Trinity Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Trinity is a welcoming, happy school.

Relationships between pupils and staff are warm and considerate. Pupils are surrounded by adults who know them well and care for them. One pupil summed it up perfectly when they said, 'There's such a nice, safe atmosphere here.'



Leaders have high expectations of pupils. Central to these aspirations are the school's six values of community, charity, faith, respect, perseverance, and friendship. Pupils know what these values mean.

They understand why they are important, and they try hard to show them.

Staff create calm, settled learning environments, which helps pupils to concentrate. Pupils have positiv...e attitudes towards their learning.

They take pride in their work. Pupils are polite. They treat others as they want to be treated themselves.

They play nicely together on the playground. Older pupils look after younger children.

Pupils make the most of all the extra-curricular experiences on offer at Trinity.

There is a high uptake of clubs, and pupils look forward to representing their school in sporting competitions. There are plenty of opportunities for pupils to take on leadership responsibilities. School councillors, for instance, enjoy having a say on life at Trinity and discussing ways to make the school even better.

What does the school do well and what does it need to do better?

Reading is enjoyed by staff and pupils alike. Leaders have created a real buzz around reading. Pupils talk enthusiastically about the books they have read.

They look forward to their teachers reading to them. Initiatives like 'Chapter Free Fridays' keep the profile and importance of reading high.

Children in the early years benefit from high-quality phonics teaching.

Teachers ensure that children keep up with the phonics programme. Staff provide help straight away if anyone begins to fall behind. Children know to scan words for sounds made by a combination of letters.

They know that these are called digraphs or trigraphs. This helps them to blend letter sounds together to read words accurately. Staff encourage pupils to 'sound talk' words in their head and at speed.

This helps pupils to read with fluency. The books that pupils in the early stages of reading take home are matched precisely to the phonics they know. Reading sessions in key stage 2 help pupils to build their vocabulary and understand the layers of meaning in texts.

The curriculum at Trinity is well planned. What pupils need to know and do has been set out clearly. There is a precise order in which pupils learn new things.

Teachers know how their lessons connect to what has come before and what will come after. In lessons, teachers make links between what pupils are learning now and what they have covered in the past. Teachers have good subject knowledge.

They explain the meanings of new words. They model new skills so that pupils can learn from their example. However, teachers' use of assessment within lessons is inconsistent.

They do not always check that pupils have the secure understanding that is needed for the next step. This means that pupils sometimes start new learning before they are ready.

The leader for special educational needs and/or disabilities (SEND) ensures that staff are knowledgeable about individual pupil's needs.

Pupils with SEND access the full curriculum and get the support they need.

Through the Trinity values and personal, social, health and economic education curriculum, pupils learn how to be active, healthy, responsible citizens. Pupils appreciate the support they can access to help them understand and deal with how they are feeling.

Pupils show respect for difference and diversity. They understand the importance of equality. Pupils are well informed about Christianity, but their knowledge of other world faiths is less secure.

Subject leaders ensure that staff have the training they need to deliver the curriculum. However, the quality and impact of the checks to evaluate and develop the implementation of the curriculum are variable. In some subjects, leaders do not yet check closely enough on the effectiveness of teaching and learning.

Sometimes, subject leaders do not follow up on the things they have identified for improvement to ensure that they have been acted on.

Leaders are mindful of teachers' workloads. Staff feel well supported.

They enjoy being part of the Trinity family. School leaders have benefitted from working alongside the team at Peterborough Diocese Education Trust. Trust leaders have helped to shape the curriculum and develop staff's teaching expertise.

Safeguarding

The arrangements for safeguarding are effective.

Staff know the signs that show a pupil is at risk of harm. They report anything that worries them.

Staff know that even small concerns can form part of a bigger picture. Leaders act straight away when they receive welfare concerns. Trust leaders and governors conduct regular checks to make sure that the arrangements for safeguarding are effective.

Leaders ensure that staff are kept abreast of the latest safeguarding information and updates.

Pupils learn what it means to feel safe and how to report anything that worries them. Pupils know that staff will listen to them and help resolve any problems.

What does the school need to do to improve?

(Information for the school and appropriate authority) ? In some subjects, teachers do not always have a precise understanding of what pupils know and can do. This means that pupils are sometimes moved on to new learning too soon. Teachers must sharpen their use of assessment in lessons in some subjects so they pick up on misconceptions and fill important gaps in pupils' knowledge before new content is introduced.

• Some subject leaders do not check closely enough on the implementation of the curriculum. This means they are not fully able to evaluate and develop practice in their subject. All subject leaders need to systematically check that the curriculum is being implemented effectively, making sure it is having the intended impact on what pupils know and can do.

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