectiveness accurately. The outcomes are used astutely to plan
for improvement. Currently, the collection and analysis of assessment data feature strongly

in the school’s monitoring processes. This contributes to the setting of challenging targets

for individual pupils and demonstrates the school’s successful commitment to promoting
equality of opportunity for all groups of pupils. The other aspects of monitoring, such as
scrutiny of written work and lesson observations, although undertaken, are neither frequent
nor rigorous enough in focusing on the impact of teaching on pupils’ learning.

The impact of the curriculum on pupils’ learning and progress is good. The curriculum is

currently being adapted to ensure that the needs of all pupils are fully met through a
thematic approach to learning. The curriculum very effectively supports pupils who are at an
early stage of learning English as an additional language. There is a consistent approach to
teaching literacy, numeracy and other key skills across the curriculum. As a result, the
school has been successful in raising the achievement of the most-able pupils in writing.

Leaders succeed well in ensuring that pupils flourish in a happy, cohesive school community.

A particular strength of the school’s work is the breadth of work undertaken to support
pupils’ understanding of cultural diversity. The school’s involvement in ‘The Worldwide
Network of Sacred Heart Schools’ provides extensive opportunities for pupils to learn about
other cultures. This promotes pupils’ spiritual, moral, social and cultural development

exceptionally well. The governing body has extended its role in holding the school to
account and is influential in determining the strategic direction of the school. There is a clear
understanding of key responsibilities, especially those which require rigorous assurance
checks. As a result safeguarding procedures fully meet requirements.


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that is
good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school
is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement in
order to meet the needs of its pupils. Ofsted inspectors will
make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 54 42 2 2
Primary schools 14 49 32 6
Secondary schools 20 39 34 7
Special schools 33 45 20 3
Pupil referral units 9 55 28 8
All schools 16 47 31 6

New school inspection arrangements have been introduced from 1 January 2012. This means that i nspectors
make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent judgements
that were made under the school inspection arrangements that were introduced on 1 September 20 09. These
data are consistent with the latest published official statistics about maintained school inspection outcomes
The sample of schools inspected during 2010/11 was not representati ve of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Primary schools include primar y academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special academy
converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and
development taking account of their attainment.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Attendance the regular attendance of pupils at school and in lessons,
taking into account the school's efforts to encourage good
Behaviour how well pupils behave in lessons, with emphasis on their
attitude to learning. Pupils' punctuality to lessons and their
conduct around the school.
Capacity to improve: the proven ability of the school to continue improving based
on its self-evaluation and what the school has accomplished
so far and on the quality of its systems to maintain
Floor standards the national minimum expectation of attainment and
progression measures
Leadership and
the contribution of all the staff with responsibilities, not just
the governors and headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are developing
their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their inspection of
the school.
Progress: the rate at which pupils are learning in lessons and over
longer periods of time. It is often measured by comparing
the pupils' attainment at the end of a key stage with their
attainment when they started.
Safety how safe pupils are in school, including in lessons; and their
understanding of risks. Pupils' freedom from bullying and
harassment. How well the school promotes safety, for
example e-learning.

25 May 2012
Dear Pupils

Inspection of Sacred Heart RC Primary School, Newcastle-upon-Tyne, NE4

Thank you for making the team so welcome when we came to inspect your school

recently. A particular ‘thank you’ goes to those of you who filled in the questionnaires

or met with us to read aloud or talk about your school and the progress you are
making. We were really impressed with your excellent behaviour and your very good
attitudes to work. We know the adults in school make sure you are well looked after
and we know you feel very safe in school. Your teachers know each one of you well
and find lots of interesting ways to help you learn and develop. As a result you make
good progress and achieve well. Well done!
We found that your school is providing you with a good quality of education.
Teachers and their assistants know exactly how much progress you are making and
organise extra help if you start to fall behind. The headteacher, staff and governors
have your best interests at heart and they are dedicated to making sure you do well.
It is clear you have many interesting experiences at school but we have asked the
headteacher and governors to help you even more by checking in lessons and in
your books on how well you are doing. So that more teaching is outstanding we have
also asked your teachers to always plan more challenging work for those of you who
are working at a higher level and to help you more by giving you clearer guidance on
what you need to do to improve further.
You can all play your part by continuing to work as hard as you can. Thank you again
for welcoming us to your school.
Yours sincerely
Margaret Armstrong
Lead Inspector


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