Holy Trinity Primary School, A Church of England Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
415
AGES
3 - 11
GENDER
Mixed
TYPE
Academy converter
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
01422 392617

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
(7/2/18)
Full Report - All Reports
68%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

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

Savile Park Road
Halifax
HX1 2ES
01422367161

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The school is marked by its openness, its focused use of high-quality information and, above all, its relentless ambition for all of its pupils. You have high expectations and you monitor the work of the school very closely. You and your team gather information about pupils’ progress meticulously and very regularly. You check the accuracy of the information you gather with other schools in the area. You and your team of teachers use this information to carefully focus their teaching so that pupils make good and rapid progress. Middle leaders are a strength of the school. They work alongside you and the senior team in monitoring the quality of teaching and checking pupils’ progress. Middle leaders are linked effectively with their phase or subject counterparts on the governing body. The school’s culture of high expectations is underpinned by a strong sense of moral purpose. This purpose is shared by all members of the school community. Pupils behave well, look out for each other and attendance is good. The school’s work to develop pupils’ spiritual, moral, cultural and social understanding is very effective. The thoughtful, well-planned and reflective collective worship is a natural expression of this aspect of the school’s work. Pupils take part in a wide range of extracurricular and charity activities. They relish the opportunities that the school gives them to take on responsibilities as, for example, liturgy leaders, befrienders and members of the junior leadership team (JLT). They are very aware that service to others is a vital aspect of a healthy community, not only at school but beyond in the wider community and the nation as a whole. The overall quality of teaching is good. Staff display very good levels of knowledge and skill. Classrooms are happy, attractive places where learning moves at a crisp pace. Relationships are strong. Pupils are eager to learn and they rise to the generally consistent high expectations of staff across the school. Staff use focused questioning deftly to develop and deepen pupils’ learning and understanding. Reading is a particular strength. The school offers a wide range of opportunities to read and enjoy books both in school and at home. Pupils spoke enthusiastically to me about their reading. You have moved swiftly and effectively to address shortcomings in the quality of writing across the school. You have ensured that there are now more opportunities for pupils, especially the most able, to write at greater length. I saw clear evidence in pupils’ books of longer pieces of writing. By writing at greater length pupils are deepening and extending their understanding. Because of the very detailed information that the school gathers about pupils’ progress, staff are also giving pupils more focused and individual writing tasks. These tasks not only stretch and develop pupils’ skills, they also give pupils more confidence and facility with the written word. Your emphasis on improving handwriting, spelling and punctuation is also improving pupils’ skills in these vital areas. However, there is evidence that some least able pupils in key stage 1 are not yet able to form their letters confidently. As a result, they are not writing at sufficient length with sufficient control. You are aware of this and that there is still more to be done to ensure that writing across the school continues to improve. You are clear that pupils, especially in key stage 2, should have more opportunities to write at greater length in subjects other than English. Overall, it is clear that your focused and energetic approach is having a very positive effect on improving writing across the school. The previous inspection report identified the need for governors to develop their skills in the interpretation of information so that they could hold leaders more rigorously to account for the performance of the school. You and the governing body have addressed this very well. Governors are ambitious, rigorous and meticulously well-informed. They take their roles very seriously and seek constantly to improve. They hone their skills through regular and effective training. They use a range of strategies to ensure that the judgements they make about the school’s progress are drawn from a wide range of sources. They do not rely on you alone for their information. Each governor is linked to one of the sixteen classes at the school. They visit regularly. Governors are also linked with particular subjects and areas of the school’s work such as safeguarding, English and religious education. Through this wide range of links and opportunities, governors have keen, realistic and detailed insights into the school’s work. As a result, they fulfil their vital roles very effectively.

Holy Trinity Primary School, A Church of England Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 71% Agree 21% Disagree 4% Strongly Disagree 3% Don't Know 1% {"strongly_agree"=>71, "agree"=>21, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>1} Figures based on 115 responses up to 14-03-2019
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Figures based on 115 responses up to 14-03-2019

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Figures based on 115 responses up to 14-03-2019

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Figures based on 115 responses up to 14-03-2019

unlock

Figures based on 115 responses up to 14-03-2019

unlock

Figures based on 115 responses up to 14-03-2019

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Figures based on 115 responses up to 14-03-2019

unlock

Figures based on 115 responses up to 14-03-2019

unlock

Figures based on 115 responses up to 14-03-2019

unlock

Figures based on 115 responses up to 14-03-2019

unlock

Figures based on 115 responses up to 14-03-2019

unlock

Figures based on 115 responses up to 14-03-2019

Responses taken from Ofsted Parent View

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