Holy Trinity Catholic School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils experience a truly inclusive and holistic education at Holy Trinity. They have exceptional opportunities to develop their interests and talents. Pupils express great appreciation for the opportunities, which help them grow into caring and responsible people.

They know that they have a voice in the school and its development. Various pupil groups contribute to the rich life in the school. These include an environment team, a mental health and well-being group and the 'Yes/No' programme.

The school has very high expectations of pupils' behaviour. Pupils rise to meet these and thrive. As a result, the ethos of the school is brought to life by the caring and respec...tful environment that exists between pupils and all staff.

Leaders and staff support pupils to achieve well, despite the barriers that they may have. Pupils have strong and trusting relationships with staff. Pupils also support each other in the classroom and around school very well.

This could be a kind smile or help with work they are doing.

All pupils know that they are expected to work hard, and they do so. They enjoy seeing their efforts rewarded and look forward to learning more.

Pupils are keen to be successful, but they know they can ask for support whenever they need it and that it will be provided.

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

The school is highly ambitious for all pupils, especially pupils with special educational needs and/or disabilities (SEND). Leaders have built a curriculum that carefully considers pupils' starting points.

They have ensured that they understand the community they serve and work with every pupil as an individual. Leaders collaborate effectively so that they have a detailed understanding of how to support them. Pupils fully engaging in the curriculum is their top priority.

Teachers have strong curriculum and subject knowledge. They use a range of assessment techniques to check that pupils know and remember what they have learned. Information from assessment is used well to identify misconceptions or gaps in learning.

This also helps to inform future curriculum planning.

Pupils consistently experience an effective curriculum. Overall pupils, including pupils with SEND, are doing well and progressing through the curriculum.

Nevertheless, in a small number of subjects, the curriculum is not as securely developed. This means that some pupils do not reach their full potential in these subjects.

The school has a sharp focus on pupils who are at an early stage of reading.

Pupils' needs are identified precisely, and pupils receive effective support to help them to catch up. The school uses a structured programme and monitors pupils' progress effectively. Reading is a crucial part of curriculum planning.

Pupils meet a variety of literature in different subjects. As a result, all pupils are becoming more confident and fluent readers.Pupils rapidly develop the exceptionally positive behaviours expected by leaders and teachers.

Where pupils fall short of these, the school takes highly effective action to help them to succeed. Pupils appreciate the time, forgiveness and chances that they are given. They speak very highly of the positive work done with them by staff.

This means that pupils return to the classroom quickly and learn effectively.

Personal development is integral to all that the school does. The school coordinates the detailed planning in all areas, including form time.

The school provides an extensive range of opportunities to develop the interests and strengths of pupils outside the curriculum. The school makes expert use of assessment in personal development lessons. Pupils can recall what they have learned well.

They talk highly of these lessons. Leaders have carefully mapped all aspects of the personal development curriculum to other subjects. For example, pupils make use of specific mathematical knowledge to help them understand finances.

Topics such as relationships are covered in an age-appropriate way.

Careers education is visible in many aspects of school life and is exceptional. Pupils, including pupils with SEND, are supported incredibly well to make an effective transition at the end of Year 11.

This includes targeted support for disadvantaged pupils to raise their aspirations.

The school places a high value on being inclusive. It is exceptionally well led.

Equality for all and respect for everyone are clear to see in the culture of the school. This comes from the senior leadership. Leaders are reflective, evaluative and prepared to make things even better to help the pupils and their families.

The school communicates extremely well with its parents and carers. This relationship is highly valued by leaders and pupils. It is carefully and purposefully nurtured.

The school shows holistic care for the well-being of all staff. Teachers report that their workload is well considered and that leaders have gone above and beyond to support them in a variety of life situations. Staff receive bespoke professional development to enable them to help the pupils have the best possible education.

This is very clear in the support given to teachers in the delivery of the personal development curriculum.

Governors and directors understand their roles and responsibilities and fulfil them exceptionally well. They offer constructive support and challenge to the school and its leadership.

The school invites external reviews of its practices to aid improvement. It encourages staff to suggest and make improvements.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is yet to have a consistent and exceptional impact for all groups of pupils. Therefore, some pupils are not achieving as highly as they could. The school needs to continue to embed and develop the curriculum in all subjects so that all pupils achieve exceptional outcomes.