Bickerton Holy Trinity CofE Primary School

What Ofsted said

From the inspection on 21 May 2024

Staff greet pupils warmly when they arrive at school each morning. Pupils enjoy learning in a supportive and nurturing atmosphere where they are cared for and feel safe. They trust adults to help them if they have any worries. Pupils behave well in lessons and when moving around the school. They understand the school's values and work hard to live up to them. Most pupils work hard and take pride in their work. They work cooperatively to solve problems and encourage each other to do well. Pupils enjoy exploring challenging ideas. For example, older pupils suggested possible reasons for the end of the Mayan Empire. Pupils, including those with special educational needs and/or disabilities (SEND), benefit from the recent improvements made to the curriculum. The school is ambitious for its pupils. It has high expectations of what pupils can and should achieve. Pupils learn to be fluent and confident readers and mathematicians and have a keen interest in the subjects that they learn. Pupils make a positive difference to the school through the responsibilities that they hold. For example, 'happy minds champions' raise money to buy equipment for pupils to use at breaktimes. Pupils enjoy the wide range of clubs on offer at the school, including sports, science and performing arts.

What the school should improve

• The school has recently refined the content of some subject curriculums. In some of these subjects, the curriculums are not being implemented as leaders intend. Consequently, some pupils do not learn as well as they could. The school should ensure that teachers are supported to deliver the intended curriculum consistently well in these subjects.
• In a few subjects, the school's systems to check on pupils' learning are underdeveloped. This means that some pupils have gaps in their knowledge that are missed. The school should ensure that assessment strategies are used effectively in these subjects to check pupils' understanding and retention of key knowledge. This information should be used to reshape learning so that any gaps in pupils' knowledge are closed.
• On occasion, the governing body has not fully assured itself of the quality of education that pupils receive. This hinders the effectiveness of governors' challenge and support to the school. The governing body should ensure that it has an accurate view of the impact of the curriculum on pupils' learning to inform its work.

Read the full Ofsted report (opens in a new tab)