Primary Teachers. Sacred Heart Catholic Primary School SCH/ 421

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1 Primary Teachers Sacred Heart Catholic Primary School SCH/ 421 Closing Date: Noon, Friday 01 st March 2013

2 Contents Application Letter Advertisement Job Description Person Specification Ofsted Report Inspection Report Excellency Plan Summary Guidance Notes Policy on Recruitment and Employment of Ex-Offenders

3 Post Ref: SCH 421 Date: as postmark Cambridge Islington Education HR 222 Upper Street London N1 1XR Fax: recruitment.camb-ed@islington.gov.uk Dear Applicant, RE: PRIMARY TEACHERS Thank you for your interest in this post. To apply please download a hard copy application form from under extra information. Your application must be submitted no later than noon, Friday 01 st March There are four available channels for application documents submission: 1. documents to recruitment.camb-ed@islington.gov.uk; your documents by the closing date specified above. 2. Post documents to Education HR, 222 Upper Street, London N1 1XR; Posted applications should be sent in an A4 envelope and clearly addressed to: Education HR, 222 Upper Street, London N1 1XR. Please make sure you allow sufficient time for documents delivery prior to closing date. 3. Hand deliver documents to Education HR, 222 Upper Street, London N1 1XR; Hard copy applications should be handed into reception at the above address during normal working hours (9am-5pm). Please note: We cannot be responsible for hard copy applications hand delivered after normal working hours. 4. Fax your documents to Education HR on In addition, please note the following: CVs will not be accepted. References will be sought for short listed candidates prior to the interview date. This post is subject to a period of 6-month probationary period. This also applies to candidates coming from Local Government. Should you have any queries please us at recruitment.camb-ed@islington.gov.uk Yours sincerely Education HR Cambridge Islington is working in partnership with Islington Council in the provision of education services Cambridge Islington is a division of Cambridge Education which is a member of the Mott MacDonald Group. For more information visit

4 Diocese of Westminster London Borough of Islington Primary Teachers Position in Foundation Stage/Key Stage 1 Position in Key Stage 2 Salary Grade: MPS 1 6 Salary Range: 27,000-36,387 (Depending on Experience) Both experienced and newly qualified teachers are very welcome to apply Required for September 2013 Sacred Heart is a highly successful school committed to raising standards of achievement. We are looking for outstanding practitioners, who have high expectations about what children can achieve and have the subject knowledge to enable children to rise to these. We offer: enthusiastic children and supportive parents; a supportive staff team; a commitment to staff development. The successful candidates will: be sympathetic towards the aims and ethos of our Catholic school; be a good role model; have very high expectations of the children; have a desire to work in a successful school. Visits to the school are strongly encouraged. Please telephone the school to arrange an appointment. To apply please download a hardcopy application form from extra information and to recruitment.camb-ed@islington.gov.uk. Please note we do not accept CV s. If you need any assistance please the HR Team at recruitment.camb-ed@islington.gov.uk, quoting ref SCH/421. Closing date for applications: Noon, Friday 01 st March 2013 Interview dates: Thursday 14 th March & Friday 15 th March 2013 Our school is committed to safeguarding and promoting the welfare of children and young people, and expect all staff and volunteers to share this commitment. Prior to appointment, candidates will be subject to a full range of checks including a DBS check. Headteacher: Mr John Lane Sacred Heart Catholic Primary School, 68 Georges Road, Holloway, London, N7 8JN admin@sacredheart.islington.sch.uk

5 Diocese Of Westminster London Borough of Islington Sacred Heart Catholic Primary School Post Title: JOB DESCRIPTION PRIMARY TEACHER WITH NO RESPONSIBILITY POINTS Grade: MAIN SCALE School: SACRED HEART CATHOLIC PRIMARY SCHOOL Section: EDUCATION This job description should be read alongside the range of duties of teachers set out in the annual School Teachers Pay and Conditions Document. Purpose of the Job: To ensure the highest possible of standards of education of the pupils for whom the teacher has class/group responsibility - socially, emotionally, physically, intellectually and aesthetically. To ensure the development of pupils and colleagues through a particular area of responsibility (where applicable) To assume continuity of policy and curriculum throughout the school and within specific area responsibility promoting equal opportunities for all. RESPONSIBILITY The teacher is responsible to the headteacher LIAISON AND CO-OPERATION The teacher will work in liaison, contact and co-operation with: - other members of staff: - members of borough support and advisory services: - organisations and networks relevant to the teacher s specialism or subject; - parents, governors and the local community. POLICY AND LEGAL FRAMEWORK The teacher will work within the framework of: - national legislation, including Education Acts from 1944 to 1993, the SEN Code of Practice and the School Teachers Pay and Conditions Act 1991; - school policies and guidelines on the curriculum and school organisation; - LEA policies and guidelines, in particular those relating to particular those relating to curricular aims and principles, and to race and gender equality Form: ceperspe

