Holy Trinity Church of England Primary School

What Ofsted said

From the inspection on 24 February 2026

This is a welcoming community where pupils feel safe and happy. Each morning, staff warmly welcome pupils into school. Staff are ambitious for all pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities. They take positive steps to ensure pupils who face barriers to their learning and wellbeing are fully included in school life. Pupils enjoy learning. Classrooms are calm spaces with expectations that help pupils to focus. In 2025, pupils' outcomes in national tests for reading and mathematics improved as a result of leaders' actions to address weaknesses in teaching and provide high-quality training for staff. However, variability in the way staff deliver some aspects of the curriculum remains. Consequently, pupils, in particular disadvantaged pupils, do not achieve as well as they should compared to their peers nationally. Pupils generally demonstrate the school's high expectations for behaviour. This starts in the early years, where children follow well-established routines. Positive relationships enable staff to get to know pupils well. Bullying and discrimination of any form are rare. Pupils are confident that staff will deal with such issues promptly should they occur. Pupils enjoy coming to school. This is reflected in the school's high rates of attendance. Beyond their academic learning, pupils enjoy wider opportunities that broaden their horizons and help to prepare them for life beyond the school. These include a range of extra-curricular clubs and educational visits to local places of interest, such as Ripon Cathedral. Pupils take pride in their leadership roles, such as 'digital leaders' and 'the caring crew'. These roles help them to foster responsibility, make improvements and welcome those who are new to the school and country.

What the school should improve

• Leaders should strengthen teachers’ pedagogical knowledge and address inconsistencies in teaching, so that staff have the expertise needed to deliver the curriculum effectively and pupils are appropriately challenged to achieve the academic standards of which they are capable.
• Leaders should ensure that teaching enables all pupils, in particular those who are disadvantaged, to develop appropriate knowledge and skills across the curriculum so that they make effective progress from their starting points and achieve well in national tests.
• Leaders should ensure that school improvement priorities are implemented as intended, with consideration of the impact on staff workload and wellbeing, and with appropriate challenge from those responsible for governance.
• Leaders should continue to embed their work to promote children’s vocabulary and language skills in the early years, so that children’s communication skills are developed appropriately.

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