“Christ is at the Heart of this Roman Catholic School.”

Sacred Heart Mission Statement

Sacred Heart R.C. Primary School

Central Drive, Westhoughton, Bolton, BL5 3DU Tel: 01942 634681 / Fax: 01942 634682

E-mail: office@sacred-heart.bolton.sch.uk Website/cLc: www.sacred-heart.bolton.sch.uk/cLc

Sacred Heart Parish Website: www.sacred-heart-westhoughton.org.uk

Headteacher: Mr. Martin Johnson B.A. (Hons.) Q.T.S. NPQH Deputy Headteacher: Mrs Catherine Parkinson B.Ed. (Hons.) NPQH

Chair of Governors: Mrs Mary-Anne Yearn

Levels 1, 2, 3 & 4

Friday 30

th March 2012.

Dear Parents, Children, Staff & Governors,

WEEKLY NEWS: OFSTED REPORT

On 13

th & 14

th March we were excited to be visited by a team of Ofsted Inspectors, led by experienced Additional Inspector [and serving

Headteacher] Robert Pye. Excited was the word – as we had been waiting to be re-inspected since a call from CfBT inspection services, the Ofsted arm for the north of England, in early September 2009 - that later the same morning proved to be a ‘scheduling error’. We had received notice of the inspection on Friday 9

th March, when Mr Johnson and Mrs Parkinson were at the Headteacher’s

Conference, and upon their return, a conversation was had with the lead inspector, a briefing was arranged for our staff team and an assembly for all pupils, followed on Monday morning by a long phone call to explore the pre-inspection trail. We were pleased that Rob

was happy for our creative City of London Week to go ahead, with obvious interruption enabling our teachers to teach during the

inspection days. Our inspection was undertaken tied to the new Ofsted framework, January 2012. It was Rob Pye’s sixth inspection since the new framework came into force, and under this new framework, significant changes included an increased proportion of inspectors’ time spent observing teaching and gathering evidence of learning, progress and behaviour. Our self-evaluation judged Sacred Heart to be outstanding in all areas – and with Michael Gove’s new framework, this means that the quality of teaching must be outstanding and that rapid progress is made in lessons and over time. Would the Ofsted inspection team agree? For primaries, current Ofsted figures claim 7% are outstanding, while 5% have outstanding teaching. On Monday afternoon, the Pre-Inspection Briefing document arrived by e-mail, detailing the documents they wished to have access to and the key areas they would explore for each section of the new framework, based on annual Ofsted RAISEonline data and our school self-evaluation processes:

The achievement of pupils at the school Examine attainment and progress in current classes and how much progress over time different groups of pupils are

making.

Establish the views of pupils about their own progress and achievement and how the ‘Learning Platform’ helps support their learning.

Establish thresholds and trigger points to identify pupils with SEND. The quality of teaching in the school

Is the quality of teaching good enough to be outstanding? How effectively is reading being taught throughout the school? How effectively are pupils identified with SEND supported? How effectively do teachers use the many apparent initiatives to promote communication, reading and writing skills

across all subjects and activities? The quality of the leadership in and management of the school

How effectively leadership and management promote outstanding teaching and achievement. How effective is the curriculum in promoting spiritual, moral, social and cultural development? Confirm safeguarding arrangements.

The behaviour and safety of pupils at the school Confirm the school arrangements for promoting behaviour and safety including curriculum coverage i.e. cyber

bullying as well as road, fire and water safety. Establish whether behaviour is typically outstanding over time.

Summary of main pre-inspection issues: Examine attainment and progress in current classes and how much progress over time different groups of pupils is

making. How effectively has the leadership and management developed the quality of teaching? Has behaviour been typically outstanding over time? How effective is the curriculum in promoting spiritual, moral, social and cultural development?

Inspectors would also consider: The spiritual, moral, social and cultural development of pupils. The extent to which the education provided by the school enables all pupils to achieve, in particular disabled pupils and pupils

who have special educational needs. Inspectors judge pupils’ achievement by giving particular attention to:

How well all pupils learn, the quality of their work and the progress they have made since joining the school. How gaps are narrowing between different groups of pupils. The standards attained by pupils by the time they leave the school. The progress of disabled pupils and pupils with special educational needs. Pupils’ attainment in reading by the age of six and by the time they leave school, and their standards of numeracy.