6 TASKS AND DUTIES 1. Planning To plan and prepare courses, schemes of work and individual lessons, appropriate to the needs, interests, experience and existing knowledge of the pupils in the class. 2. Setting and supervising work by To teach a class, or classes, sets, groups or individual pupils, and to set tasks to be undertaken both at school and elsewhere, having regard for the requirements of the national curriculum 3. Marking and Recording To mark and assess pupils work, and to record their development, progress and attainment, both at school and elsewhere having regard to the requirements of the national curriculum and to inform future planning and ensure differentiation. 4. Discipline and Relationships To maintain good order, discipline and respect for others among pupils; to promote understanding of the school s rules and values; to safeguard health and safety; and to develop relationships with and between pupils conducive to optimum learning. 5. Communication with parents To build and maintain co-operative relationships with parents, and to communicate with them on pupils learning and progress, drawing attention to special skills and talents as well as to problems or difficulties 6. Displays and environment To maintain an attractive and stimulating learning environment, and to contribute to displays in the school as a whole. 7. Overall policy and review To take part in whole-school reviews of policy and aims and in the revision of formulation of guidelines. 8. Reports To provide or contribute to oral and written assessments, reports and references, both at school and elsewhere, relating to the development and learning of individual pupils and groups of pupils, having regard to the requirements of the national curriculum. 9. Review To evaluate and review own teaching methods, materials and schemes of work, and to make changes as appropriate. 10. Professional To keep-up-to-date with current educational thinking and practice, both by study and by attendance at courses, workshops and meetings; and to participate in national or local arrangements for appraisal of staff performance. Form: ceperspe

7 11. Corporate life 12. Cover To take part in the corporate life of the school by, for example, attending assemblies, registering the attendance of pupils, and supervising pupils before and after school sessions. To supervise, and so far as practicable to teach, any pupils whose teacher is absent. 13. Equality policies To help ensure that subject-matter and learning resources reflect Borough and school policies on race and gender equality, and that the implications of these policies are borne in mind in relation to all tasks and duties listed in above. 14. Leadership and Co-operation To take responsibility for co-ordinating and leading developments at the school in the curriculum area of responsibility and/or in organisational aspects of school life, as directed by the headteacher. The tasks and duties related to co-ordination and leadership are listed in sections , below Model of good practice To co-ordinate the production, and continuous evaluation and review, of whole-school policy and guidelines 14.2 Guidelines To co-ordinate the production, and continuous evaluation and review, of whole-school policy and guidelines Resources and equipment To advise the headteacher on the requisition or purchase of books and other learning materials, and of relevant equipment, and on the allocation of these resources within the school Induction of new colleagues To acquaint new members of staff and supply teachers with the school s policy and guidelines, and to assist them in practical implementation 14.5 Inservice provision for colleagues To lead inservice workshops, meetings, sessions and activities for other members of staff Displays To organise and co-ordinate displays of children s work, and in this way provide stimulus and ideas for colleagues and information for parents, and to show recognition and affirmation to the children themselves. Form: ceperspe

8 14.7 Monitoring To call in children s books or folders from time to time, and to check appropriateness of the content, progression and continuity between classes, consistency in marking and responding, and standards of presentation and learning 14.8 Cross Curricular links To work with other curriculum leaders to ensure that the area of responsibility is taught directly, and also implicitly and indirectly, whenever appropriate, across the whole curriculum of the school Year group/phase To work with other curriculum leaders to ensure that there is continuity across year group and phase Own development To keep abreast of new thinking and practice, by attending courses and inservice sessions, and by reading books, articles newsletters, documents, etc Transfers and liaison To give information to, and to collect and disseminate information from, schools to which pupils transfer at 11+; and, whenever appropriate, to promote and improve liaison and continuity between infant schools and junior schools Equality policies To help ensure that subject-matter and learning resources reflect Borough and school policies on race and gender equality, and that the implications of these policies are borne in mind in relation to all the tasks and duties listed in Form: ceperspe

