Trinity Church of England/Methodist School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The warm, family feel at Trinity is due to the ethos of mutual respect and honesty created by the headteacher.

Pupils' conduct around the school is excellent and has improved recently due to changes made to break- and lunchtimes. Provision in the Nursery and Reception classes are now outstanding. Children settle quickly, gain in confidence, concentration and creativity and make rapid progress to be ready for Year 1.

Younger children and pupils in Years 3 to 6 make good sustained progress across a range of subjects, including English, mathematics, art and design and physical education (PE). Standards by the end of Year 6 are above average.... Teaching, learning and assessment are effective in making sure disadvantaged and more-able pupils make the same and sometimes better progress than other pupils, particularly in Years 3 to 6.

The school's promotion of pupils' personal development and welfare is outstanding. Pupils feel safe, nurtured, valued and looked after. Through the headteacher's effective leadership, the school has tackled the issues for improvement identified at the previous inspection.

Pupils' behaviour has improved, as has the standards they attain and the progress they make, particularly in Years 3 to 6. Trinity is an improving school. Senior leaders and governors have an accurate view of the quality of the school.

They are tackling the right areas that need improvement and continually check to see whether changes have been successful. As a result, teaching, particularly in reading, has improved. The governing body is skilled, knowledgeable and an asset to the school, providing supportive advice and challenge.

It is not yet an outstanding school because : The gap between the standards attained by disadvantaged pupils and those attained by other pupils nationally has widened in the last three years. The way in which the school has used the pupil premium has been unsuccessful in narrowing this gap. In mathematics, there are limited opportunities for pupils to solve problems or explain, justify or prove their ideas mathematically.

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Information about this school

This is an average-sized primary school in which most pupils are White British. A higher proportion than average stay at Trinity throughout their primary education. The proportion of pupils known to be disadvantaged, because they are looked after by the local authority or are known to be eligible to receive free school meals, is similar to the national average.

The proportion of pupils identified as having special educational needs or a disability is slightly lower than the national average. There are currently no pupils known to have a disability. In 2014 and 2015, the school met the government's current floor targets (these are the minimum expectations of pupils' attainment and progress by the end of Year 6).

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