The inspection days involved lots of meetings with staff, governors, LA and pupils, observation of lessons in all classes, and of other processes, evidence of leadership [where everyone is a leader at Sacred Heart] and coaching programmes etc. There was regular opportunity for Mr. Johnson and Mrs Parkinson to ‘listen in’ to the inspectors at their team meetings, and to share important evidence. Teachers and children took every opportunity to tell the inspectors about their achievements, memorable moments and innovation. On day 2, things could not have been going better – every lesson observed throughout the school was outstanding, and the lead inspector made a telephone call to CfBT asking for approval to grade our school outstanding. This is a new requirement, as the 2012 framework is more demanding that the previous ones in order to achieve the top grade. The afternoon team meeting shared full information about the inspectors’ findings – with detail beyond that which was able to fit into their report. Statements included:

Thank you for your cooperation, openness and honesty. It has been a delight to work with children and staff. This is an outstanding school. 23 lessons in 14 classes, led by 15 teachers were observed, including core subjects, MFL, creative curriculum, intensive activities, support programmes, reading and communication. Children make good progress in Reception, which accelerates in KS1. The acceleration continues even more in KS2, and by the time they leave, there is a consistent trend of high attainment, and outstanding progress within KS1 & KS2. Strengths included high expectations – the single biggest driver which could be seen consistently through exciting lessons and a delight in learning shown by children. Multiple levels of differentiation are successful, with a superb focus through small Y6 classes, the icing on the cake to enhance all that goes on before. The best Y6 team I have seen. There is a very well thought out plan which includes DeBono hats, VAK, VCOP etc. There is quality in depth – evidenced through display. Teaching pushes an average and typical intake to the highest levels. Activities given have practical, modern day relevance. Assessment for Learning strategies are effective and are not overkill by level. There is particular focus on providing challenge to higher ability learners. Modelling is a strength – with peer tutors – children coaching others as ‘teachers’. Children are enthusiastic learners. Strong peer and self-assessment is built up in layered marking. The cLc learning platform promotes engagement. Resilience and independence are promoted through the forest school approach. Children’s attitudes to learning and conduct in lessons is exemplary. Very good and effective behaviour management strategies exist. Parents and carers are highly supportive of school. Discussions with the children show a highly effective approach to any bullying, their response to risk is effective – through sport and the outdoor learning, for example. Their courtesy and respect is excellent, and model the Roman Catholic ethos superbly well. The impact of the school’s strategies are shown in case studies. Attendance is high and persistent absence low. Behaviour makes a significant contribution to learning. Sacred Heart is a delightfully warm, harmonious, welcoming place with a positive attitude to learning. Leadership and Management is characterised by high aspirations, with the Headteacher as lead practitioner underpinning the model of the school, moving the school forward together. An organised and systematic way to create a change culture is based upon monitoring and evaluation with practical experience of what works. This is a professional learning community where people learn, experiment and learn, supported by effective policies and procedures. Monitoring and evaluation are of a high quality, used at different levels and sustain improvement. The Headteacher is single minded in appointments of young, inexperienced teachers who are developed into potential leaders. Training is given for early leaders, and NQTs are given significant responsibility linked to the shared vision. The coaching champions project means all learn together. The depth of ‘distributed leadership’ means all staff take forward the school systematically. Robust procedures are in place.

The actions of the School Improvement and Development Plan are all taken forward strategically and feed into subject action plans, monitoring and evaluation, pupil progress meetings, coaching. These are clearly tied together and do not run as individual programmes. Safeguarding is very strong and all arrangements are in place. The curriculum is very enriched through drama, music etc. and different skills are promoted to a high level. The curriculum is rich in memorable experiences. SMSC is very strong. The children are fascinated and want to learn. They are creative, and there is a sense of expectation within lessons. The Governing Body is highly involved, very knowledgeable, pro-active in school, share aspiration, hold themselves and the Headteacher to account. The Headteacher is highly regarded by the Local Authority. Engagement with parents via the cLc learning platform is of a high standard. The newsletters promote worship and are of a very high quality. Partnerships, including for example, the local history group, are effective. Attendance is high, with very effective procedures for chasing up poor attendance.

Final feedback on Wednesday 14

th March, to the Leadership & Management Team, Chair & Vice-Chair of Governors, and LA link

professional confirmed the outstanding judgement. The draft report followed for factual checking after one week, and the final report arrived in school this Wednesday. It will be published on the Ofsted website on April 19

th.

We are very proud of the journey we have taken together as a school family. Particular thanks to our team of dedicated staff and governors who have consistently helped us to strive at all times to achieve our vision, and to Carol Aspinall, our LA school link professional, who has inspired and challenged our school. Our children are the reason for our school – and we are proud of their achievements. Thank you to everyone who has contributed to our success by working together in partnership. The report ends, ‘The school… has exceptionally good capacity to improve.’ – We will not stand still, and will continue to innovate, because our journey together matters.

Thank you for your continued support as we together. [Our full newsletter update will be distributed during Holy Week.]

Yours sincerely,

Mªa [Œt[i[n JªŠh[n¡]on Catherine Parkinson

Hâ]a]d[·e]a]c[«e[r Deputy Headteacher

OVER THE NEXT WEEK:

26 MARCH

30/03: Self-evaluation day & reports. 30/03: Famous for a Fortnight, 3pm. 30/03: Easter Egg Bingo, 6:30pm. 01/04: Palm Sunday. 01/04: Happy Birthday Mrs Jones! 01/04: Happy Birthday Mrs Smith!

2 APRIL

APRIL THEME: Love one another… 02/04: No morning assembly. 02/04: Sacred Heart Passion 2011, 2pm. All classes. Parents / families welcome. 02/04: Staff meeting, 4-5pm. 03/04: Spring Term ends, 2:15pm 04/04: INSET day 4. 05/04: Maundy Thursday. 06/04: Good Friday. 08/04: Easter Sunday.