9 Diocese Of Westminster London Borough of Islington Sacred Heart Catholic Primary School PERSON SPECIFICATION Post Title: PRIMARY TEACHER Grade: MAIN PROFESSIONAL School: SACRED HEART CATHOLIC PRIMARY SCHOOL Section: EDUCATION You must demonstrate on your application form that you meet the following essential criteria:- The following criteria will be used for selection purposes:- EDUCATION AND EXPERIENCE Qualifications E1. Qualified Teacher Status (or eligible for) OR about to complete a course leading to DfES recognised teacher status e.g. B.Ed, PGCE, BA (QTS) etc Experience E2. A recent successful teaching experience. E3. Proven experience in delivering the curriculum and using effective classroom organisation strategies in a primary school. E4. Experience of high standards of primary classroom practice. Disposition Personal Qualities E5. Evidence of the personal and intellectual qualities required to set an example to others and to be part of a team. E6. Respect for the views of parents and a commitment to the importance of the involvement of parents in the learning process. Commitment to Excellence E7. Evidence of a commitment to excellence and the maximising of academic and personal achievement for all pupils. Form: ceperspe

10 SKILLS, KNOWLEDGE & ABILITIES Educational and Curriculum Matters E8. An understanding of the different ways in which children learn and the appropriateness of a variety of teaching styles to meet the individual learning needs of each child. E9. Evidence of the ability to organise successfully the curriculum for a class of pupils of mixed abilities, aptitudes and educational needs through planning, preparation, monitoring and assessment. E10. Evidence of good general knowledge of the requirements of the National Curriculum. E11. Evidence of good organisational skills to create and maintain a stimulating and attractive learning environment. Performance Review E12. Evidence of the ability to define effective measures for the performance of pupils and classes and to keep these measures under systematic review. Record Keeping E13. Evidence of knowledge and understanding of effective record keeping, and its use to promote the educational and personal development of all children within the school. Behaviour and Ethos E14. Evidence of the ability to maintain effective classroom discipline in a positive context and to promote well ordered and self disciplined behaviour throughout the school. Needs of Young Children E15. Evidence of knowledge and understanding of the range of needs of young children and the implications for their learning. Interpersonal Skills E16. Evidence of good interpersonal skills and the ability to work as member of a team and develop and maintain good relations with all members of the school community. To work co-operatively with relevant external agencies as required. Communications E17. Evidence of the ability to communicate clearly both orally and in writing with pupils, parents and colleagues. Health and Safety. E18. An understanding of the responsibility of the classteacher with regard to the health and safety of pupils in their care. Form: ceperspe

11 Equal Opportunities E19. Evidence of a commitment to an equal opportunities policy both in service delivery and employment, and an understanding of its effective operation within a school. An ability to ensure that each child s identify is respected, maintained and enhanced and that stereotypes are challenged in a sensitive way. E20. Candidates should ensure that they address all of the above criteria in their application form referring where appropriate to actual experience. Longlisted candidates will be selected entirely on the basis of the extent to which they meet the selection criteria in their application form. Form: ceperspe

12 Sacred Heart RC Primary School Inspection report Unique Reference Number Local Authority Islington Inspection number Inspection dates 12 May 2009 Reporting inspector Margaret Goodchild This inspection of the school was carried out under section 5 of the Education Act Type of School Primary School category Voluntary aided Age range of pupils 3-11 Gender of pupils Mixed Number on roll School (total) 356 Appropriate authority The governing body Chair Dr Paul Lasok Headteacher Mr John Lane Date of previous school inspection 23 May 2006 School address 68 Georges Road Holloway London N7 8JN Telephone number Fax number Age group 3-11 Inspection Date(s) 12 May 2009 Inspection Number

13 Inspection Report: Sacred Heart RC Primary School, 12 May of 10 Introduction The inspection was carried out by two Additional Inspectors. Inspectors evaluated the overall effectiveness of the school and investigated the following issues. How good is provision in the Early Years Foundation Stage? Is overall achievement good or outstanding, and how does the quality of teaching contribute to this? How effective and efficient at all levels are the school's self-evaluation systems in driving school improvement? Inspectors gathered evidence from documents and records, lesson observations, pupils' work, and discussions with staff and pupils. Other aspects of the school's work were not investigated in detail, but inspectors found no evidence to suggest that the school's own assessments, as given in its self-evaluation, were not justified, and these have been included where appropriate in this report. Description of the school The school is larger than most primary schools. A very high proportion of the pupils are of minority ethnic heritage. The two largest ethnic groups are White British and Black African. The proportion of pupils who speak English as an additional language is very high and there are 29 different home languages spoken. An increasing number of pupils from Poland and other Eastern European countries have joined the school recently. The proportion of pupils eligible for free school meals is well above the national average. The Early Years Foundation Stage is made up of 52 children in the Nursery and 45 in the Reception Year. Key for inspection grades Grade 1 Grade 2 Grade 3 Grade 4 Outstanding Good Satisfactory Inadequate

