Ossett Holy Trinity CofE VA Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Ossett Holy Trinity is a warm and welcoming school. Relationships between adults and pupils are caring. Pupils are safe and happy at the school.

Leaders have a clear vision and take informed steps to improve the school. They have high ambitions for all pupils, including those with special educational needs and/or disabilities (SEND). These are generally realised.

Pupils' behaviour is positive. All adults are quick to address any behaviour that falls below expectations.

The school places high importance on pupils' personal development.

This includes their school 'Promise,' which outlines key activities that all pupils engage in. The activities provide... meaningful opportunities that broaden pupils' personal growth. Pupils perform in concerts and musical theatre productions.

This develops their confidence and character. Pupils take on leadership roles, such as those of school council members and junior leaders. These are active and purposeful roles that contribute to day-to-day school life.

Pupils understand how these roles give them the responsibility to help others.

Parents talk positively about many aspects of the school's work. They value the learning videos they receive which help them to support their children at home.

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

Early reading and phonics are a strength in the school. Teachers use their strong subject knowledge to model new sounds effectively. They regularly check how well pupils understand their learning.

If pupils fall behind, extra support is quickly provided to help them catch up. This is highly effective. Pupils read books that are closely matched to the phonics sounds they know.

As a result, pupils quickly become confident and fluent readers.

Leaders have made a range of positive changes to what the pupils learn and the order in which they learn this. For example, in mathematics, learning is well-structured to ensure that pupils build on their knowledge effectively.

The curriculums in subjects such as history and science are well considered, giving pupils access to important knowledge. There is some variation in the use of assessment. In mathematics, assessment gives teachers clear information about what pupils understand and where gaps in knowledge need to be addressed.

However, this is not the case in all subjects. The checks that the school makes in some wider curriculum subjects are less secure. As a result, the school is not clear about how well pupils learn and remember in some wider curriculum subjects.

The school has established robust systems for identifying and supporting pupils with SEND. Leaders work closely with parents and external experts to ensure accurate assessment of individual needs. Staff receive targeted training and guidance to effectively address these needs.

This enables pupils with SEND to have successful access to the full curriculum.

The early years provision is effective. Early reading and early mathematics are particularly strong, with engaging activities closely linked to the children's learning needs.

The school has accurately identified communication and language as a priority for children. Staff expertly support children's speaking and listening development through planned tasks or child-initiated play. The early years provision prepares children well for their next stage in education.

It develops children's essential skills and confidence for future learning.

The school provides pupils with a wide range of opportunities to support their personal development. Pupils enjoy the clubs on offer, such as art, cooking, and choir.

They have a firm understanding of fundamental British values and know how to stay safe online. Pupils talk in depth about different religions, including how they are similar and different. They learn about healthy relationships.

As a result, pupils develop a clear understanding of respect, boundaries, and positive communication.

The school promotes positive behaviour by encouraging pupils to be motivated from within, rather than by external rewards or consequences. This approach is effective and helps pupils take responsibility for their own behaviour and make sensible choices.

As a result, behaviour in lessons and in corridors is positive. The school promotes high pupil attendance. The school conducts regular checks on how frequently pupils attend.

The school uses this information to work effectively with parents. Their efforts have resulted in pupils attending regularly.

The school prioritises professional development for all staff.

This develops staff's subject knowledge, which gives them the confidence to deliver the curriculum successfully. Staff enjoy working at the school. They value the focus the school places on their workload and well-being.

Governance is a strength. Governors hold the school to account for its actions and fulfil their statutory responsibilities well.

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 subjects, the systems for assessing pupils' understanding are not fully effective. Consequently, the school is unable to accurately evaluate the impact of the curriculum or identify gaps in pupils' knowledge. The school should strengthen its assessment processes to ensure that pupils learn the intended knowledge well across all subjects.