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We are thrilled to share with you, the excellent ISI report that has been written following our inspection at the end of March 2025.
The school was inspected under the ISI’s updated framework which evaluates the school across 5 areas. Under this new framework, overall judgements or grades are no longer provided. During their three days, inspectors analysed survey responses; they examined the school’s curriculum, an extensive range of documentation and samples of pupils’ work; they observed many lessons and extra-curricular activities; they attended meetings, registration and assemblies; and they interviewed children, staff and governors.
The success of this inspection was firmly rooted in the excellent work I see here every day. At Sacred Heart School, each child is loved, nurtured and celebrated as an individual. Our children academically excel, they feel safe and supported, and they grow to be the best versions of themselves. I am proud of every single child.
My heartfelt thanks go to our inspirational staff whose dedication is reflected across this report, to our parents for all their support, and to our outstanding pupils who embody our school mission statement of Love, Learn, Grow and Worship, ensuring that our school is a happy place to be.
We have collated below what we feel are some key observations in the report and in bold are the statements we feel are particularly special.
Jo Collyer
Head Teacher
ISI Inspection Report March 2025
Leadership and Management, and Governance
• Governors and leaders “place pupils’ wellbeing at the heart of their practice and decision making. Leaders develop nurturing relationships with pupils so that pupils feel valued and connect to the school. They recognise each pupil as an individual which positively impacts pupils’ self-worth, confidence and readiness to learn.”
• “Governance and leadership place high priority on promoting pupils’ wellbeing to enable them to feel calm, safe and emotionally resilient”
• “Their shared vision encompasses aspiration for the pupils’ academic development while maintaining a key focus on pupils’ wellbeing.”
• “Promote open communication between parents and teachers.”
• “Have an open approach to considering if they can improve their practice further.”
• “Committed to providing an inclusive environment … all pupils are treated fairly and with respect.”
• “There is a wide range of clubs outside of teaching time. These enable them to acquire new skills in enjoyable ways.”
Quality of Education, Training and Recreation
• “Teachers have high expectations for pupils' academic development.”
• “Pupils experience a holistic education.”
• “Pupils enjoy their learning.”
• “The curriculum is flexible so that they can consider the needs and aptitudes of each cohort and adapt the curriculum accordingly.”
• “Pupils progress rapidly with their learning as they advance through the school.”
• “Lessons involve pupils being stretched to challenge their thinking and deepen their understanding as fully as possible. This is particularly the case within mathematics lessons and when pupils are writing to a high standard.”
• “Teachers plan interesting lessons that motivate pupils to work hard and persevere. There is an overall atmosphere of calm, purposeful learning in lessons, with high levels of independence.”
• “They are effective at supporting pupils with a variety of learning needs and provide a nurturing approach in their support.”
• “Pupils have a well-developed understanding of how they can improve their own learning… as a result of constructive feedback and personalised targets.”
• “Teachers in the early years plan topics based on the needs and interests of the children and ensure the children have access to a wide range of activities.”
Pupils’ Physical and Mental Health and Emotional Wellbeing
• “The Catholic ethos permeates school life. They value every member of the school community by recognising and celebrating their individual achievements.”
• “The Catholic teaching and ethos of the school enable pupils to develop their spiritual and moral understanding.”
• “Pupils behave with kindness and respect. Pupils have a well-developed understanding of how to treat each other considerately and show tolerance and inclusion in their interactions.”
• Assemblies “teach pupils to be kind and loving towards each other.”
• “Develops their ability to show sympathy and empathy to people within their own lives and display a nurturing attitude towards other.”
• “All Year 6 pupils have a position of responsibility… these activities develop pupils’ selfesteem through being role models for younger pupils and feeling an integral part of school life.”
• “Pupils are kind and respectful in their interactions with others, within an atmosphere of ensuring that everyone feels valued and included.”
• “Bullying is rare but is effectively resolved when it does arise.”
Pupils’ Social and Economic Education and Contribution to Society
• “Positive and respectful interactions with their peers, not just in their own year group but across year groups.”
• “Pupils develop empathy towards others and reflects the school’s Catholic ethos of sharing God’s love with others.”
• “Pupils develop confidence in the way that their opinions are heard and valued through active involvement in decision-making groups.”
• “Pupils engaged meaningfully with the local community… develop empathy for the wider community, contribute positively and increase their understanding of the importance of service to others.”
• “The PSHE curriculum prepares pupils for life in British society effectively, including by teaching them rights and responsibilities.”
• “The curriculum prepares pupils thoroughly for the process of applying and transferring to secondary school, with many scholarships gained during these applications.”
Safeguarding
• The school has a “robust safeguarding culture. Pupils have a well-developed understanding of safeguarding and know how to seek help should the need arise.”
• “The safeguarding team has thorough knowledge to enable them to be effective in their roles.”
• “Pupils benefit from a well-informed staff who consistently act in their best interests.”
• “Pupils are knowledgeable about who are the members of the safeguarding team and are confident that they could approach them, or any other adult at school, if they have a concern.”
• “Leaders have a secure knowledge of necessary safer recruitment procedures… This ensures that adults at the school are suitable to work with children.”
Anonymous Surveys during the inspection showed:
• 100% of parents agreed (77% strongly) that their ‘child is happy at school’
• 100% of children agreed ‘I am happy at school’
• 100% of parents with a child who has SEND agreed (78% strongly) that ‘the school supports them well’
• 100% of children agreed ‘teachers know how to meet my needs in lessons’ and ‘give me helpful feedback which helps me to improve my work’
• 100% of staff (96% strongly) that the ‘school meets the needs of pupils with SEND’
• 97% of parents agreed (84% strongly) that ‘the school helps my child to keep safe’
• 100% of children agreed that they ‘feel safe in school’ and 100% agreed that they ‘can easily speak to an adult at school if I am worried about something’
• 100% of staff (96% strongly) that the ‘pupils are safe at this school’ and 100% strongly agree that ‘safeguarding training equips me to deal effectively with any concerns about pupils which may arise’ • 98% of parents agreed (84% strongly) that ‘pupils behave well at school’
• 96% of children agreed that ‘pupils behave well at my school’
• 100% of staff agreed (90% strongly) that ‘leaders ensure that staff in the school manage pupil behaviour well’ and 100% agreed (93% strongly) that ‘leaders support staff in managing bulling effectively’
• 100% of parents agreed (74% strongly) that ‘the school supports my child’s social and emotional development’
• 100% of children agreed that the ‘school supports my good physical and mental health
