Holy Trinity Church of England Academy, Rothwell

Highlights from Latest Inspection

What is it like to attend this school?

Holy Trinity is a small school with a big heart. It is a warm and welcoming place where pupils are happy and grow in confidence. Parents appreciate the support the school gives to their children and families.

Pupils enjoy learning and rise to meet the high expectations set by the school. Pupils are proud of their own achievements and celebrate the successes of others. They value working towards the 'gold centre of the heart' reward.

Pupils trust adults to help solve problems and treat them fairly. They feel safe and supported. They know that adults will listen to them and treat everyone equally.

These trusting relationships build a calm, positive environment....

Pupils learn essential life skills. This is reflected in their respectful relationships.

Pupils advocate for equality. They take on leadership roles and join clubs that support their personal growth. Pupils learn about safety, living in a digital world and how to handle challenges.

They feel well prepared for life in modern Britain.

After previous low outcomes, leaders have made effective changes to the curriculum. These changes have resulted in significant improvement to pupils' achievements in key stage 1.

They also had a positive effect on the small key stage 2 cohort.

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

The school has a broad and ambitious curriculum. It is progressive and helps pupils to build knowledge and gain important skills.

In mathematics, for example, pupils use manipulatives such as counters. This apparatus helps them to show their understanding. When pupils struggle, staff quickly provide extra practice to secure essential number knowledge.

In some subjects, pupils show a deep understanding by connecting different ideas. For example, when learning about crime and punishment, pupils use their knowledge of rationing during World War 2 to explain changes in prison population due to poverty and theft. Other subjects are at an earlier stage of implementation.

For these subjects, assessing what pupils have learned is not fully developed.

The school prioritises reading. It regularly replenishes books through a local library loan system.

Pupils are enthused by the rich range of different genres. These include myths and legends, fact books and classic stories. These captivate pupils' imagination.

Staff make reading exciting and enjoyable. They use suspense and stop on cliff-hangers to keep pupils hooked. The school encourages a reading culture through shared reading activities.

Older pupils read with younger children and pupils read alongside their peers. Pupils enjoy a dedicated space for reading at breaktimes. Through these practices, pupils develop a joy of reading.

Pupils learn to read through an expertly delivered phonics programme. They use their phonics knowledge to read words accurately. They read from books containing the sounds they know.

This gives pupils the chance to practise their phonics skills. For pupils who need extra help, targeted practice ensures that they catch up quickly. Pupils achieve well and most learn to read fluently.

The school understands that handwriting can be a challenge for some pupils. The new handwriting approach is helping some pupils improve their letter formation accuracy. It is also helping them build fluency in their writing.

However, for some weaker writers, incorrect letter formation persists. These pupils struggle to focus on the content of their writing.

In early years, children build confidence and skills through play.

Staff set clear routines and behaviour expectations. Positive reinforcement encourages children to follow rules and make good choices. Staff adjust activities based on each child's needs, which improves engagement.

Children also practise independence through routines like tidying up and washing their hands. Children are learning to self-regulate. This positively impacts on behaviour throughout school.

Pupils are polite and respectful, engaging well in lessons. Playtimes are calm and inclusive.

The school prioritises supporting pupils with special educational needs and/or disabilities (SEND).

Staff quickly identify pupils' needs. They work closely with specialist staff to monitor what pupils have understood and where adaptations are needed. As a result, pupils with SEND achieve well.

Attendance remains a top priority. The school precisely monitors absence. It acts swiftly to work with families and find solutions.

As a result, the school has seen a significant improvement in attendance. Persistent absence is reducing year on year.

The school develops life skills through activities like sports, trips and leadership roles.

Pupils build respect, resilience and confidence. They also learn about fairness and equality. Pupils learn to treat everyone fairly, no matter their race, gender or disability.

Older pupils speak with kindness, integrity and consideration for others. They understand how their actions can help make the world a better place.

Leaders collaborate effectively, focusing on supporting staff and improving the school.

They stay informed about national developments and reflect these appropriately in their school. Staff well-being is a top priority for the trust.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some newly revised subjects, assessment is underdeveloped. This means that subject leaders and teachers do not know if all pupils have learned the intended key knowledge. The school needs to develop a consistent approach to assessment to understand what each pupil knows, address misconceptions and build pupils' knowledge over time.

• Some pupils do not secure accurate letter formation or writing fluency. This results in ongoing errors that hinder their ability to write effectively. The school should focus on teaching correct letter formation and provide more practice to improve handwriting fluency.