Holy Trinity Primary School, A Church of England Academy

What Ofsted said

From the inspection on 27 January 2026

Holy Trinity Primary is an improving school. Pupils are safe, happy and proud of their school. They have warm, positive relationships with staff. Pupils generally show respect for one another. Bullying happens occasionally, but when it does, staff deal with it quickly and effectively. Pupils, including children in the early years, enjoy their learning. Their achievement has improved as a result of changes leaders have made to the curriculum. Clear routines in lessons help pupils understand what is expected. Pupils develop growing confidence in speaking and communication through a strong focus on language across the curriculum. Those who face barriers to learning are well supported. Pupils appreciate how teachers break learning into manageable steps that help them build their knowledge securely. They particularly enjoy outdoor learning in the ‘Trinity Woods’ area. Classrooms are calm and orderly. Pupils generally behave well around the school. A small number of pupils struggle at times to regulate their behaviour, and staff support them sensitively and consistently. Pupils value the rewards system, especially the class ‘pompom jar’, and they are motivated by the treats they earn when the jar is full. Most pupils attend regularly and understand why attendance matters. Pupils are well prepared for life in modern Britain. They benefit from a range of inspiring visitors, such as a television personality and members of a local rugby club, who promote positive values and resilience. Pupils also enjoy wider opportunities through visits and clubs. Many take on leadership roles and have led fundraising activities for local, national and international charities. They speak with excitement about events they have organised, such as the ‘elf dash’ held before Christmas.

What the school should improve

• Leaders should ensure that teachers adapt activities consistently well so that they build securely on what pupils already know and meet pupils’ differing needs. • Leaders should further strengthen systems that support the small number of pupils who struggle to regulate their behaviour, so that these pupils can meet expectations more consistently and take part in learning successfully. • Trustees and leaders should establish a more systematic approach to check the impact of improvement strategies. Where actions are not having the intended effect, leaders should adjust them promptly and effectively.

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