|Name||Trinity CofE Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||28 February 2012|
|Address||Butt Lane, Ford, Shrewsbury, Shropshire, SY5 9LG|
|Religious Character||Church of England|
|Number of Pupils||153 (49% boys 51% girls)|
|Number of Pupils per Teacher||25.1|
|Percentage Free School Meals||7.2%|
|Percentage English is Not First Language||5.2%|
|Pupils with SEN Support||15%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Trinity is smaller than the average primary school. The proportion of pupils known to be eligible for free school meals is below average. The proportion of disabled pupils and those with special educational needs is average. Nearly all pupils are of White British heritage. The rest of the school population is made up of small numbers from a wide range of different minority ethnic groups, and a few of them speak English as an additional language. The school meets the government’s current floor standard, which sets minimum expectations for pupils’ attainment and progress. The school holds a number of awards including Active Mark. There have been several recent changes of headteacher. Currently the school has an acting headteacher. A permanent headteacher will take up post at the start of the summer term, 2012.
This is a good school in which pupils achieve well. Despite many strengths, it is not outstanding because the quality of teaching, and of leadership and management, is not high enough to ensure that pupils make consistently outstanding progress in all subject areas. Children make a good start in the Early Years Foundation Stage, and their good progress continues throughout Years 1 to 6. Attainment when they leave school at the end of Year 6 is above average. All groups do well, including disabled pupils and those with special educational needs, and pupils who speak English as an additional language. Teachers provide pupils with a wide range of rich and engaging experiences. Relationships in lessons are very positive and pupils enjoy their learning. Occasionally the typically quick pace of learning is not sustained, and work is not sufficiently demanding to stretch all pupils. Teachers’ marking and feedback are good in some classes, for example in Year 6, but they are inconsistent and pupils in other year groups are not always clear about how they can improve their work, especially in mathematics. Pupils’ behaviour is good and they make a strong contribution to the well-ordered school and the smooth flow of lessons. They feel extremely safe in school and have a good understanding of how to keep themselves safe. Attendance is above average and has risen this year. The headteacher’s focused drive to improve the school is enthusiastically shared by staff. The leadership of teaching and management of performance are good. Leaders’ robust checks on teaching are used well to plan successful actions to overcome weaknesses, although their checks on pupils’ reading to quickly spot and respond to any slowing of progress are not as rigorous as they are in writing and mathematics.