Ofsted & Performance

Ofsted

We are extremey proud to say that Holy Trinity is a GOOD school, as judged by Ofsted in January 2023. Please see the link at the bottom of this page to read the full report. 

''Pupils describe Holy Trinity Primary School as a welcoming place for all. They comment that they are proud to attend this school. Pupils have positive relationships with their teachers. Most importantly, pupils are happy and safe in school." Ofsted January 2023

SIAMs Inspection

We are very proud to share the strengths identified in our recent inspection.  Please see the link at the bottom of this page to read the full report. 

Strengths

• Strong Christian leadership and formal partnerships have a significant impact on the development and expression of the Christian vision. Close links with the academy trust and diocese unquestionably enhance the life and work of the school. This enables pupils and adults to aspire, flourish and succeed.
• The Christian vision ensures those who experience barriers to learning are welcomed, included and nurtured. The quality of support they receive enables them to access the curriculum, progress and thrive.
• Proactive and creative links with local church communities enhance provision for collective worship. This contributes to the spiritual development of pupils and adults.
• Mutually supportive relationships and compassionate pastoral support foster a culture of trust. This enables the school community to live well together and impacts positively on wellbeing.
• Religious education (RE) is led with passion and expertise, resulting in a rich curriculum. Consequently, pupils display a sound knowledge of Christianity and a range of world religions.

Assessment

We view assessment as the process of seeking and interpreting evidence for use by pupils and their teachers to decide where pupils are in their learning, where they need to go and how best to get them there. Much of what teachers and pupils do in classrooms can be described as assessment. That is, the tasks and questions used to prompt pupils to demonstrate their knowledge and understanding of a concept forms the basis of what is planned for next. If children are to progress, then learning needs to be tailored to their specific needs and this can only be achieved through considering what they already know and what the next suitable learning intention is.

Assessment at our school is designed to be:

• Day to day (Formative)-teachers will make observations of children’s work, annotate planning, design questioning to probe children’s understanding, talk to children 1 to 1 in the form of learning conversations and mark work in line with the Feedback  policy.
• Periodic (Summative)-teachers will use a variety of assessment tools in Year 1  to Year 6 to keep records of individual pupils’ achievements based on day to day evidence and record if children are working at, above or below their age expectation at the end of the academic year.
• Each term class teachers meet with Senior Leaders to discuss their class in detail. In these meetings staff identify what children need to do next and any support that is needed.
• Transitional-at the end of the year, teachers will update their assessments to indicate final attainment data and key skills achieved by their cohort. This data will be formed from the Early Years Foundation Stage Profile scores,  Year 2 and 6 tests and up to date assessments from Year 1 to 6. These results are also communicated to parents so that all parents know if their child is working at, above or below their age expectation in different areas of learning.
   

2024 Data

Early Years Foundation Stage GLD Results

Key Stage 1 Phonics Screening Check Results

KS1 Year 2 Results

KS2 Results