We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Holy Trinity Church School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Holy Trinity Church School.
To see all our data you need to click the blue button at the bottom of this page to view Holy Trinity Church School
on our interactive map.
Pupil's everyday actions embody the school's 'rainbow values'.
They treat everyone around them with the utmost respect. This begins in the early years, where children quickly learn the school's routines and high expectations for behaviour. This sets the foundation for pupils' exceptional attitudes to their learning throughout the school.
Pupils achieve well.
Pupil voice is at the very heart of the school. They know that they can make a difference.
Staff build positive relationships with pupils. Pupils trust staff will help them with any worries or concerns. This helps pupils to feel safe and happy at school.
Parents and carers are unwavering... in their support for the school.
The school provides pupils with a wide range of leadership opportunities, including heads of school, sports captains and junior governors. These opportunities build pupils' understanding of responsibility and how they can influence change for the benefit of others.
The school's offer to promote and develop pupils' interest and talents are vast. It ensures that all pupils have the opportunity to participate in a range of different clubs, including rugby, art, music and Rubik's cube club.
What does the school do well and what does it need to do better?
The school's curriculum is broad and ambitious for all pupils.
It has identified the key knowledge pupils need to learn from early years through to Year 6. This supports pupils to build knowledge sequentially over time and helps them to tackle more complex concepts. In some subjects, pupils develop a depth of understanding and are confident about their learning.
For example, children in early years learn how to count and to quicky add numbers. Older pupils build on this and use their knowledge of number to balance equations. Similarly, in physical education (PE) pupils learn the basic skills of how to control their feet during a game of netball, before older pupils learn the more complex action of pivoting when they catch the ball.
In some curriculum subjects, however, the work given to some pupils does not appropriately match their needs. For example, pupils in the early stages of writing are given tasks that are too complex for them before they have secured the basic foundations. This prevents pupils from building a depth of knowledge overtime.
The school has prioritised reading. As soon as children join in early years, they learn to read letters and sounds. Staff are experts in the delivery of phonics.
They have benefitted from appropriate training to implement the school's phonics programme with consistency. Staff check to ensure pupils have learned the sounds and quickly spot pupils who are at risk of falling behind. Pupils receive the support they need to catch up.
Staff give pupils at the early stages of reading books that match the sounds they know. This helps them to develop confidence and become fluent readers. Older pupils read a wide range of texts by different authors.
They learn to predict and summarise what they have read. The strong focus on ambitious vocabulary helps them to understand words, such as 'deforestation' and 'intensely'.
The school accurately identifies the needs of pupils with special educational needs and/or disabilities (SEND).
Staff gain a thorough understanding of pupils' needs. Staff empower pupils to understand their own individual needs well. Pupils can explain what additional resources they need to succeed with their learning.
Adaptations to the curriculum enable these pupils to access the full curriculum and achieve well.
Pupils conduct themselves exceptionally well during lessons and around the school. They are eager to contribute to class discussions.
The school is a calm, orderly and safe environment.
The school ensures that pupils access broad and rich opportunities that help to develop their character. Staff help pupils to develop a strong moral compass.
Pupils know the difference between right and wrong. Older pupils are good role models for younger children. They hold doors open for one another and adults.
During 'community time,' pupils learn about the importance of tolerance and acceptance. Pupils emphatically say that everyone is equal and treated fairly. They appreciate the range of opportunities the school provides to be active during social times, as well as having access to a quieter space.
Pupils learn how to keep a healthy mind and body. 'Junior governors' check on the impact of 'breathing techniques' used to help pupils to manage their well-being.
The school continues to prioritise pupils' education and well-being.
Regular training and a collaborative vision promote continuous improvement. Staff feel well supported by the school, governors and trust, to manage their workload.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• At times, the work given to some pupils does not support them to learn the intended curriculum. As a result, some pupils do not secure the knowledge they need or develop a sufficient depth of understanding. The trust needs to ensure that the work given to all pupils supports them to achieve the knowledge and skills to move on to more complex learning.
