Trinity Academy St Chad’s

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Trinity Academy St Chad's are confident, articulate and welcoming. They enjoy coming to school and appreciate everything they do at school. Leaders have the highest expectations for every child, including children with special educational needs and/or disabilities (SEND).

Pupils' behaviour at all times is exceptional. They are polite and offer cheerful greetings to adults. Pupils appreciate the care they receive from adults.

They insist that there is no bullying and are confident that if it did occur, adults would deal with it swiftly. Anti-bullying ambassadors help to resolve issues relating to rare instances of unkindness and report that they never have to... deal with bullying.

Pupils are well prepared for the next stage of their education.

Pupils learn how to be positive and active citizens of the future. They are aware of global issues and care about the environment. They learn to be enterprising.

For example, staff give pupils a financial project to see who can make five pounds go the furthest.

Leaders ensure that there are plentiful opportunities for pupils to carry out leadership roles. Pupils thrive in a range of roles, including as school councillors and worship leaders.

Older pupils support younger peers as play leaders or buddies.

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

Leaders are highly ambitious that every pupil should succeed. They know their pupils and the community well and have designed a curriculum with their pupils in mind.

The curriculum follows a clear sequence from Reception to Year 6 across many subjects. For example, in art, pupils build their skills and knowledge over time in key aspects such as drawing, painting and sculpture. Pupils produce artwork of a high quality that is celebrated through exhibitions.

In some areas, the curriculum is less well considered. For example, in geography, leaders have not identified the crucial knowledge that pupils need to learn, and this can get lost amid all the other information that staff present to pupils.

Mathematics and reading are high priorities.

Pupils enjoy mathematics. A number of them say that it is their favourite subject. Children in Reception acquire early mathematical skills and knowledge through focused lessons and well-planned provision.

Books and reading are celebrated throughout the school. Children start learning phonics from their first day in school. Teachers of reading are well trained.

They frequently check that pupils are keeping up with learning to read. Teachers act swiftly to address any gaps in learning. Pupils are enthusiastic in talking about their favourite books and authors.

Leaders are committed to staff's continuous professional development. As a result, staff have strong subject knowledge. Lessons are engaging.

Pupils are interested and are keen to contribute. Teachers plan opportunities for pupils to discuss and debate. There is a strong emphasis on the learning of vocabulary.

For example, pupils in Year 5 learn the meaning of words such as 'frenetic' and 'nepotism'. There is a similar emphasis on the learning of vocabulary in the early years. Important topic words are learned, practised and displayed.

Pupils with SEND are supported well. They access the same ambitious curriculum as their peers. Where necessary, the curriculum is adapted in relation to their particular needs.

All pupils access the same wide offer of extra-curricular opportunities.

Children in the Reception class thrive. They behave extremely well, responding positively to high expectations and clear routines.

The early years curriculum prepares them well for their next stages. Adults interact positively with the children, developing their communication and language skills.

Leaders have a strong commitment to the personal development of pupils.

They ensure that all pupils, including the most vulnerable, have opportunities to discover, and develop, talents and interests. Every pupil learns a musical instrument. Pupils spoke with pride and excitement about the opportunity to perform in a local theatre.

Through a strong curriculum for personal, social and health education, and through collective worship, pupils learn to be tolerant and inclusive. They learn about healthy relationships and how to keep themselves healthy.

Leaders' ambitions are not confined to the pupils.

At every level, there is a passionate commitment to the development of people. Staff enjoy working at the school and feel valued and cared for. Members of the trust and governors share the ambitions of school leaders.

Governors are skilled and knowledgeable. They make regular visits to assure themselves of progress against the improvements they plan with school leaders.

The overwhelming majority of parents speak very highly of the school and its leadership.

Many would recommend the school without reservation, with a number describing the school as 'amazing'.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have established a strong culture of safeguarding.

They ensure that stringent safeguarding systems and procedures are in place and adhered to by staff.

Leaders make certain that staff are familiar with the school's safeguarding policies, as well as the government's guidelines on keeping pupils safe. Staff are alert to any signs that a pupil may be at risk of harm.

Staff record and report any concerns that they have about a pupil immediately. Leaders follow up swiftly on any concerns.Pupils know how to keep themselves safe, especially when using technology.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders and staff have not identified the most important knowledge that pupils need to learn in the time available. Where this is the case, learning can be superficial and pupils do not learn important knowledge. Leaders should work with teachers to help pupils to learn more deeply across all subjects.