14 Inspection Report: Sacred Heart RC Primary School, 12 May of 10 Overall effectiveness of the school Grade: 1 Senior leaders are right in thinking that this is an outstanding school. They have very high expectations and an absolute commitment to school improvement. This means that Sacred Heart is a school where being outstanding is expected, and everything is focused on making that possible for staff and pupils alike. The school is popular and oversubscribed, and parents are highly satisfied with its work. Typical of the views of many parents were comments such as 'I could not dream of a better school for my son', and 'This is a fantastic school, with a super team of teachers who make sure the pupils have the very best education'. Pupils are also extremely positive about the school. They describe it using words such as 'fun', 'brilliant', 'cool' and 'awesome', and say that the staff 'never give up on you'. A number of key features come together to make this an outstanding school. Most importantly, the senior leaders work exceptionally well together and provide very clear direction to the school's work. The headteacher receives outstanding support from the deputy and assistant headteachers, and there is seamless leadership among the senior management team. Leadership has been very strategic since the last inspection in driving the school forward and establishing a shared vision of excellence. As a result, the school has made outstanding improvement and is very well placed to improve further. There is a shared culture of high expectations, and a commitment to making provision as good as possible for the pupils. As part of this, some extremely focused and successful work has been done to improve the quality of teaching and learning. Senior leaders have engaged all the staff in identifying what characteristics are needed to make teaching and learning outstanding, and used the agreed criteria as the basis for lesson observation. Rigorous monitoring provides very detailed information about what is working well and where there is scope for further development. The findings from lesson observation, and scrutiny of pupils' work and of teachers' planning, are used exceptionally well to identify the next steps in development. Coaching and staff training are then used extremely well to increase the skills of the staff. The impact of this is evident in the improvement in teaching since the last inspection: the quality of teaching was good at that time and is now outstanding. Another important feature that makes this an outstanding school is the thoroughness with which pupils' performance is assessed, their progress tracked and the resulting information analysed. An exceptional grasp on data means that senior leaders have answers to key questions about school effectiveness at their fingertips. It also means that teachers are very clear about how well individuals and groups within their classes are doing, and where there are any gaps in their learning. Data is not only used to track pupils' progress, but also to pinpoint where adjustments are needed to improve provision and to identify individuals who need additional support. Leadership and management of the Early Years Foundation Stage, of Key Stages 1 and 2, inclusion, and the work as part of being an Extended School, are outstanding. The leadership of English and mathematics is also outstanding; leadership in other subjects is good overall. In these subjects, leaders check teachers' planning and pupils' work, take part in some lesson observation, and are becoming increasingly involved in data analysis. The school recognises that the next step in school improvement is to ensure that all subject leaders become involved in strategic leadership. The governing body is led exceptionally well by the chair, and governors provide good support and challenge to the school. Governors have recently been linked with particular subjects, and conduct some visits to monitor the school's work. However, this aspect of governance is not as well developed as it could be, so that governors are too dependent on staff providing them with information about the school's work. The curriculum is matched exceptionally well to the needs and interests of the pupils, and the school environment is rich with stimulating and highly informative displays that celebrate achievement and promote further learning. Lessons are planned very well so that work builds on the existing attainment of different groups of pupils. The outstanding relationships that pupils have with their teachers give them confidence to 'have a go' at the challenges provided, and lessons proceed at a lively pace, which sustains pupils' attention. Their work is frequently marked against the points which teachers have said will indicate success. Pupils say that they receive very good feedback about how to reach higher standards. They have exceptionally positive attitudes to learning and well-developed learning skills. Achievement is outstanding, pupils meet their challenging targets, and standards are above the national average. The attainment of most children is very low for their age when they join the Early Years Foundation Stage, and this is

