Holy Trinity Church of England Primary School, Southport

What Ofsted said

From the inspection on 2 June 2026

Pupils arrive at school with a smile on their face. They politely greet staff who know them well. Typically, pupils attend school regularly. Pupils enjoy positive relationships with staff and peers. Bullying happens rarely. Pupils are confident that staff will tackle any worries that they may have effectively. This means that pupils feel safe. Pupils live up to the school's values to be the best that they can be. At Holy Trinity Church of England Primary School, everyone is welcome and diversity is celebrated. Pupils are proud of the many different languages that are spoken across the school. This helps to ensure that pupils are prepared for life in modern Britain. Pupils are confident that, at whatever point you join the school, you are included. The buddy system for new starters, for example, helps to make this happen. On the whole, pupils behave well throughout the school. During lessons, pupils meet the school’s expectations, enabling everyone to focus on their learning. Typically, pupils try hard. They enjoy learning across a range of subjects. For the most part, pupils with barriers to learning and/or wellbeing receive the help that they need to access the curriculum and wider school life. For example, staff provide a range of targeted support activities for pupils with special educational needs and/or disabilities. Reading is promoted throughout the school. This helps pupils to develop their reading and language skills. In particular, this supports the significant number of pupils who speak English as an additional language. Furthermore, the school’s commitment to reading skills means that, in general, pupils are well prepared for the next stage of their learning. Pupils can develop their interests through a range of additional activities, such as football and craft club. They value opportunities to learn new skills and try new things.

What the school should improve

• Leaders should ensure that teachers consistently make purposeful and meaningful adaptations in lessons so that all pupils can learn the intended curriculum well.
• Leaders should ensure that gaps in the fluency and accuracy of pupils' handwriting, particularly older pupils, are identified and addressed quickly and effectively so that pupils are better prepared for the next stage of their education.

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