Trinity Church of England Primary School

What Ofsted said

From the inspection on 7 June 2023

Trinity is an inclusive, warm and caring school. Pupils are safe and happy. There are positive relationships based on mutual respect between staff and pupils. Pupils trust adults to deal promptly with any issues, such as bullying, which is rare. Pupils and staff are very proud of their school. Leaders and staff are ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). The school's motto, 'shine like stars', underpins school life. It helps pupils to be aspirational for what they can achieve. Pupils respond with enthusiasm and resilience to the high expectations that leaders have for their learning. Pupils behave well and work hard in lessons. They are focused on their learning and lessons are rarely disturbed. As a result, pupils achieve successfully across the curriculum. Pupils enjoy the opportunities they have to take on roles of responsibility, for example as head boy and girl, prefect, school councillor, house captain, eco-warrior or digital leader. Pupils are able to attend a range of after-school clubs organised to develop their talents and interests. They also take part regularly in competitions against other schools, for example in athletics, poetry and debating.

What the school should improve

• While pupils learn to read well overall, a few aspects of the early reading curriculum are not supporting weaker readers as well as they could. In some instances, the planned learning does not focus with precision on helping pupils to practise and apply their phonic knowledge and filling any identified gaps. Leaders need to refine the implementation of the early reading curriculum for the weakest readers. They should ensure that tasks set enable pupils to fully focus on decoding and blending and that extra help is pinpointed to their gaps in their phonic knowledge.
• Although assessment is used purposefully, on occasions some teaching does not skilfully check what pupils know and remember. This means that, in some cases, staff do not pick up and respond to gaps in pupils' learning or misconceptions. When this happens, it reduces how successfully pupils are able to build on what they already know. Leaders should support teachers to develop strategies to check what pupils know, and identify and address misconceptions or gaps in a timely way.

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