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

Primary
PUPILS
129
AGES
4 - 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
0300 126 1000

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
(27/9/16)
Full Report - All Reports
59%
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

Main Street
Aldwincle
Kettering
NN14 3EL
01832720239

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You are a clear sighted and highly effective leader. Since your recent appointment, you have guided the school through its expansion to a primary school while setting high expectations for pupils’ achievements. As a result, standards at your school have risen considerably over the last year. You have a good understanding of the strengths and weaknesses of your school and act with urgency to bring about necessary improvements. You are well supported by other leaders, particularly the effective assistant headteacher who leads colleagues by example with strong classroom practice. Your subject leaders are relatively new to their roles; however, they demonstrate a secure understanding of the strengths and areas for development in their subjects. Their plans for improvement are based firmly in careful analysis of the assessment information you collect. The training and support they provide to other colleagues has improved the quality of teaching and learning. This is a significant improvement on a key issue identified at the previous inspection. You have created an excitement for learning in your pupils. Pupils spoken with during the inspection were keen and enthusiastic to learn; they spoke of the increased challenge in their work. Pupils demonstrate good attitudes to learning and this can be seen in the well-presented work in their books. You provide pupils with a wide variety of opportunities, including musical and sporting activities after school. Pupils appreciate these opportunities and after-school clubs are well attended. The vast majority of parents who responded to Ofsted’s free text service or to Parent View, Ofsted’s online questionnaire, are highly supportive of the school. As one parent said, ‘Pastoral care and well-being are taken very seriously and the school provides a caring and supportive environment.’ Previously, children leaving the early years were not well prepared for the challenges of Year 1. Outcomes in reading and writing in particular were well below those of other children nationally. In the last two years, the proportion of children achieving a good level of development was also below the national average. You have tackled this with urgency and purpose. You have successfully raised the expectations of your early years teachers and improved the quality of learning in reading and writing. A significant change in the systems for teaching phonics is raising attainment effectively. These changes are responsible for the improvements in reading and writing in the early years and key stage 1. Assessment information for 2016 shows that the proportion of children achieving a good level of development is well above the national average for 2015. The proportion of disadvantaged pupils at your school is small. It is clear that you track the achievement of these pupils carefully. You target the extra funding appropriately to meet their needs. The most able disadvantaged pupils in your school do very well. School assessment information shows that those who are able achieve the higher standard alongside their peers in mathematics, reading and writing. Across your school, disadvantaged pupils of all abilities make good progress from their starting points. Current published data suggests that disadvantaged pupils’ absence is higher than other pupils nationally. However, current school data shows that disadvantaged pupils’ attendance is at least in line with other pupils nationally. Pupils at Trinity enjoy reading immensely. During the inspection, I had the pleasure of listening to a small group of pupils read their books. Their books were suitably challenging and pupils were able to explain their strategies for understanding their texts clearly. I also spoke with other pupils about their reading habits and preferences. Your pupils have strong views about their favourite authors and the different genre of books they enjoy. It is clear that reading for pleasure, as well as for learning, is encouraged at your school. Pupils of all abilities achieve well in reading, including the most able pupils. The governing body has recently reviewed its structures to become more efficient and to use the skills individual governors have to serve the needs of the school. Governors have a sound understanding of the achievement of pupils, including that of disadvantaged pupils. Currently, the governing body is improving its systems for checking wider aspects of the school’s work, including linking its monitoring activities with the school development plan. This is not well established and governors acknowledge that this needs improvement to provide more effective challenge to school leaders.

Trinity Church of England Primary School Parent Reviews



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