Holy Trinity Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

A strong sense of community is at the heart of Holy Trinity Church of England Primary School. Leaders and staff strive to provide pupils with a high-quality education.

Pupils are proud to attend the school. Their attitudes to learning are exceptional. Leaders have prioritised standards of behaviour.

The school is a calm and welcoming place to learn. Pupils' behaviour is exemplary. They are happy and settled throughout school.

Leaders, staff and stakeholders have high aspirations for pupils. Pupils rise to these expectations and do well. The curriculum is ambitious.

Leaders review the curriculum regularly to ensure it is purposeful. Children make a br...ight start in early years. This helps them succeed as they move into key stage 1.

Pupils feel well supported by staff. They say adults care for them. Pupils feel safe.

They have trusted adults they can talk to if they have a worry. Sporting achievements are an important part of school life. There is a truly inclusive approach to this.

Leadership roles for pupils help pupils play an active part in supporting each other through the school day. Pupils celebrate the different responsibilities they have in school.

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

The school has an ambitious curriculum.

This ensures that pupils are ready for their next steps in learning. The curriculum focuses on allowing pupils to build knowledge and skills over time. Leaders are knowledgeable and passionate about the areas they lead.

In early years, children are well supported to make the best start to their learning journey. The curriculum prepares children effectively for key stage 1. Communication and language development is of the highest priority.

Staff continually use interactions with children to develop their vocabulary.

The school prioritises the teaching of reading. Pupils learning to read benefit from consistent phonics teaching.

They are confident at reading books using the sounds they know. The school makes sure the books pupils read are helping them to become fluent readers. Older pupils read a range of books.

Some class novels connect to other topics in the curriculum such as the Ancient Greeks. Pupils read for pleasure and for purpose.

In mathematics, leaders and staff use a clear structure to shape each lesson.

Pupils understand how the structure of their lessons helps them to remember more. Pupils enjoy maths. They are enthusiastic about their lessons.

Children in early years purposefully encounter number as part of their everyday provision. Opportunities to count and understand patterns are plentiful in early years. Leaders have recently changed assessment in mathematics.

It now matches with more precision what has been taught.Some wider curriculum subjects are well planned and embedded, such as physical education. Planning is progressive and pupils are well supported to build skills and knowledge over time.

This impacts positively on the wider sporting offer. The curriculum in some other subjects, such as art and design, is not as well embedded. Where this is the case, pupils are not remembering or connecting key knowledge and skills as leaders intend them to.

The school has clear procedures to identify pupils with special educational needs and/or disabilities (SEND). Leaders make sure pupils with SEND get support through timely referrals to additional agencies. The school uses the advice from professionals when they support pupils with SEND.

Pupils with SEND have access to a range of resources to help them learn. They learn well alongside their peers.

Pupils show high levels of focus and determination in and around school.

Their behaviour and attitudes are an example to all. Pupils' positive behaviour starts in early years and flows all the way through school. Children in early years show sustained focus with the well-planned activities on offer.

Adults have embedded clear routines, which children thrive in. Pupils across school are empathetic to each other and show care for one another. The school ensures that any behaviour not matching the high expectations set is picked up quickly.

The school offers a range of clubs and wider opportunities. The school enhances the curriculum offer with school visits, including residential trips. Pupils talk with confidence about how to keep themselves safe online and in the community.

There is a strong sense of equality across school. Pupils understand characteristics that cannot be discriminated against. Pupils' understanding of faiths is developing.

Leadership roles for pupils are plentiful. These include well-being ambassadors and older pupils who support younger pupils with play or reading. These opportunities help them become active participants in the school community.

Leaders reflect accurately on curriculum priorities for further development. Leaders, academy councillors and trustees are mindful of workload. Staff appreciate this.

There is a strong sense of teamwork across the staff in school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subjects are in different stages of development.

The school is aware that some subjects are not implemented consistently so that key learning and skills are building through the teaching of the subject. This means pupils are not consistently remembering and connecting new knowledge and skills. The school must ensure that the planned developments are consistently well implemented in the classroom, so that pupils learn well across all subjects.