Chilton Trinity School

Highlights from Latest Inspection

What is it like to attend this school?

The school has sharpened its expectations for pupils' learning and behaviour. Pupils are positive in the way they conduct themselves at all times of the day.

In lessons, pupils are calm and focus on their learning. Throughout the school, pupils show one another kindness and consideration.

The published examination results in 2023 were low.

However, the school has acted quickly to make important changes. It is resolute that the quality of learning and outcomes for all pupils, especially disadvantaged pupils or pupils with special educational needs and/or disabilities (SEND), improve. Pupils are positive about their learning.

They recall what they have... learned and apply it to new learning.

Pupils treat each other well. Bullying and the use of derogatory language are unusual.

If it does happen, leaders are quick to tackle it. Pupils are well looked after. They learn how to look after their own mental and physical health.

Pupils feel well supported by the pastoral team who help them to manage their concerns.

Pupils describe the enrichment choices as wide and varied. There is an array of sports, arts and specialist clubs for pupils to attend.

For example, the library is a busy hub at social times with clubs like chess and 'Dungeons and Dragons'. Pupils enjoy opportunities to be leaders such as house captains. They contribute enthusiastically to school life.

What does the school do well and what does it need to do better?

Trustees, trust leaders, the school and governors work closely together to focus on the priorities for the school. Since the last inspection, the new trust and the school have acted quickly to put in actions to drive improvement. This has been positive in raising standards of learning and behaviour.

However, in some areas of its work, the school has not used all the information it has to evaluate the impact of its actions precisely enough.

The school has planned an ambitious and carefully sequenced curriculum. As a result, pupils learn the knowledge and skills they need to prepare them for new learning.

In mathematics, for example, teachers identify what knowledge to revisit by checking what pupils can recall well. They reteach the gaps pupils have in their understanding. The number of pupils studying the English Baccalaureate suite of qualifications is low.

However, this shows signs of increasing with more pupils in Year 10 choosing this pathway.

Through well-structured training, teachers improve their expertise in delivering the curriculum. The consistent approach to teaching the curriculum means that pupils are supported to engage and remember their learning.

Teachers have the information they need to support pupils with SEND. However, they do not always respond promptly to make adaptations for pupils during lessons. This means on occasion pupils with SEND do not get the support they need in a timely way.

Pupils who are in the early stages of learning to read learn phonics. The school checks how well pupils can read and what they need to focus on to get better. They make sure pupils learn to read with fluency.

The school introduces pupils to a wide range of texts through structured reading programmes.

Some pupils have too many days off school. The school is forensic in checking attendance at school.

It works with pupils and families to help pupils improve this. The school has established a well-planned alternative provision on site. This is for a very small number of pupils.

Pupils who are vulnerable and at risk of not being in school follow an appropriate curriculum. The school works with pupils to ensure they get the support they need. As a result, attendance for these pupils has improved.

Pupils experience a holistic approach to their personal development and enrichment. This prepares pupils well for life in modern Britain. For example, through assemblies, they reflect on moral and social questions.

Specialist teachers deliver the personal, social and health education curriculum. Planned enrichment days develop this learning further. For example, pupils learn about relationships in an age-appropriate way.

The careers curriculum prepares pupils for their future choices when they leave the school. Pupils learn about the pathways open to them at post-16.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Learning for pupils with SEND is not consistently adapted in a timely way. When this happens, pupils with SEND do not have the adaptations to support their learning when they need it. The trust needs to make sure that teachers have the expertise to provide timely and effective adaptations for pupils as they need it.

• The school has established systems and actions to drive school improvement. However, in some aspects of school development, the school has not evaluated the information they have to identify next steps with accuracy. The trust needs to ensure that they review the impact of their work to precisely inform their actions.