Sacred Heart Catholic Voluntary Aided Primary School in Swaffham, Norfolk, underwent an inspection on February 7 and 8, 2024, resulting in an overall effectiveness rating of inadequate. The quality of education was also rated inadequate, while behavior and attitudes were deemed to require improvement. Personal development received a good rating, and leadership and management, along with early years provision, were rated as requiring improvement. This was the first inspection under section five of the Education Act 2005.
The inspection revealed that pupils do not learn as much as they should due to a curriculum that fails to build essential knowledge progressively. Opportunities for practice are insufficient, leading to many pupils not making adequate progress in key skills such as reading and calculation. Consequently, they are not well-prepared for secondary education. However, the school fosters a positive social environment where pupils can form good friendships and support one another, embracing diversity and school values like respect. Despite this, classroom disruptions due to noise and lack of attention hinder learning, and some pupils' behavior needs to improve for a safer and more conducive learning atmosphere.
The school offers various community engagement opportunities, including trips and sporting events, which contribute positively to pupils' experiences. However, the curriculum's lack of coherence means that pupils are not adequately prepared for the next stage of their education. Teachers are left to plan lessons without sufficient guidance, resulting in disconnected learning experiences. Many pupils leave the school unable to read, write, or calculate effectively, and they struggle to retain knowledge in subjects like history.
While younger pupils receive some support in early reading, older pupils who struggle with reading do not get enough help to catch up, affecting their ability to engage with the broader curriculum. The school is in the process of improving its approach to supporting pupils with special educational needs and disabilities (SEND), but these pupils often do not receive the necessary support in the classroom, impacting their overall achievement.
The school has recently implemented a new behavior management approach, and while pupils understand expected behaviors, consistency varies across classes. Classrooms can be noisy, and pupils sometimes fail to focus on instruction. In early years, staff encourage participation in various activities, but the lack of clarity in the curriculum limits opportunities for practicing key skills like writing.
The provision for personal development is strong, with pupils learning about safety, healthy relationships, and respect for diversity. The school is addressing long-standing weaknesses, with staff, leaders, and governors collaborating to improve the institution. However, leadership turbulence has hindered progress, although support from the local authority and the Diocese of East Anglia has been beneficial.
Governors are leveraging their expertise to assist new leaders in establishing a clear direction for the school, emphasizing the importance of communication with parents to enhance attendance rates. Staff feel supported, and parents have noted improvements in behavior. The safeguarding arrangements are effective, ensuring a safe environment for pupils.
To improve, the school must clarify and enhance its curriculum to provide a coherent educational experience. Teachers need better training and guidance to effectively teach and assess the curriculum, particularly in early reading. Additionally, support for pupils with SEND must be tailored to meet their needs, and all staff should consistently uphold high behavior expectations to create a focused learning environment.
