Trinity Church of England Primary School

About Trinity Church of England Primary School Browse Features

Trinity Church of England Primary School

Name Trinity Church of England Primary School
Ofsted Inspection Rating Outstanding
Address Vicarage Road, Henley-on-Thames, RG9 1HJ
Phone Number 01491575887
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 307 (48.9% boys 51.1% girls)
Number of Pupils per Teacher 21.5
Local Authority Oxfordshire
Percentage Free School Meals 5.2%
Percentage English is Not First Language 16.5%
Persistent Absence 5.7%
Pupils with SEN Support 5%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (01 November 2016)
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 specified information on its website. The school is slightly larger than the average-sized primary school. There have been changes in leadership since the last inspection. The headteacher was appointed in September 2013, the assistant headteacher in September 2014 and the deputy headteacher in January 2015. Most pupils are of White British heritage. The proportion of pupils known to be eligible for the pupil premium is much smaller than that found nationally. The proportion of pupils who have special educational needs and/or disabilities is below average. The proportion of pupils who speak or are believed to speak English as an additional language is slightly below average. The school meets the government?s current floor standards, which set minimum expectations for attainment and progress at the end of Year 6.

Summary of key findings for parents and pupils

This is an outstanding school The headteacher?s first-rate leadership has improved all aspects of the school since the last inspection. Governors and senior leaders are highly effective. Together, they have created a culture where staff and pupils thrive. Leaders and governors share a clear vision for the school that promotes the achievement of every pupil within a caring community, based upon Christian values. Governors contribute to the school?s success through rigorously and precisely monitoring all aspects of the school?s work and challenging leaders to do better where necessary. Sharp analysis of assessment enables teachers to refine their plans and make best use of the first-class teaching assistants. Learning builds strongly on pupils? prior understanding and all groups or pupils, including the most able, make rapid progress. Trinity Primary School makes an outstanding contribution to pupils? spiritual, moral, social and cultural development. It prepares them very well for life in modern, diverse Britain. Excellent relationships, motivating teaching and skilful questioning have led to pupils? outstanding progress in English, mathematics and a range of other subjects. The school?s broad and creative curriculum ensures excellent opportunities for pupils? personal and academic development. Pupils develop a love of learning and are well prepared for the next stages of their education. Pupils enjoy learning science, French and the humanities and they achieve well in these subjects. However, as yet, assessment processes and standards of presentation are not as strong in these subjects as they are in English and mathematics. Leaders ensure that disadvantaged pupils are very well supported and so make progress that is the same as, or better than, the progress of other pupils nationally. High-quality bespoke support for pupils who have special educational needs and/or disabilities ensures that they make rapid progress. Rigorous safeguarding procedures and very caring relationships ensure pupils are kept safe. Pupils behave especially well throughout the school. They are considerate towards each other and treat everyone as equals. Children settle in quickly to the Reception Year and make very good progress. Classrooms offer a bright and stimulating learning environment. Leaders are aware that more could be done to improve the quality of the outdoor learning areas further.