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

Secondary
Post 16
PUPILS
1278
AGES
11 - 18
GENDER
Mixed
TYPE
Voluntary aided school
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS
033 301 42903 033 301 42903

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 criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

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.

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(21/3/18)
Full Report - All Reports
51%
NATIONAL AVG. 60%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 12% of schools in England) Below Average (About 20% of schools in England) Average (About 37% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 14% of schools in England) UNLOCK Well Below Average (About 5% of schools in England) Below Average (About 25% of schools in England) Average (About 48% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 5% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2017 2018 2019 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
2017 2018 2019 UNLOCK

% of pupils who achieved 3 A levels at AAB or higher

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Buckswood Drive
Gossops Green
Crawley
RH11 8JE
01293423690

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment as headteacher two years ago, you have swiftly and accurately identified which aspects of the school need development. You have worked tirelessly with senior leaders, middle leaders, staff, pupils and parents to bring about improvements, especially in the quality of teaching and, more recently, in giving a greater focus to pupils’ learning. You provide strong leadership with a clear sense of purpose and direction. Your analysis has helped you to identify issues relating to pupils’ progress and to take effective action to bring about improvement. For example, the prompt action you took to improve standards in mathematics by working with an outstanding provider is beginning to have a benefit. Throughout the school, there is a strong drive to raise the expectations and aspirations of both staff and pupils. Your strong commitment to every pupil succeeding, irrespective of their background or ability, is shared by governors, leaders and staff. You believe passionately that the school makes a difference to pupils’ future chances in life and use this to guide your principles and decisions. You have created an environment that fosters the care and nurture of the whole school community, driven successfully by the school’s Christian values. Pupils’ progress and attainment continue to be close to national averages. However, the progress of disadvantaged pupils is below that of their peers, although improving because the school is better focused on their needs. The school is working hard on removing other gaps through earlier intervention, positive action and ongoing training. Relative underperformance by boys is being addressed through training and improving boys’ performance in language and literacy. You have worked hard to develop teaching across the school and your involvement in the Teacher Effectiveness Enhancement Programme is having a positive impact on improving classroom practice. This is supported through a comprehensive induction programme and an appraisal programme which matches professional development to the needs of staff and the school. Opportunities to regularly share good practice as well as peer observations are also having a positive impact. Inspectors identified particularly strong learning and progress in English, Spanish, French, art, dance, drama, technology and psychology. In these lessons, learning walks confirmed teachers’ secure subject knowledge, strong relationships with pupils and supportive interactions. Learning and progress in humanities were less secure but leaders are well aware of the problems and have plans in place to address them. Pupils rated their teachers very highly, especially in the sixth form. Your curriculum is appropriately adapted to the needs, abilities and interests of all pupils. The curriculum ensures that all pupils can leave the school with recognisable qualifications which enable them to progress on to higher education, employment or training. The sixth-form curriculum provides an appropriate range of A levels and vocational courses which are responsive to pupils’ aptitudes and future needs. This is evident from the high numbers of pupils staying on in the sixth form. Safeguarding is effective. The school has effective procedures for safeguarding and risk assessment. These meet statutory requirements and include high-quality checks on adults and a carefully planned approach to managing the safety of pupils. The safeguarding policy is very comprehensive and the single central record is fully compliant. The extensive staff training programme has ensured that all staff are conversant with child protection requirements. There are clear reporting procedures if staff have any concerns and regular safeguarding updates as well as frequent reminders to staff, pupils and parents. Senior staff and governors have received safer recruitment training and apply this to the recruitment and selection of all new staff. The school’s work to promote pupils’ personal development and welfare is strong. Pupils told us that they feel safe and secure in the school. They are aware of different forms of bullying and say that all forms of bullying are actively challenged and dealt with effectively. Pupils spoke positively about the advice and support provided about online safety and the opportunities to talk about their worries, concerns and challenges. They were well informed about homophobic and racist bullying as well as knife crime. The very large majority of parents who completed the online questionnaire, Parent View, agreed that their children were safe and well looked after.

Holy Trinity CofE Secondary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 44% Agree 35% Disagree 12% Strongly Disagree 6% Don't Know 3% {"strongly_agree"=>44, "agree"=>35, "disagree"=>12, "strongly_disagree"=>6, "dont_know"=>3} Figures based on 89 responses up to 06-03-2019
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Figures based on 89 responses up to 06-03-2019

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Figures based on 89 responses up to 06-03-2019

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Figures based on 89 responses up to 06-03-2019

unlock

Figures based on 89 responses up to 06-03-2019

unlock

Figures based on 89 responses up to 06-03-2019

unlock

Figures based on 89 responses up to 06-03-2019

unlock

Figures based on 89 responses up to 06-03-2019

unlock

Figures based on 89 responses up to 06-03-2019

unlock

Figures based on 89 responses up to 06-03-2019

unlock

Figures based on 89 responses up to 06-03-2019

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Figures based on 89 responses up to 06-03-2019

Responses taken from Ofsted Parent View

Your rating:
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