Trinity Academy St Chad’s

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About Trinity Academy St Chad’s


Name Trinity Academy St Chad’s
Website https://stchads.trinitymat.org/
Inspections
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Address Upper Green Lane, Hove Edge, Brighouse, HD6 2PA
Phone Number 01484712361
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 171 (53.8% boys 46.2% girls)
Number of Pupils per Teacher 26.1
Academy Sponsor Trinity Multi Academy Trust
Local Authority Calderdale
Percentage Free School Meals 7.60%
Persistent Absence 8.3%
Pupils with SEN Support 7.7%
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

Summary of key findings for parents and pupils

This is an inadequate school From their starting points in Year 3, most groups of pupils make poor progress in key stage 2. Attainment by the end of Year 6 has declined and in 2017, attainment in reading, writing and mathematics was low. Pupils are not well prepared for secondary school.

Teaching in key stage 2 is weak. Expectations of what pupils can achieve are low. Teachers' assessment of pupils is inaccurate and gaps in pupils' learning go unnoticed.

Planned activities often fail to meet pupils' needs and abilities. Expectations of key stage 2 pupils' presentation, productivity and behaviour are not high enough. Too often, pupils do not take enough pride i...n the presentation of their work and produce too little of it.

Key stage 2 pupils' conduct in class is not good. Too often, activities fail to engage and challenge pupils, resulting in low-level disruption or disengagement in learning. Leaders have an overgenerous view of teaching and outcomes in key stage 2.

This stems from inaccurate assessments of pupils' achievement over time, as well as weaknesses in arrangements to check the quality of teaching. Leaders have not responded quickly enough to address weak teaching and pupils' underachievement in key stage 2. Governors do not have a strong enough understanding of their role to challenge leaders.

Information given to them by some school leaders has not provided an accurate picture of performance. The school has the following strengths Effective leadership and good teaching in the early years means that children's learning gets off to a good start. Children make good progress and are well prepared for Year 1.

Pupils in key stage 1 achieve very well. By the end of Year 2, pupils reach high standards in reading, writing and mathematics. The teaching of phonics is very effective.

Pupils who have special educational needs (SEN) and/or disabilities are well served and make good progress. Pupils' personal development, well-being and their spiritual, moral, social and cultural development are all strong. The behaviour and attitudes of younger pupils are good.

Pupils' attendance is consistently above average.

Information about this school

Most pupils are White British. The proportion of pupils who are from minority ethnic groups, or who speak English as an additional language, is well below average.

A lower than average proportion of pupils are disadvantaged. The proportion of pupils who have SEN and/or disabilities is well below average. The proportion of pupils who have an education, health and care plan is average.

Pupils start in the school in the Reception class on a full-time basis. In 2017, the school met the government's current floor standards, which are the minimum expectations for pupils' attainment in English and mathematics. The school has received support from the local authority and the diocese.