Sacred Heart Catholic Primary School in Leigh underwent an inspection on June 6 and 7, 2023, resulting in an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while Behaviour and Attitudes and Personal Development received a Good rating. Leadership and Management were found to Require Improvement, and Early Years Provision was rated as Inadequate. This marked a decline from the previous inspection, which had rated the school as Good.
Pupils expressed that the school is a welcoming and calm environment where they feel valued and included. The positive relationships between staff and students contribute to a sense of security. Behaviour management is effective, fostering respect among pupils and creating a harmonious atmosphere. Students appreciate the engaging teaching methods, but there is a lack of clarity from leaders regarding the essential knowledge pupils should acquire in each subject. This has led to gaps in knowledge retention, particularly in the early years, where the quality of education is notably poor.
The school offers a variety of extracurricular activities that cater to pupils' talents, and older students can take on responsibilities such as interpreting for peers who speak English as an additional language. The reading curriculum has seen improvements, with a focus on comprehension skills that have positively impacted attainment at the end of Key Stage 2. A consistent phonics teaching approach has been established, aiding teachers in identifying where pupils need additional support. However, some pupils in Key Stage 1 and Year 3 struggle to recall and apply phonics knowledge quickly, affecting their reading fluency.
Since the last inspection, leaders have redesigned the curriculum to raise expectations for pupil achievement. However, in several subjects, there is insufficient clarity regarding the key knowledge to be taught, resulting in gaps in learning outside of English and mathematics. This issue is particularly pronounced in the early years, where a lack of a clear framework hinders children's learning and preparation for Year 1.
The curriculum's design in some subjects limits teachers' understanding of what pupils know and can do. While leaders have effective strategies for identifying the needs of pupils with special educational needs and disabilities, teachers lack sufficient information to adapt their teaching effectively. Despite positive attitudes towards school and regular attendance, the early years' tasks often lack purpose, leading to difficulties in sustaining attention.
Leaders have implemented a comprehensive program to promote personal development, including cultural immersion trips and community engagement activities. Governors generally have an accurate view of the school's strengths and weaknesses, but they do not sufficiently monitor the quality of the curriculum in subjects beyond English and mathematics. Consequently, teachers do not receive adequate guidance to enhance their subject knowledge and teaching practices.
Staff appreciate the support provided for their well-being, and parents express positive feedback regarding the assistance they receive. Safeguarding arrangements are effective, with clear procedures in place to ensure pupil safety. Staff receive regular training, and pupils are aware of how to seek help if needed.
To improve, the school must ensure that pupils in Key Stage 1 and Year 3 have more opportunities to practice phonics knowledge to enhance reading fluency. Leaders need to clearly define essential knowledge in various subjects to realize the curriculum's ambitions. The early years curriculum requires urgent redesign to provide adequate guidance for teachers. Additionally, leaders and governors must enhance their oversight of the curriculum's quality in all subjects to support teachers in improving their practice.
