Holy Trinity CofE Primary School
Catchment Area, Reviews and Key Information

School Guide Rating

Church Road
4 - 11
Voluntary aided school
4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your focused and determined leadership has ensured that pupils continue to achieve to a high level across all age groups. You and your deputy form an effective team, ably supported by senior leaders. Parents, staff, governors and the local authority are highly appreciative of your leadership. In particular, they recognise the focus you place on supporting and nurturing pupils’ emotional development, alongside inspiring their academic success. You have acted promptly to address the areas for improvement identified at the previous inspection. At that time, leaders were asked to improve the quality of teaching and the achievement of pupils further by ensuring that teaching across all key stages, but particularly in the early years, consistently secured rapid progress for all groups over time. Leaders were also asked to ensure that teachers and other staff have the opportunity to learn from the best practice that exists in the school and in local partner schools. Since you took over the school, pupils’ achievement has improved consistently year-on-year, including in the early years. Staff are well supported, and regular opportunities to work with colleagues within and beyond the school have improved their teaching and assessment skills. Staff are overwhelmingly positive about the school and are proud to be part of the team. They particularly appreciate the emphasis that leaders place on staff wellbeing, ensuring that workload is taken into consideration when introducing new initiatives. Staff feel very involved in the development of the school’s policies and plans for improvement. They feel trusted to take risks and innovate when teaching. As a result, they are providing increasingly engaging opportunities for pupils’ learning across the curriculum. Nevertheless, you agree that there is scope for further improvements so that pupils can achieve to the same high standards in other subjects as those seen in English and mathematics. Pupils at the school achieve well in English, mathematics and science. In 2017, the proportion of pupils meeting age-related expectations exceeded that seen nationally in key stages 1 and 2. Additionally, the proportion of pupils achieving the higher standard in reading, writing and mathematics was similar to or above that seen nationally in both key stages. However, you are aware that progress in writing is not as strong as in mathematics and reading, particularly in key stage 2. Pupils’ behaviour is exemplary. Pupils are engaged and focused during lessons, demonstrating strong attitudes to learning. They are polite and inquisitive, willing to engage in conversation and eager to find out more. Pupils’ relationships with teachers are positive and supportive, giving pupils the confidence to challenge themselves and do their best. The strong emphasis you place on listening to pupils’ views is evident in pupils’ animated and excited conversations with staff. Pupils relish the opportunities presented to them to take an active part in school development. The creation of ‘the spiritual garden’ is just one example of how you have supported them to take responsibility for improving their school. Governors play an important part in securing the success of the school. They speak knowledgeably about the current priorities and steps taken to address areas for development. Governors thoroughly explore information about pupils’ progress. They visit the school frequently to check and assure themselves that leaders, when necessary, are taking decisive and appropriate action. Governors regularly access training on their areas of responsibility to ensure that they are fully equipped to provide a good balance of challenge and support to you and your leadership team. Parents are overwhelmingly positive about the school. They speak highly of the school’s work to develop strong, independent learners. One parent noted: ‘My child comes home enthusiastic to tell me about the topic that they are learning at school and wants to find out more.’ Another described how their child is ‘totally ready and equipped mentally and emotionally’ to move on to secondary school. Safeguarding is effective. You have developed a strong team of highly trained designated safeguarding leaders. Safeguarding policies and procedures are regularly updated. Appropriate checks are made on the suitability of staff to work with children. Staff, pupils and parents wholeheartedly agree that the school is a safe place to be and that pupils are well looked after. One parent noted: ‘There is a great community feel to the school. People [the staff] really care and that makes my children feel happy and secure.’ Pupils report that there is very little bullying at the school, and they trust adults to help them should a problem occur. Your strong emphasis on pupils’ social and emotional development ensures that pupils are well equipped to recognise risks and know how to keep themselves safe. The school’s curriculum is effective in supporting pupils’ learning about online safety and cyberbullying. You have developed a strong ethos of care for pupils at the school. Staff are well trained and vigilant about pupil welfare. They report any concerns swiftly and are confident in seeking external advice where appropriate. Information to support pupils with particular medical needs, such as those with allergies, is highly visible around the school. You have ensured that staff are well trained to meet individual pupil’s medical needs. The thoughtful planning of support, including staff trained in paediatric first aid, enables pupils with medical conditions to be fully included in school life. Governors discuss safeguarding regularly at their meetings, and they ensure that it forms a central theme to their visits to the school. They undertake regular safeguarding training, including safer recruitment training, to keep themselves up to date. When discussing future plans, governors take into careful consideration the impact of any changes on all members of the school community. You are aware that pupils’ persistent absence, although still below that seen nationally, has risen sharply over the past two years. Your concerted efforts to address this have now halted this rising trend. However, you are determined to improve pupils’ attendance further for all groups. Inspection findings At the start of the inspection, we agreed to focus on: how well the wider curriculum inspires pupils to learn and make progress across a range of subjects beyond English and mathematics; how effectively teaching in the early years ensures that children make rapid progress over time; the achievement of pupils, particularly middle-attaining and the most able pupils in writing; and the effectiveness of safeguarding. Your relentless pursuit to give pupils the best possible education has now focused your attention on the wider curriculum. Pupils’ high-quality artwork is displayed prominently in classrooms and corridors, and the increase in clubs and competitions has raised the profile of sport across the school. Pupils in key stage 2 are enthusiastic about the recent introduction of Spanish to the curriculum, with one pupil describing how he had used the language successfully on holiday. Nevertheless, we agreed that pupils could be challenged further to develop their knowledge, understanding and skills across an even wider range of subjects. Pupils benefit from a range of educational visits and experiences. They speak animatedly about their learning. For example, one pupil excitedly described her visit to Buckingham Palace and said how much she had enjoyed the gardens. Parents also note the increase in community activities in which the school is involved. They appreciate teachers’ efforts, for example in taking sports teams to local matches, or taking a group of pupils to sing in the local care home.

Holy Trinity CofE Primary School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

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National School Census Data 2020
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How many pupils attending the school live in the area?


The concentration of pupils shows likelihood of admission based on distance criteria

01628 683800

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

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