15 Inspection Report: Sacred Heart RC Primary School, 12 May of 10 particularly the case in their social, communication and language skills. From this starting point, pupils make outstanding progress to reach above average standards by the time they leave in Year 6. At the time of the last inspection, more-able pupils were not always doing as well as they should. Since then, the school has put in place clear procedures so that any emerging underachievement is quickly addressed. This has led to a distinct increase in the number of pupils reaching higher National Curriculum levels. In 2008, the percentage gaining Level 3 at the end of Key Stage 1 was above the national average, and Black African pupils reached exceptionally high standards compared with similar groups nationally. In national tests at the end of Key Stage 2, results were above average in 2007, with well above average standards in English and science, where a significant number of pupils reached Level 5. In 2008, results were average overall, as over a third of the pupils in that year group had learning difficulties and/or disabilities. Nevertheless, progress at Key Stage 2 was good, and it was outstanding in The school's own data, confirmed by inspection findings, show that standards are rising throughout the school, and predictions for attainment in 2009 exceed those of 2008 in all areas. The excellent personal qualities that pupils develop, and the outstanding progress that they make in gaining basic skills, prepare them exceptionally well for the next stage of their education. Pupils receive outstanding care, guidance and support, and the school has rigorous systems in place to ensure that they are protected and safeguarded. Pupils and their families receive valuable support through the learning mentor and activities arranged through the Extended Schools initiative. Pupils for whom English is an additional language are supported exceptionally well and their progress is closely tracked. The school works very well in partnership with parents. It provides a range of workshops for parents - in phonics, writing, information and communication technology, and science - to extend their skills and help them to support their children's learning. Pupils' personal development is outstanding: they love school and respond exceptionally well to all that the school has to offer. Relationships between different groups of pupils are harmonious, and pupils greatly enjoy the cultural diversity. They praise the way newcomers are included, saying, 'We make friends with everyone.' Pupils' behaviour is outstanding. The school has thorough systems for promoting and rewarding regular attendance, and most pupils attend very regularly. The school has worked closely with the education welfare officer and other agencies to tackle the irregular attendance of a small minority of pupils, and through systematic improvement has brought attendance up to a satisfactory level. The school council plays an important role, and pupils have outstanding opportunities to contribute to and learn from the community. There are very strong links with local businesses and sporting organisations, which enrich pupils' learning. The school instils in pupils a respect for different faiths, and does much to celebrate its culturally diverse intake. Pupils are involved in collecting practical resources for use by children in Columbia as well as in other fund-raising; the school's contribution to community cohesion is outstanding. Effectiveness of the Early Years Foundation Stage Grade: 1 Children make exceptionally good progress in the Early Years Foundation Stage. Teaching is outstanding, and the children are quick to become absorbed in the wide range of activities. Classrooms are very well stocked with varied and stimulating resources that are easily accessible to the children. The outdoor areas provide a wide range of exciting and varied learning activities. Teachers are innovative in the way they capture children's imagination. For example, at the time of the inspection, they had made miniature 'rooms' by sticking photographs of the school environment to the inside of small cardboard boxes to support imaginative play. Assessment and tracking are very thorough, and parents are involved regularly in observing their children's development at home. They are also given very good opportunities to increase their understanding of their children's early development by attending workshops. Last year, the school did less well in communication, language and literacy than in other areas, but children's attainment in this area shows marked improvement as a result of increased emphasis on the teaching of early reading and writing skills. Children's overall attainment is broadly average, and above average in some aspects of their work. Attainment is slightly less good in creative development than in other areas. Although there are excellent opportunities for pretend play and imaginative development, artistic development is only satisfactory. The Early Years Foundation Stage is led and managed exceptionally well, and teamwork among the staff is strong.

16 Inspection Report: Sacred Heart RC Primary School, 12 May of 10 What the school should do to improve further Extend the outstanding leadership that exists in the senior management team to all subject leaders, and increase the involvement of link governors to increase the governing body's knowledge of the school's work.

17 Inspection Report: Sacred Heart RC Primary School, 12 May of 10 Inspection judgements Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate School Overall Annex A Overall effectiveness How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? 1 Effective steps have been taken to promote improvement since the last inspection Yes How well does the school work in partnership with others to promote learners' well-being? 1 The capacity to make any necessary improvements 1 Effectiveness of the Early Years Foundation Stage How effective is the provision in meeting the needs of children in the EYFS? 1 How well do children in the EYFS achieve? 1 How good is the overall personal development and well-being of the children in the EYFS? 1 How effectively are the children in the EYFS helped to learn and develop? 1 How effectively is the welfare of children in the EYFS promoted? 1 How effectively is provision in the EYFS led and managed? 1 Achievement and standards How well do learners achieve? 1 The standards 1 reached by learners 2 How well learners make progress, taking account of any significant variations between groups of learners 1 How well learners with learning difficulties and/or disabilities make progress 1 Personal development and well-being How good is the overall personal development and well-being of the learners? 1 The extent of learners' spiritual, moral, social and cultural development 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners adopt safe practices 1 How well learners enjoy their education 1 The attendance of learners 3 The behaviour of learners 1 The extent to which learners make a positive contribution to the community 1 How well learners develop workplace and other skills that will contribute to their future economic well-being 1 1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. All white boxes must be completed. The grey boxes are used wherever the inspection team has sufficient evidence to come to a secure judgement. 2 IE - denotes that insufficient evidence was available to inspectors for a judgement to be made.

