Holy Trinity Catholic and Church of England School

What Ofsted said

From the inspection on 23 April 2025

Most pupils enjoy their learning and have positive attitudes towards school. The school has recently raised its expectations of pupils' conduct. More pupils now live up to these. In the primary phase, pupils follow routines closely and behave well in lessons. There is more variability in the secondary phase. The school has raised the level of ambition for pupils, including pupils with special educational needs and/or disabilities (SEND). In the primary phase, pupils learn effectively. They achieve well in national assessments. In the secondary phase, there remains variability in how well the curriculum is delivered. Consequently, in the secondary phase, not all pupils make the progress they should. Most pupils feel confident that staff are there and looking out for them. They feel safe in school. However, some pupils, and parents and carers, do not always feel that the school resolves their concerns and worries, particularly around bullying. Pupils value the range of extra-curricular opportunities that extend their learning beyond the classroom. For instance, pupils attend sporting and musical clubs as well as beekeeping club. Pupils develop their confidence and resilience by taking on leadership positions, such as becoming junior road safety officers and leading the language club.

What the school should improve

• In the secondary phase, some subject curriculums are in development. As a result, the implementation of the curriculum is sometimes formulaic and does not react to what pupils know and can do. The school should ensure that the new curriculums in the secondary phase are fully developed, understood by teachers and implemented effectively.
• In the secondary phase, particularly where pupils are taught by supply staff, learning is often less secure because staff do not check on what pupils already know and can do. This limits the progress that pupils make in some lessons. The school should support all staff so that they are confident in checking pupils' prior learning and adapting future learning as appropriate.
• Some pupils and parents are not confident that bullying is dealt with effectively. This sometimes leads to unnecessary worry about life at school. The school should ensure that systems are put in place so that pupils, and their families, are reassured about the actions taken in response to allegations of bullying.
• The school's behaviour systems are not consistently applied. This is particularly the case in the secondary phase. This leads to agreed approaches to improving pupils' behaviour not being as effective as they could be. The school should ensure that staff are supported to apply the agreed behaviour policy consistently.

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