OFSTED REPORT:

‘OUTSTANDING’ GRADE DESCRIPTORS: From: ‘The evaluation schedule for the inspection of maintained schools and academies. Guidance and grade descriptors for inspecting schools in England under section 5 of the Education Act 2005, from January 2012.’

Achievement of pupils at the school

Almost all pupils, including where applicable disabled pupils and those with special educational needs, are making rapid and sustained progress in most subjects over time given their starting points. They learn exceptionally well and as a result acquire knowledge quickly and in depth and are developing their understanding rapidly in a wide range of different subjects across the curriculum, including those in the sixth form and areas of learning in the Early Years Foundation Stage. They develop and apply a wide range of skills to great effect, including reading, writing, communication and mathematical skills across the curriculum that will ensure they are exceptionally well prepared for the next stage in their education, training or employment. The standards of attainment of almost all groups of pupils are likely to be at least in line with national averages for all pupils with many above average. In exceptional circumstances where standards of attainment, including attainment in reading in primary schools, of any group of pupils are below those of all pupils nationally, the gap is closing dramatically over a period of time as shown by a wide range of attainment indicators.

Quality of teaching in the school

Much of the teaching in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all pupils are making rapid and sustained progress. All teachers have consistently high expectations of all pupils. Drawing on excellent subject knowledge, teachers plan astutely and set challenging tasks based on systematic, accurate assessment of pupils’ prior skills, knowledge and understanding. They use well-judged and often imaginative teaching strategies that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well across the curriculum. The teaching of reading, writing, communication and mathematics is highly effective. Teachers and other adults generate high levels of enthusiasm for, participation in and commitment to learning. Teaching promotes pupils’ high levels of resilience, confidence and independence when they tackle challenging activities. Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning. Time is used very well and every opportunity is taken to successfully develop crucial skills, including being able to use their literacy and numeracy skills in other subjects. Appropriate and regular homework contributes very well to pupils’ learning. Marking and constructive feedback from teachers and pupils are frequent and of a consistently high quality, leading to high levels of engagement and interest.

Behaviour and safety of pupils at the school

Parents, carers, staff and pupils are highly positive about behaviour and safety. Pupils make an exceptional contribution to a safe, positive learning environment. They make every effort to ensure that others learn and thrive in an atmosphere of respect and dignity. Pupils show very high levels of engagement, courtesy, collaboration and cooperation in and out of lessons. They have excellent, enthusiastic attitudes to learning, enabling lessons to proceed without interruption. Pupils are consistently punctual in arriving at school and lessons. They are highly adept at managing their own behaviour in the classroom and in social situations, supported by systematic, consistently applied approaches to behaviour management. They are very calm, orderly and considerate when moving around the school. There are excellent improvements in behaviour over time for any individuals or groups with particular behavioural difficulties. Instances of bullying, including for example, cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability, are extremely rare. Pupils are acutely aware of different forms of bullying and actively try to prevent it from occurring. The school has an active and highly effective approach to identifying and tackling bullying. All groups of pupils feel safe at school at all times. They understand very clearly what constitutes unsafe situations and are highly aware of how to keep themselves and others safe. It is likely that attendance will be above average for all groups of pupils or will show sustained and convincing improvement over time.

Quality of leadership in and management of the school

The pursuit of excellence in all of the school’s activities is demonstrated by an uncompromising and highly successful drive to strongly improve achievement, or maintain the highest levels of achievement, for all pupils, including disabled pupils and those who have special educational needs, over a sustained period of time. All leaders and managers, including the governing body, are highly ambitious for the school and lead by example. They base their actions on a deep and accurate understanding of the school’s performance and of staff and pupils’ skills and attributes. Key leaders focus relentlessly on improving teaching and learning, resulting in teaching that is likely to be outstanding and at least consistently good. The school’s curriculum: provides highly positive, memorable experiences and rich opportunities for high quality learning; has a very positive impact on all pupils’ behaviour and safety; and contributes very well to pupils’ achievement and to their spiritual, moral, social and cultural development. The school has highly successful strategies for engaging with parents and carers to the very obvious benefit of pupils, including those who might traditionally find working with the school difficult. The school’s arrangements for safeguarding pupils meet statutory requirements and give no cause for concern.

Overall effectiveness

The school’s practice consistently reflects the highest aspirations for pupils and expectations of staff. It ensures that best practice is spread effectively in a drive for continuous improvement. Teaching is likely to be outstanding and together with a rich curriculum, which is highly relevant to pupils’ needs, it contributes to outstanding learning and achievement or, in exceptional circumstances, achievement that is good and rapidly improving. Other principal aspects of the school’s work are good or outstanding. The school’s thoughtful and wide ranging promotion of the pupils’ spiritual, moral, social and cultural development enables them to thrive in a supportive, highly cohesive learning community. Consequently, pupils and groups of pupils have excellent experiences at school, ensuring that they are very well equipped for the next stage of their education, training or employment.

BULLETIN: