Holy Trinity CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a happy and inclusive school where pupils are at the heart of every decision made.

Adults and pupils show a deep level of respect and care for one another. Everyone is highly valued.

Holy Trinity CofE Primary School has a strong Christian ethos that underpins every choice that leaders make.

At Holy Trinity, they believe that all people are precious and honoured in God's sight, and this is evident in the highly positive relationships between everyone in the school community.

Leaders have high expectations and expect pupils to work hard and achieve their best. Pupils understand this.

They behave very well during lessons, when moving ar...ound the school and at playtimes. They are polite and well mannered. Older pupils support younger ones at lunchtime in the hall.

Leaders ensure that there are a wide range of opportunities that broaden pupils' experiences. Pupils enjoy a range of clubs, including sports, art and choir. There is a key focus on belonging and fitting in with reflection and prayer areas around the school, a peace garden and green therapy, where pupils connect with nature.

There are many experiences for pupils to take part in, such as poetry workshops, business enterprise events and residential visits. Pupils find these exciting and look forward to taking part.

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

Leaders are ambitious for all pupils to achieve well.

They know that some pupils have previously not achieved as highly as they could. There have been many positive curriculum changes over the past few years. However, the significant impact of the pandemic delayed some of this work.

As a result, some Year 6 pupils did not achieve well in last year's key stage 2 tests. However, efforts to help anyone who had fallen behind are well considered and are demonstrating positive effects for current pupils.

Leaders have developed a curriculum which is broad and ambitious.

Their plans set out the key knowledge and skills pupils should learn from early years to Year 6. In a small number of foundation subjects, the implementation of the curriculum is at an earlier stage. As a result of this, pupils' learning is not as well embedded in these subjects as it is in others.

Teachers have a good understanding of the subjects they teach. This is especially evident in writing and mathematics. Pupils are proud to show the work in their books and talk about their learning throughout the school.

The curriculum in the early years is well sequenced and allows children to build on what they already know and can do. Recently, leaders have developed ambitious plans to improve the teaching of language in the early years. Staff have had training to promote high-quality interactions between adults and children, but this is not fully embedded.

As a result of this, there is currently variability in the quality of interactions, and staff occasionally miss opportunities to develop children's language.

Reading is a high priority in the school. Pupils across the school experience a broad range of appropriate texts.

The school's phonics programme is well planned and gets pupils off to a good start in reading. All staff have had training in the teaching of phonics so that they can support pupils effectively with their reading. Where children are behind, they get extra support to help them catch up.

This is having a positive impact on many of the pupils. Older pupils talk about their favourite books with understanding and pleasure. Everyone values reading.

Leaders and staff work together to identify any pupils with special educational needs and/or disabilities (SEND). Pupils usually learn well across different subjects because teachers understand their needs and mostly know how to make adaptations to support pupils such as the use of additional practical equipment. However, occasionally, the support given to pupils is not as closely matched to their needs as it could be.

When this happens, sometimes these pupils do not achieve as well as they could.

Pupils' personal development threads through all learning in school. Leaders have carefully considered the local context and as a result, have developed a curriculum focusing on the key areas of health, mental fitness and future employment.

Staff meet the emotional needs of pupils through extra support and nurture. The school provides good pastoral support and pupils know how to keep themselves safe and healthy. In discussions, pupils confidently share their ideas and feelings.

The school is well led. Staff appreciate steps taken by leaders to help them manage their workload and promote their well-being. Governors are ambitious for the school and its pupils.

They know the school well.

Safeguarding

The arrangements for safeguarding are effective.

Leaders make sure pupils are safe.

There is a strong, effective culture of safeguarding in the school. Staff know their pupils well and are quick to pick up on any concerns. They receive training regularly that ensures they can identify any problems that pupils may face.

Staff have a thorough understanding of the role they play in keeping pupils safe. Strong communication ensures that staff share concerns swiftly.

Leaders make sure that pupils develop the knowledge they need to keep themselves safe.

Leaders work closely with pupils and families who need extra help and support. They also work with relevant agencies. Leaders are strong advocates for families and pupils.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum in a few foundation subjects is in the early stages of implementation. Pupils' learning in these subjects is less well developed. Leaders need to continue their work to ensure the curriculum is embedded, and pupils develop and deepen their knowledge across all aspects of the curriculum.

• The extra support that pupils with SEND receive to keep up with their learning varies in quality. As a result, additional support does not consistently have the desired impact on pupils' learning. Leaders should ensure that all additional support is well planned and effective.

• The school's strategy for teaching language in the early years is not consistently applied by all staff. Where this is the case, there are missed opportunities to develop children's language. Leaders should ensure that their ambitious plans for language development are fully realised.