18 Inspection Report: Sacred Heart RC Primary School, 12 May of 10 The quality of provision How effective are teaching and learning in meeting the full range of learners' needs? 1 How well do the curriculum and other activities meet the range of needs and interest of learners? 1 How well are learners cared for, guided and supported? 1 Leadership and management How effective are leadership and management in raising achievement and supporting all learners? 1 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education 1 How effectively leaders and managers use challenging targets to raise standards 1 The effectiveness of the school's self-evaluation 1 How well equality of opportunity is promoted and discrimination eliminated 1 How well does the school contribute to community cohesion? 1 How effectively and efficiently resources, including staff, are deployed to achieve value for money 1 The extent to which governors and other supervisory boards discharge their responsibilities 2 Do procedures for safeguarding learners meet current government requirements? Yes Does this school require special measures? No Does this school require a notice to improve? No

19 Inspection Report: Sacred Heart RC Primary School, 12 May of 10 Annex B Letter to pupils explaining the findings of the inspection. 01 June 2009 Dear Pupils Inspection of Sacred Heart RC Primary School, London, N7 8JN Thank you for making us so welcome when we visited your school. We really enjoyed our visit and the time went too quickly: it would have been lovely to see even more of your school and the exciting work that you do. You told us that the school is 'brilliant' and 'awesome', and many of your parents wrote to say how pleased they are with the school's work. We agree with your views about the school, and I am very pleased to tell you that you go to an outstanding school. There are many very good things about your school. These are some of the best things we found out about it: you make really good progress, and you are reaching higher standards than most pupils of your age in other schools you love school and try very hard in lessons the teachers do all they can to make learning interesting and to make that sure your classrooms have stimulating and informative displays you get on very well together, develop many important personal qualities, and behave exceptionally well. The headteacher and the other teachers who manage the school do a really good job, and they are always looking for ways of making the school even better for you. We want to help them with this, and have asked them to make sure that: the leadership of all the subjects becomes as good as the leadership of the school as a whole governors become more closely involved, especially by visiting the school to see you learning and look at the work that you do. I hope you enjoy the rest of your time at Sacred Heart and wish you all the best for the future. Yours faithfully Ms M J Goodchild Lead Inspector

20 INSPECTION REPORT Sacred Heart Catholic Primary School 68 Georges Road, Holloway, London N7 8JN Telephone: address: DCSF Number: URN Number: Headteacher: Mr J Lane Chair of Governors: Dr P Lasok Canonical Inspection under Canon 806 on behalf of the Archbishop of Westminster and inspection of Denominational Education under Section 48 of the Education Act 2005 Date of inspection: 22 June 2009 Date of previous inspection: 23 May 2006 Reporting Inspector: Mrs S Nolan

21 Sacred Heart Catholic Primary School Inspection report: June 2009 Description of School Sacred Heart Catholic Primary School is a mixed one-and-a-half form entry primary school serving mainly families within the parishes of The Most Sacred Heart of Jesus and Saint Gabriel s. It also admits pupils, around 9% from other Christian faiths, especially in the Nursery and Reception classes. Currently, there are 356 pupils on roll of whom approximately 90% are baptised Catholics. There are 52 children in the Nursery and 45 in the Reception class. A small number of pupils (12 pupils) have other faith backgrounds. Of the 17 full and part-time teachers, 42% (7) are Catholics and two hold the Catholic Certificate in Religious Studies (CCRS). The school s mission, To go forward together in Christ, to respect our neighbour, to always give of our best, is at the heart of its drive to pursue excellence in learning, high quality personal development for its pupils, and a secure Christian ethos where all can flourish. In younger year groups, the school is oversubscribed because families in the area appreciate the shared expectations of gentleness, good manners, hard work, honesty, listening, respect for property and problem sharing. A much higher proportion of pupils than is typical nationally have a home language other than English. There are 29 different home languages among the pupils. A sizeable number of pupils from central and Eastern Europe have joined the school recently. The proportion of the school population with significant barriers to learning is above average. Of these 60 pupils, five have a statement of special educational need. Pupils come from a wide range of social and cultural backgrounds but over a half, well above average, are eligible for a free school meal. Attainment on entry to the Nursery and Reception is well below average, particularly in social, communication and language skills. Key for inspection grades Grade 1: Outstanding; Grade 2:Good; Grade 3: Satisfactory; Grade 4: Inadequate Overall effectiveness of this Catholic school Sacred Heart Primary is an outstanding school with a strong Catholic ethos. The exceptionally close teamwork of the leadership group is reflected in the school s shared culture of high expectations for pupils, both academically and spiritually. Guided by the very able leadership of the headteacher and senior team, staff, including those who are not Catholic, have a genuine sense of the school s Catholic mission. This is seen in the respect and understanding with which staff and pupils treat each other. The mission statement is to the fore of everyone s thinking, including pupils. Standards including those in English and religious education, are overall above average by the end of Year 6. The overwhelming majority of pupils achieve exceptionally well. Pupils with Black African heritages, for example, the school s largest ethnic minority group, achieve much better than similar groups nationally. Teaching is consistently good and often outstanding. Checks on pupils performance and progress are rigorous so that pupils and parents are accurately and regularly informed on how well they are doing. Religious education is very well planned within the excellent curriculum. Prayer and worship are an integral part of each school day so that pupils spiritual and moral development is outstanding. The school s success in promoting a truly inclusive Catholic ethos is well reflected in the harmonious relationships between the many groups of pupils from different cultural traditions celebrating together the recent Sacred Heart Feast day. Excellent links with the parish, with parents and the local community ensure all feel welcome at Sacred Heart. Pupils are helped to understand the Church s global mission through their support for a number of charities, including helping children in Columbia, fundraising for the Catholic Children s Society, CAFOD and Providence Row. The governing body not only supports the school well but also works

