Holy Trinity School

What Ofsted said

From the inspection on 21 September 2022

Pupils value the family feel of this all-through school. They say that teachers know them well and that this helps to make them feel safe. Pupils work hard in their lessons to make sure that they meet teachers' high expectations of them. They enjoy coming to school and their attendance is good. Pupils appreciate the range of subjects they can choose for GCSEs and in the sixth form. Across the school, pupils behave well in lessons and during social times. Generally, any bullying that happens is dealt with well. Pupils in the primary phase play well together. Children in the early years have well-established routines. They are confident and get on well with their peers. Leaders make sure that pupils benefit from a wide range of trips and visits to support their learning. Children in early years take part in walks in the local environment to help them understand the world around them. Older pupils take part in trips to support their learning. For example, in Year 5, pupils who are learning about the Civil War visit the Commandery museum in Worcester. Older pupils take part in the extensive range of clubs that are available to them. These include swimming, sports, music, drama, and Korean club.

What the school should improve

• Some teachers have not been trained to teach the new phonics scheme, and the resources are not fully in place. This means that pupils are not receiving the teaching they need to learn to read fluently. Leaders should make sure that all staff in the primary phase develop sufficient subject knowledge to teach all pupils to read fluently, and that all pupils have access to the reading resources they need to practise their reading.
• The curriculum does not build consistently well from early years and across all key stages. This means that pupils are not always able to make important links with what they have learned before. Leaders should make sure that the curriculum is well sequenced in all subjects and across all key stages so that pupils can build on their prior knowledge.
• A small number of pupils and parents do not think that their opinions are being heard. This means that they are not always confident that leaders have acted on their concerns. Leaders should take steps to ensure that all pupils' and parents' views are listened to and that stakeholders receive information about what actions leaders have taken as a result.
• Leaders do not make sure that their actions are systematically monitored and evaluated. This means that they do not always identify what is working and what is not. This slows down improvements that they might make in their work. Leaders should implement a systematic approach of monitoring and evaluation to all areas of their work so that they can take the right actions, in the right order, at the right time.

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