Trinity CofE Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

The school's vision of 'Together as One' is fully realised at this school. Pupils from a wide range of diverse backgrounds and cultures work and play together harmoniously.

All pupils are welcomed and treated equally, in line with the school's motto.

The school site and classrooms are safe environments. Staff and visiting professionals teach pupils how to stay safe.

Pupils know that if they report any incidents of bullying, leaders will deal with them promptly. As a result, pupils feel safe and happy at school.

Staff and leaders care about, and want the best for, all pupils.

They work hard to provide the opportunities and experiences to help... pupils to succeed in life. Leaders' focus on English and mathematics has paid off. Pupil achievement is rising and is now in line with national outcomes.

Children learn about the importance of good behaviour in the early years. They listen attentively, take turns and share equipment fairly. This behaviour, and pupils' positive attitudes to learning, continues as pupils move through the school.

Leaders have increased methods of working with parents. Staff host different workshops, including phonics, to help parents support their children at home.

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

Leaders have designed a broad and ambitious curriculum for all pupils, including for the youngest children in the school.

They have thought carefully about what they want pupils to learn from the early years through to Year 6. Staff have high expectations. They have identified the important words pupils need to know in different subjects.

For example, children in Reception learn about light and shadows. Impressively, they know that 'opaque' means not letting light through.

In most subjects, including English, mathematics and science, pupils' learning builds effectively from year to year.

In these subjects, the curriculum is well established, and pupils remember what they learn. Teachers often have good subject knowledge and are confident in delivering lessons. They usually check that pupils understand content before moving on to new information.

Consequently, pupils enjoy learning and achieve well in these subjects.

In a few subjects, curriculum sequencing is less secure. As a result, pupils struggle to master difficult concepts, such as historical timelines.

This affects pupils' confidence and enjoyment in lessons. Additionally, systems to check how much pupils know and remember are at an early stage of development in these subjects. This means that staff are unclear about where pupils have gaps in their knowledge.

Children in the early years make a strong start to their education. They have the resources they need to successfully complete learning tasks. Adults model language well.

They give clear explanations and check children's understanding. Children in Reception benefit from high-quality conversations with staff. They talk confidently about what they know and can do.

Adults support children's learning successfully. This enables children to be well prepared for Year 1.

Leaders prioritise reading from the outset.

Children in Reception follow a daily phonics programme. Leaders ensure that pupils in key stage 1 build on these early reading skills. Pupils read books that are closely matched to the sounds they are learning.

However, some pupils who struggle with reading do not catch up quickly enough. This is because they do not practise their reading skills regularly enough. As a result, they find it hard to develop the confidence and fluency needed to be competent readers.

Teachers skilfully adapt work for pupils with special educational needs and/or disabilities (SEND). This allows pupils to follow the same curriculum as their classmates. Staff identify most pupils with SEND early, often in the early years.

They provide effective support for pupils. However, leaders recognise that staff need more training on meeting the needs of pupils with complex needs, particularly mental health issues that have developed since the pandemic.

Leaders want pupils to enjoy all aspects of school life.

The school environment, outdoors and indoors, is vibrant and well equipped. The wide range of extra-curricular experiences provided by the school helps pupils to extend their skills beyond the classroom. For example, many pupils make good use of the purpose-built dance studio and music lessons offered to develop their talents in these subjects.

Outdoor fitness equipment for older pupils and an exciting outdoor area for younger children help to develop pupils' physical skills, stamina and agility.

Members of the local academy committee and trustees support and challenge leaders appropriately. They hold leaders to account and provide helpful training for staff, including those new to the profession and those wanting to become senior leaders.

Members are considerate of staff workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that the school is a safe place for pupils.

Leaders have robust procedures in place for vetting staff before appointing them. Staff are vigilant. They are quick to spot any concerns about pupils' well-being because they are well trained.

Staff know how and to whom to report incidents. Leaders respond appropriately. They seek the right level of support from different agencies for families.

Staff teach pupils how to keep themselves safe. Pupils are alert to the dangers of using the internet. They know who to talk to if they are worried.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not well sequenced in a small number of subjects. As a result, pupils struggle to build successfully on their prior learning in these subjects. Leaders should ensure that the curriculum builds pupils' knowledge, skills and vocabulary progressively as they move from the early years through to Year 6 so that they achieve equally well in all subjects.

• Leaders have not developed an effective system to assess what pupils know, can do and remember in all foundation subjects. This means that teachers are unaware of where gaps exist in pupils' learning and where curriculum content needs to be revisited or implemented more successfully. Leaders should ensure that there is a consistently effective approach to assessing pupils' knowledge and recall across all subjects.

• Leaders have not ensured that the lowest attaining readers in early years and key stage 1 receive the regular support and practise needed for these pupils to become confident and fluent readers by the end of Year 2. As a result, some pupils do not read as well as they should for their age. Leaders should ensure that staff provide the support needed to help pupils master the skills they need to access the curriculum fully in key stage 2.