22 Sacred Heart Catholic Primary School Inspection report: June 2009 tirelessly to ensure that religious education is at the heart of everything we do and teach at Sacred Heart. Grade 1 Improvement since the last inspection Sacred Heart Primary School has made significant improvement since the last inspection. It has been particularly successful in strengthening its practice and procedures for monitoring all aspects of religious education but particularly that of the pupils experience of prayer and worship. Planning and work surveys are carried out each term and progress in religious education is carefully tracked using the religious education assessment levels. There is real consistency in the way that staff and pupils strive to improve their work. The transition arrangements to pass information onto the next teacher are particularly robust and assessment information is very well used in planning lessons. Besides addressing the issues from the last inspection, however, the school has made real progress in developing the religious education curriculum, in improving resources and in developing the expertise of staff in the use of information and communications technology within religious education. Standards have risen and pupils make exceptional progress in religious education as in their other academic work. The capacity of the school community to improve and develop Grade 1 The school has an excellent capacity to improve and develop further because every member of staff is determined to give every child the best possible opportunities to maximise his or her potential. The commitment and dedication of the senior team, working closely with the governors, parish and parents, is reflected in the outstanding teamwork among teachers and support staff. The school s increased involvement with local parishes and other local Catholic schools is also evident in the parents increasingly high level of support for the school s distinctive Catholic ethos. Significant improvement since the last inspection has been demonstrated in all areas. There is clear evidence of on-going developments to sustain the very good quality of teaching in religious education. Well-considered resources empower ever greater numbers of pupils to participate as best as they can in the prayer life of the school. The determined and able leadership of the headteacher, very well supported by all staff, has rightly identified the strengths of the school and those areas that require further improvement. The newly formed group for co-ordinators of religious education in local Catholic schools has been enthusiastically embraced by Sacred Heart as yet another strand with which to strengthen its confidence in its Catholic identity. The school is clear as to the importance for its future of developing the expertise of its Catholic teachers through the CCRS qualification. Grade 1 What the school should do to improve further Ensure more staff gain the CCRS qualification as part of the school s professional development programme Strengthen even further the prayer life of the school through developing retreats for year groups.

23 Sacred Heart Catholic Primary School Inspection report: June 2009 The Catholic Life of the School Leadership and Management Sacred Heart is outstandingly well led and managed. The headteacher s excellent leadership of this Catholic community is ably supported by governors and the senior leadership team. They have a real understanding of their community and have generated a common sense of purpose in promoting the Catholic identity of the school. Local clergy regularly celebrate mass for staff, pupils and parents. The governor with responsibility for religious education both supports and challenges the work of the school co-ordinator. High expectations are at the heart of the school s improvement since the last inspection. As a result, the school provides very high quality care and education for all groups of children. The excellent links with parents, the parishes and other external support agencies help the school not only to sustain outstanding pastoral care but also to keep in touch with hard-to-reach groups within the community. The many enrichment activities and after-school clubs are much valued by pupils and their families. Lines of accountability are clear and the school has a very accurate understanding of the impact of its provision for the advancement of this Catholic community. It knows its strengths and areas for improvement very well and has rightly identified that the prayer life of the school can be further strengthened by introducing retreats for as many year groups as possible. Grade 1 The Prayer Life of the School The prayer and the liturgical life of the school contribute exceptionally positively to the pupils spiritual and moral development. All children are encouraged to participate in the liturgy and in the day-to-day school prayers as best they can. The overwhelming majority respond very positively with pupils taking responsibility to prepare the year masses and collective worship. Year 3, for example, helped prepare the liturgy for the school s celebration of the Feast of the Sacred Heart. Prayers throughout the school are both formal and informal. Each classroom has prayer boxes to which children can add prayers for each part of the school day. Pupils use their many talents to express their worship, singing, reading or altar-serving. Daily collective worship, regular assemblies and masses both in school and in the parish church mean that pupils have excellent opportunities to become very familiar with the responses so that they can participate comfortably. Assemblies are of a very high quality and during the inspection, pupils, although quiet and reflective, really enjoyed reliving and re-enforcing the lessons of the school s feast day. Display in classrooms and around the corridors along with interesting resources all remind pupils of their Catholic identity and provide stimulus for thought and reflection. The mosaic, for example, and the collaborative art work from the recent feast day activities, illustrate vividly the staff and pupils commitment to a curriculum where every child matters. The calm engendered in prayer times is reflected in the good behaviour in lessons and around the school. The school recognises that its prayer life could be even further strengthened by encouraging further opportunities for traditional seasonal devotions. Grade 1 How effectively does the school promote community cohesion? A vibrant display in the entrance hall illustrates well the school s commitment to have the best possible impact on community cohesion. A real strength of Sacred Heart is its determination to include all pupils and their families as fully as possible. For example, pupils from a wide range of ethnic groups and cultural traditions fully endorsed one pupils comment We just like

