|Name||Holy Trinity CofE Primary School|
|Ofsted Inspection Rating||Good|
|Address||Sedding Street, Sloane Square, London, SW1X 9DE|
|Religious Character||Church of England|
|Number of Pupils||188 (53.7% boys 46.3% girls)|
|Number of Pupils per Teacher||19.8|
|Local Authority||Kensington and Chelsea|
|Percentage Free School Meals||30.3%|
|Percentage English is Not First Language||41.6%|
|Pupils with SEN Support||13.2%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (22 November 2012)
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 is smaller than the average-sized primary schools. Pupils come from a range of different heritages. An above average proportion of pupils speak English as an additional language. Some are at an early stage of learning English. The proportion of pupils supported at school action, school action plus and with a statement of special educational needs is below average. The proportion of pupils known to be eligible for the pupil premium for whom the school receives additional income is above average. A high propotion of pupils join the school at various times other than the start of the academic year. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The school provides a breakfast club each weekday. There is no alternative provision at the school. The after-school programme is not managed by the governing body.
Summary of key findings for parents and pupils
This is a good school. Teaching is good because lessons are well planned with clear structure. Resources are very carefully designed to motivate pupils and capture their interest in their learning. Behaviour is good. Pupils feel safe and enjoy their time at this happy and secure school. They feel that bullying is rare and are confident that they are well supported by staff. Leaders ensure that subjects are planned effectively to support good achievement in English and mathematics. The school makes good use of the local area to enable pupils to take part in a range of trips. Governors have a good knowledge of the school. They provide an equal balance of support and challenge. They have a clear understanding of what the school does well and what it needs to do to improve further. School leaders provide clear strategies. They are carefully focused on continued improvement. Disabled pupils and those with special educational needs make outstanding progress in English and mathematics through very well designed support and guidance. Spiritual, moral, social and cultural development is promoted through a very wide range of opportunities and activities. It is not yet an outstanding school because : Leaders and managers have not made certain that all pupils are set individual targets in English and mathematics so they know what to do to improve in their work. The sharing of targets is not always consistent to ensure that pupils’ progress is outstanding.