Sacred Heart RC Primary School
Tyne and Wear
phone: 0191 2746695
headteacher: Mrs Barbara Brown
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 %
- 0.1 miles Sacred Heart High School NE49YH
- 0.1 miles Sacred Heart Catholic High School NE49YH (1449 pupils)
- 0.3 miles Cowgate Primary School NE49SJ
- 0.3 miles Dame Allan's Senior School NE49YJ (657 pupils)
- 0.3 miles Dame Allan's Girls' School NE49YJ
- 0.3 miles Dame Allan's Schools Centre NE49YJ
- 0.4 miles West Gate Community College NE49LU
- 0.4 miles Rutherford School NE49LU
- 0.5 miles Ashlyns Unit NE52DX
- 0.5 miles Oakwood Pupil Referral Unit NE48XJ
- 0.5 miles Wingrove Primary School NE49HN (467 pupils)
- 0.5 miles English Martyrs' RC Primary School NE52SA (468 pupils)
- 0.5 miles The Silverhill School NE52DX
- 0.5 miles Condercum House School NE48XJ
- 0.5 miles Trinity School NE48XJ (138 pupils)
- 0.5 miles Hadrian School NE156PY (132 pupils)
- 0.6 miles Stocksfield Avenue Primary School NE52DQ (471 pupils)
- 0.6 miles Pendower Hall School NE156PY
- 0.6 miles Oakfield College NE48XJ
- 0.6 miles Wingrove Infant School NE49HP
- 0.6 miles Oakfield College NE48XJ
- 0.7 miles Canning Street Primary School NE48PA (483 pupils)
- 0.7 miles St Cuthbert's High School NE157PX
- 0.7 miles St Cuthbert's High School NE157PX (1103 pupils)
Sacred Heart RC Primary School
|Inspection date(s)||23–24 May 2012|
|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|
|Date of prev ious school inspection||17 May 2007|
|School address||Convent Road|
|Telephone number||0191 2746695|
|Fax number||0191 2748737|
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 |
|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
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||1|
|Leadership and management||2|
- 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.
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
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
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 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|
|Pupil referral units||9||55||28||8|
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 |
|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
|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
25 May 2012
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.