24 Sacred Heart Catholic Primary School Inspection report: June 2009 everything about Sacred Heart and like coming here. Pupils have excellent opportunities to enhance their knowledge of other faiths also, both in lessons and through visits to other places such as a Jewish museum. Pupils understanding of the church in the wider community is helped through the links with children overseas. Those within the school community from other faiths are encouraged to share their beliefs and customs as well as to take part in the prayer life of the school. Grade 1 Religious Education Achievement and Standards in Religious Education Pupils make very good progress in religious education by the end of Year 6. Standards are above average in both religious education and in English. In discussion, and in their workbooks, pupils show an excellent understanding and knowledge of Catholic faith but also of the traditions of other major religions. Pupils written work is of a good standard and pupils of all age groups and abilities engage well in learning. Key vocabulary is well promoted. Pupils in the Reception class for example, not only understand about choices but also about making things happen on purpose or by accident. Pupils, at their own levels, know the pattern of the liturgical year, are familiar with the scriptures, and are clear as to what is expected of a Catholic community. They are helped by the prayer tables in each classroom, always decked in the season s liturgical colours. Teaching and learning in Religious Education Grade 1 The quality of teaching and learning in religious education is very good. Pupils report that in lessons they learn something new everyday because of the many and varied activities they experience. Relationships between pupils and teachers are excellent and contribute greatly to pupils obvious enjoyment in learning. Teachers and teaching assistants have a good knowledge of the Catholic faith and lessons are meticulously planned to ensure that pupils really understand what they should know by the end of a session. This enables pupils to reflect on their own progress. Well-targeted questioning, together with a classroom ethos that encourages queries and explanations, also supports pupils language and communication skills. In a Year 5 lesson on the importance of putting right what we have done wrong, children were encouraged to respond at different levels of complexity in their letters to Philemon, for example. Marking is generally helpful and regular and pupils clearly know how to improve their work. They are very well supported by the teaching assistants within lessons. Quality of the Curriculum Grade 1 The quality of the curriculum is excellent. The time allocated is well within the diocesan recommendations and is supplemented daily by assemblies and prayer times. Schemes of work are carefully constructed to ensure progression through the year groups. Work is well matched to pupils earlier learning and contributes very effectively to promoting not only their Catholic faith but also to their basic skills. Within the Here I am scheme of work, the school is working assiduously to ensure assessment procedures are well matched to topics. All pupils are taught

25 Sacred Heart Catholic Primary School Inspection report: June 2009 to respect other faiths and cultures and pupils reported that they particularly appreciate the opportunities to show their traditional dress and customs. The curriculum also supports pupils outstanding spiritual, moral, social and cultural development well. They express this through their work on the school council, through the way they look after each other, and through their thoughtfulness for others less fortunate than themselves. Resources are excellent as is display around the school. They are well related to classroom topics and current projects at home and abroad. Grade 1 Leadership and management of Religious Education There is very good leadership and management of religious education. The recently appointed subject leader is building very effectively on the work of her predecessor. She is exceptionally well supported by the headteacher, by the senior team, by governors and the chaplain. The quality of provision in religious education is a high priority in the school. Staff care deeply about their pupils spiritual development and are very supportive of the subject leaders vision for the curriculum. The co-ordinator is particularly successful in developing the knowledge of the Catholic faith of the many non-catholic teachers in the school. Monitoring and evaluation of the subject area is at the heart of the school s excellent progress since the last inspection. The subject leader has a strong sense of the Church s educational mission and shares this with all staff who display a genuine sense of spiritual purpose in their day-to-day work. In the very well kept learning environment, the subject leader ensures that resources and staff are deployed very effectively so that all pupils, including those from other faiths, are included fully in the religious life of the school. Grade 1

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