The Trinity Church of England Primary Academy

Highlights from Latest Inspection

Outcome

The Trinity Church of England Primary Academy continues to be a good school.

The headteacher of this school is Hannah Allender. This school is part of The Diocese of Salisbury Academy Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the chief executive officer, Mark Lacey, and overseen by a board of trustees, chaired by Rosemary Tong.

What is it like to attend this school?

The school's motto, 'With faith we live, learn and grow together,' is at the heart of The Trinity Church of England Primary Academy. Pupils know how to treat one another with respect and are keen to share their learning.

Parents an...d pupils alike are positive about the school. Many describe the school as a welcoming community where every pupil is valued as an individual.

Pupils behave well.

They understand how the school rules, 'be ready, be respectful and be safe,' help them to learn. In the early years, children follow instructions well and take turns. Caring relationships form between adults and children.

Pupils feel safe at school. They are happy to attend. Pupils trust adults to listen to any worries they have.

The school nurtures pupils' wider development. Pupils benefit from their roles of responsibility as house captains, art ambassadors and worship leaders. They enjoy the range of clubs they can attend, such as sports, art and music.

As a result, every pupil, including those with special educational needs and/or disabilities (SEND), is included in all aspects of school life.

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

The school has designed a broad, ambitious curriculum. It supports pupils to learn well.

Leaders have carefully considered what pupils need to learn in most subjects. For example, in mathematics, pupils build their understanding well from early years to Year 6. In Reception, children develop a strong understanding of number patterns.

Older pupils confidently use the mathematical knowledge they have built up when, for example, they calculate fractions of a number. However, in a minority of subjects in the wider curriculum, the school does not make clear enough what pupils need to know and remember. As a result, pupils do not build their learning step by step or deepen their understanding well enough.

Staff frequently check pupils' learning of the curriculum. They use this information to correct pupils' errors and misconceptions quickly. This means that in most subjects, pupils get to grips with complex problems confidently.

The school prioritises developing a love of reading. Children learn to read from the start of Reception. Staff accurately match the sounds pupils learn to the books they read.

Pupils learn to read well. Staff routinely check how well pupils learn. This means pupils quickly receive the help they need to catch up if they fall behind.

Pupils regularly discuss the rich diet of carefully chosen books that they read. The school introduces them to exciting new authors and books. This inspires pupils to read for pleasure and develop into fluent and competent readers.

The school supports pupils with SEND well. Clear systems identify the needs of these pupils. The school works well with external agencies to support their needs.

Staff understand pupils' needs well. They regularly review pupils' support plans to check that the right provision is in place. Pupils with SEND learn the full curriculum.

Pupils conduct themselves well around the school. This starts in the early years, where consistent routines are in place. As a result, pupils are polite and courteous.

They move calmly and sensibly around the school.

The school provides a range of opportunities for pupils' wider development. Pupils understand fundamental British values, such as democracy.

Pupils know about and appreciate beliefs and religions that differ from their own. They develop their character by raising money for charities that support the local community. Pupils are well prepared for life in modern Britain.

The local governors and trust share the school's aspirational culture. They are well informed about the quality of provision and provide appropriate challenge and support. Staff agree that the school prioritises their well-being and workload.

Staff enjoy working at the school.

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 foundation subjects, the school has not identified precisely the key knowledge pupils need to know and remember.

As a result, pupils do not build their understanding well enough. The school and trust should ensure that the key curriculum content is identified so that pupils know and remember more.Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in June 2018.

Also at this postcode