Sacred Heart Catholic Primary School in Southend-on-Sea has been rated as good in its recent inspection conducted on July 9 and 10, 2024. The school is led by headteacher Chris Beazeley and is part of the Assisi Catholic Trust, which provides oversight and support through a board of trustees chaired by Frank McEvoy. The school has a warm and friendly atmosphere where pupils show respect for their teachers and peers. They actively support one another, whether by helping with school productions or celebrating each other's achievements. Older students take on mentorship roles for younger pupils, fostering a sense of community and inclusivity.
The school promotes an appreciation for diversity, with pupils viewing those with special educational needs and disabilities as having unique strengths. This positive attitude contributes to a comfortable environment where all students feel valued and understood. The school encourages pupils to engage with the local community through initiatives like the eco-council, which focuses on sustainability projects, and contributions to local charities supporting the homeless.
Pupils demonstrate a strong eagerness to learn and look forward to various enriching trips and activities that enhance their educational experience. The school has high expectations for behavior, and this is reflected in the way pupils conduct themselves in class and during social times. The learning environment is conducive to curiosity and engagement, with pupils trusting adults to address any concerns that arise.
The curriculum has seen significant improvements, particularly in early years education, ensuring that it builds knowledge and understanding over time. Staff are committed to the school's vision of broadening pupils' horizons and providing diverse experiences. The emphasis on being the best one can be drives both the curriculum and staff training, ensuring that educators are well-equipped with the latest educational research. This results in effective teaching practices that address pupils' misconceptions and reinforce key concepts.
However, there are areas for improvement. In some classes, teachers need to adapt their instruction more effectively to challenge high-attaining pupils and support those with special educational needs. The reading curriculum has been revitalized, and pupils have access to a wide range of texts that reflect their backgrounds. The school has implemented a successful early reading intervention program to assist those who require additional support.
The identification procedures for pupils with special educational needs are clear, and the introduction of an electronic system has improved access to support plans, easing staff workload. Staff are increasingly aware of how to support pupils with social, emotional, and mental health needs, utilizing resources to help reduce anxiety.
The nursery provision is particularly strong, with staff knowing the children well and tailoring learning to their individual starting points. However, in Reception, assessment practices could be more precise to ensure that children engage in purposeful activities that reinforce their learning.
The school’s Christian ethos is integrated into daily life, promoting respect and cooperation among pupils. Older students have opportunities to develop leadership skills through various roles. The trust and local governing body provide effective support and challenge, ensuring staff feel valued and supported.
Overall, the arrangements for safeguarding are effective, contributing to a safe learning environment. The school is encouraged to enhance training for teachers to better meet the diverse needs of all pupils and to refine assessment practices in Reception to ensure that all children make a strong start in their education.
