|Name||Holy Trinity Academy|
|Ofsted Inspection Rating||Good|
|Address||Teece Drive, Priorslee, Telford, TF2 9SQ|
|Religious Character||Roman Catholic/Church of England|
|Number of Pupils||721 (46.7% boys 53.3% girls)|
|Number of Pupils per Teacher||15.4|
|Local Authority||Telford and Wrekin|
|Percentage Free School Meals||11.8%|
|Percentage English is Not First Language||12.6%|
|Pupils with SEN Support||11.3%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (15 May 2018)
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Information about this school
Holy Trinity Academy was opened in new accommodation on 1 September 2015. It is a joint Roman Catholic and Church of England school, administered by the Roman Catholic Diocese of Shrewsbury and the Church of England Diocese of Lichfield. The school is smaller than most other secondary schools. The sixth form is very small but growing. An average proportion of pupils have SEN and/or disabilities. An average proportion of pupils are eligible for support through the pupil premium. A large number of pupils join the school at times other than at the start of the school year. Most pupils at the school are White British. One pupil attends alternative provision. This provision is known as House One. It is run by the local authority..The school meets the government floor standards, which are the minimum expectations for pupils’ attainment and progress by the end of Year 11.
Summary of key findings for parents and pupils
This is a good school The headteacher and senior leaders are ambitious for this school and its pupils. They have set high expectations for staff and pupils. Leaders have established a culture in the school in which strong Christian faith, coupled with aspiration and a sense of unity, helps pupils and staff feel supported and valued. Teaching, learning and assessment are usually good or better. Most teachers expect pupils to behave well and work hard. In the great majority of lessons, pupils are set challenging work. In a few lessons, time is not used well enough, and pupils do not deepen or extend prior learning. GCSE results are good. Pupils do well in nearly all subjects. Results in mathematics are very good. In science and English, results are more uneven. Pupils’ personal development and welfare are excellent. The school is a caring community. Pupils are very well supported and cared for. Pupils’ behaviour is usually good. In a few instances, teachers do not insist on agreed standards of behaviour. Middle leaders are enthusiastic and hardworking. However, not all check that agreed approaches to setting work, improving behaviour, promoting literacy and presentation of written work are implemented. A broad and balanced curriculum gives pupils good opportunities to pursue their academic interests. Extra-curricular activities are extensive and help pupils develop a wide range of sporting, artistic and social skills. Pupils’ personal development and welfare are excellent. The school is a caring community. It fosters a belief in serving others. Pupils who have special educational needs (SEN) and/or disabilities are supported well. Disadvantaged pupils are given additional support and make good progress. The sixth form is very well led. It is small but growing. It makes a significant contribution to the wider life of the school. Sixth formers are usually taught very well and mostly achieve good examination results. However, a few outcomes are less strong, including the extended project qualification. Sixth formers choose from a range of academic and vocational subjects, including at A level. Nearly all are successful in securing places at their choice of university. Leaders are well supported by an effective governing body. They have worked hard to establish this new school. It is growing in size and popularity. Governors discharge their responsibilities, including for safeguarding, effectively.