Holy Trinity Church of England VC Primary School & Community Nursery

Inspection of Holy Trinity Church of England VC Primary School & Community Nursery Cross Road, Weymouth, Dorset DT4 9QX

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Good Nursery 12 and 13 March 2024

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What is it like to attend this school?

Pupils enjoy coming to this welcoming and inclusive school. They are enthusiastic about, and proud of, their school. Pupils feel safe and happy in school.

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What is it like to attend this school?

Staff know pupils and their families well. Parents and pupils value highly the high- quality pastoral support that the school provides. Pupils are confident that they can speak freely about their worries and staff will listen to them.

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What is it like to attend this school?

The school’s values of ‘faith, respect, harmony and lifelong learning’ underpin pupils’ positive behaviour and attitudes. Pupils are respectful and polite to each other, to staff and visitors. They behave well in lessons and at social times. Pupils say that bullying rarely happens. When it does, they are confident that adults will deal with it promptly.

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What is it like to attend this school?

The school’s highly aspirational approach to pupils’ personal development enriches pupils’ learning and life experiences. Pupils readily take on leadership roles, for example as attendance ambassadors or school council members. This helps pupils to grow into confident individuals and prepares them well for life beyond school.

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better?

The school is determined to enable pupils to be the best they can be in the future. The curriculum draws on the richness of the geography and history of the local area while enabling pupils to experience the wider world. High-quality texts underpin all aspects of the curriculum. This helps pupils to make links in the content they learn. A range of rich experiences, such as fossil hunting and visits to the museum, help to engage and enthuse pupils in their learning. Pupils, including children in the early years, thrive at this school and achieve well.

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better?

The school has carefully identified the essential knowledge that it wants pupils to learn in all curriculum subjects. This starts in the early years, where children are well prepared for learning in Year 1 and beyond. The curriculum is broken down into small steps so that pupils build on what they have learned before. Pupils talk enthusiastically about their current learning but, in some subjects, they struggle to remember what they have learned before.

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better?

Teachers have a good understanding of the subjects they teach. They explain new learning clearly and are skilled in addressing gaps in knowledge. Occasionally, some teaching does not check well enough what pupils know and can do, or choose the most appropriate activities to help pupils learn the intended curriculum. When this happens, some pupils do not learn as well as they could.

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better?

The school identifies the additional needs of pupils with special educational needs and/or disabilities (SEND). The school works collaboratively with families to meet the needs of individual pupils. Targets for pupils with SEND focus on specific areas of Nursery 12 and 13 March 2024

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need. Staff ensure that learning is adapted, where necessary, so that all pupils can enjoy their learning and achieve well.

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Children in the Nursery and early years classes are nurtured by staff. As a result, they settle quickly. They rapidly learn all the sounds they need to become fluent, confident readers. Staff ensure that the books pupils read match closely to the sounds they know. Pupils who fall behind in reading get the support they need to catch up quickly. Staff across the school foster a love of reading in pupils by sharing carefully selected, inspiring books. Older pupils enjoy visiting the school library and choosing from the wide range of books on offer.

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Pupils attend school regularly and show a keen interest in their learning. They listen well during lessons. Pupils strive to do their best at all times and are proud of what they achieve.

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The school provides exceptional support for pupils’ character, social and emotional development. The curriculum and wider experiences on offer to pupils help them to develop resilience and confidence. For example, pupils learn about their community through visits to a local care home, where they meet and talk with residents. A range of guest speakers spark pupils’ interests and their aspirations as to what they may become in the future.

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Pupils’ talents and interests are successfully developed by the wide range of clubs and activities on offer to them. They attend clubs such as netball, art and choir. Pupils learn to appreciate the arts and culture.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes, the implementation of the curriculum and its assessment do not support pupils to build on and retain in the long term important knowledge they have learned. As a result, pupils do not always recall prior learning, and so are not able to build on what they know effectively. The school should ensure that the curriculum and assessment enable pupils to draw on what they have learned before so that they can achieve more. Nursery 12 and 13 March 2024

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). Nursery 12 and 13 March 2024

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School details

Appropriate authority The governing body

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School details

Website www.holytrinitypri.dorset.sch.uk

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School details

Dates of previous inspection 5 and 6 June 2018, under section 5 of the Education Act 2005

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Information about this school

 This is a larger than average-sized primary school.  The school does not use alternative provision.  There is before- and after-school provision on the school site.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The lead inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The lead inspector carried out a deep dive in early reading.  The lead inspector listened to pupils in Years 1, 2 and 3 read to an adult. Nursery 12 and 13 March 2024

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 The lead inspector spoke with the headteacher, senior leaders, the local governing body, a representative of the local authority and an external school improvement partner.  The lead inspector spoke to a representative of the Diocese of Salisbury.  Inspectors carried out deep dives in mathematics, history and art. For each deep dive, inspectors visited a sample of lessons, spoke with some teachers and pupils about their learning and looked at samples of pupils’ work. Inspectors met with the subject leaders.  Inspectors considered a range of documentation about the school. This included minutes from meetings of the governing body and records relating to pupils’ attendance and behaviour.  The lead inspector reviewed a range of documentation regarding safeguarding. They reviewed the single central record and met with leaders, staff and pupils to understand how pupils are kept safe.  Inspectors observed pupils’ behaviour in lessons, at playtimes and when moving

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around the school.  Inspectors spoke to staff about well-being and workload.  Inspectors spoke to parents at the start of the school day. They considered the responses to Ofsted Parent View, including free-text responses.  Inspectors also considered the responses to Ofsted’s online survey for staff. There were no responses to Ofsted’s online survey for pupils.

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Inspection team

Claire Baillie, lead inspector Ofsted Inspector

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Inspection team

Michelle Williamson Ofsted Inspector Nursery 12 and 13 March 2024

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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