|Name||Holy Trinity School|
|Ofsted Inspection Rating||Good|
|Address||Birmingham Road, Kidderminster, DY10 2BY|
|Number of Pupils||680 (42.6% boys 57.4% girls)|
|Number of Pupils per Teacher||16.7|
|Academy Sponsor||Holy Trinity School Academy Trust|
|Percentage Free School Meals||7.1%|
|Percentage English is Not First Language||6.9%|
|Pupils with SEN Support||9.1%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (06 June 2017)
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Information about this school
Holy Trinity is smaller than the average-sized secondary school. The proportion of pupils who are girls is 66%, well above the national average, as a result of the school’s legacy. Holy Trinity was previously an independent Catholic girls’ school and then a multi-faith international school which admitted boys from 2010. It became a free school in 2014. About 60% of the pupils have joined the school since 2014. The primary phase has doubled in size since 2014. A higher proportion of disadvantaged pupils and pupils who have special educational needs and/or disabilities have joined more recently and were not present at the school at the start of their education. The chair of the governing body was appointed after Holy Trinity became a free school. The proportion of pupils who have special educational needs and/or disabilities is about one in eight, which is slightly higher than the national average. The proportion of pupils with a statement of special educational needs or an education, health and care plan is below average. The overwhelming majority of pupils in the school are White British, although there is a larger proportion of minority ethnic pupils in early years than in older year groups. Very few pupils speak English as an additional language. The proportion of pupils known to be eligible for free school meals is very low, although rising. About 10% of pupils are eligible for pupil premium funding. There is a very small number of looked after pupils in school. The proportion of pupils who join or leave the school midway through a key stage is below average. There are two pupils in alternative provision. Based on their 2016 results, the school meets the government’s floor standards. These are the minimum standards expected for pupils’ learning and progress in English and mathematics. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies and free schools should publish.
Summary of key findings for parents and pupils
This is a good school Senior leaders have ensured that the school has made rapid improvements since it became a free school in 2014. Parents are overwhelmingly positive about the leadership of the school. Pupils in the secondary phase make very rapid progress to achieve outcomes well above the national average at GCSE. Primary-aged pupils are making rapid progress from their low starting points. Teaching for most groups of pupils across all phases of the school is of a high quality. Pupils’ personal development and behaviour are a significant strength. Pupils behave very well in lessons and around school. Pupils feel very safe and this is confirmed by parents. Arrangements for safeguarding are very robust. The curriculum, enhanced by after-school activities, is highly enriching. Pupils study two languages in primary from an early age. Pupils are well prepared for the next phase in their learning or future career. The school promotes pupils’ spiritual, moral, social and cultural development very well. The physical education (PE) and sport premium promotes healthy lifestyles for pupils very effectively. Outcomes in early years have improved very rapidly from an exceptionally low base two years ago. Outcomes in the sixth form are also improving at a fast rate over time from a low start. Governors are thinking strategically in order to secure the school’s future sustainability, for example by exploring future local partnership arrangements for the sixth form. Teaching does not challenge pupils consistently enough, including the most able, in lesson activities and in the presentation of work. Leaders and governors have not been strategic enough in targeting pupil premium funding and evaluating its impact on pupils’ outcomes. Analysis of the progress of children in early years is underdeveloped. The outdoor area is in need of improvement and some activities do not challenge pupils sufficiently.