|Name||Holy Trinity Catholic Primary School|
|Ofsted Inspection Rating||Good|
|Address||Banks Road, Liverpool, L19 8JY|
|Religious Character||Roman Catholic|
|Number of Pupils||215 (44.2% boys 55.8% girls)|
|Number of Pupils per Teacher||24.4|
|Percentage Free School Meals||29.9%|
|Percentage English is Not First Language||14.2%|
|Pupils with SEN Support||12.7%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (05 December 2017)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The school meets requirements on the publication of most specified information on its website; however, information relating to the governing board is in downloadable documents, rather than directly on the website in ‘readily accessible’ format. The school is above the current government floor standards and is above the Department for Education’s coasting definition. The school is an average-sized primary school. The proportion of pupils who are eligible for free school meals is well above the national average. The proportion of pupils who speak English as an additional language is below the national average. The proportion of pupils who have SEN and/or disabilities is above the national average.
Summary of key findings for parents and pupils
This is a good school Leaders and governors have developed an ambitious culture for school improvement. The governing body has undergone change. Recruitment and training ensure that governors both challenge and support leaders effectively. Leaders ensure that pupils have access to a broad and balanced curriculum. Pupils enjoy a wide range of experiences both during school time and through out-of-school activities. Ongoing training has enabled leaders and staff to sharpen their teaching skills, rewrite the curriculum and to develop new assessment systems. Teachers use assessments increasingly well to identify and address gaps in pupils’ learning. However, there are still more opportunities to bridge gaps further and consolidate pupils’ learning so that they make more rapid progress. Interesting lessons capture pupils’ curiosity, giving them the opportunity to apply new knowledge and skills. As a result, pupils enjoy their learning and achieve well. Behaviour is good. Pupils have positive attitudes to learning. They are proud of their achievements and of their school. Pupils are cared for and supported effectively. Robust systems are in place to ensure that pupils are kept safe. Most parents value the wide range of opportunities that the school offers to pupils. They are pleased with the progress that their children make and the frequency and clarity of communication between home and school. Effective support for pupils who have special educational needs (SEN) and/or disabilities enables them to make good progress. Most disadvantaged pupils make good progress. In some classes, they make better progress than other pupils. Leaders develop pupils’ spiritual, moral, social and cultural understanding well through a rich and balanced curriculum. Pupils are well prepared for life in modern Britain. There are many opportunities for pupils to be involved with local community events, such as the Garston local history project. In the early years, children are taught effectively. Provision is good and continues to improve rapidly. The actions taken by leaders have improved attendance, which is now better than the national average. However, a small number of the pupils are still regularly absent from school. At times, teachers do not stretch and challenge pupils, particularly the most able pupils. Too few of them attain above the standards expected for their ages.