Holy Trinity Church of England (Aided) School

Inspection of Holy Trinity Church of England (Aided) School Wethered Road, Marlow, Buckinghamshire SL7 3AG

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Previous inspection grade Outstanding

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Overall effectiveness Outstanding

Until November 2020, the school was exempt from routine inspection because it was judged as outstanding at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since February 2012. 25 and 26 June 2024

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What is it like to attend this school?

Pupils flourish at this warm and nurturing school. They know that their teachers have absolute confidence in them, saying, ‘They believe in us, so we can do it.’ As one parent put it, ‘The school’s passion for every child and their individual needs is incredible and the school has a real sense of community.’ Pupils embrace learning and achieve exceptionally well across subjects.

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What is it like to attend this school?

The school community is vibrant and positive. Pupils know each other well and have warm relationships with staff. At playtimes, pupils happily create games and make sure that no one is left out. Around school, they behave extremely responsibly and respectfully. Older pupils are strong role models, who frequently support and help younger pupils.

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What is it like to attend this school?

An extensive range of enrichment activities, such as residential visits, allow pupils to develop their resilience and independence. Opportunities for pupils to apply subjects beyond the classroom are woven very skilfully into the curriculum. Pupils love the wide range of clubs run before and after school, such as gardening and chess. They benefit immensely from the many opportunities they have to understand more about the world around them. For example, pupils organise and run fundraising events to raise money for national charities linked to their local community.

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better?

The school’s curriculum design is ambitious and highly effective. Important knowledge is carefully organised so that pupils develop high levels of understanding. They draw on links made between subjects expertly, which deepens their explanations of concepts and ideas further. A sharp focus on identifying and meeting the needs of individuals, including pupils with special educational needs and/or disabilities (SEND) and the small number of disadvantaged pupils, means pupils achieve highly. This is reflected in the strong 2023 national test results in reading and mathematics.

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better?

Pupils’ progress in writing was not at the high levels of reading and mathematics in national tests in 2023. Leaders responded quickly to this and have refined fully the writing curriculum. Consequently, current pupils write fluently and richly for different purposes. The teaching of reading is exceptional. The curriculum draws on a diverse range of texts so that pupils read widely and learn how to think about a story or piece of writing from different perspectives. For pupils who struggle with reading, superbly designed daily reading catch-up sessions help them to become confident and fluent readers.

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better?

Teachers have expert knowledge, which they use to develop pupils’ subject specific vocabulary. Pupils express precisely their views and explain their thinking during class discussions. Staff routinely check pupils’ understanding using well-considered questions and address aspects where pupils’ thinking is incorrect. Highly astute 25 and 26 June 2024

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adaptations to activities help pupils with SEND to achieve the same ambitious depth of understanding as others.

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Behaviour is exemplary across the school. Pupils have highly positive attitudes to learning. They present their work with pride and consistently complete activities to a high standard. Pupils approach new learning keenly and attentively listen to teachers’ explanations. Pupils feel comfortable to share their thinking even when they are not sure if they are right, because they understand that this is an important part of learning. Around school, pupils are considerate and kind. When playing, they treat the school’s equipment respectfully and make sure that they share it.

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The provision for pupils’ personal development is exceptional. Pupils benefit from very well-considered opportunities outside of the curriculum. Pupils learn the skills of effective leadership through roles, such as school ambassadors and eco-warriors. As a result, pupils become confident and resilient citizens. Through the curriculum, pupils also gain an in-depth knowledge of current issues, such as diversity and equality. Pupils display a deep understanding of diversity and equality through the way that they embrace each other’s differences.

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The school carefully identifies further improvements and takes a considered approach to making sure changes are fully embedded. This includes being mindful of any potential impact on staff workload. Staff feel that this positively impacts their well-being, so that they can focus sharply on teaching. Governors have an accurate oversight of the school’s work, which they use to support and challenge leaders extremely effectively.

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Safeguarding

The arrangements for safeguarding are effective.

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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 25 and 26 June 2024

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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). 25 and 26 June 2024

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School details

Appropriate authority The governing body

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Head of School

Date of previous inspection May 2013 under section 5 of the Education Act 2005

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Information about this school

 This is an above average-size junior school.  This school is part of a federation with Little Marlow Infant School.  The school does not currently use any alternative provision.

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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. 25 and 26 June 2024

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 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with leaders and have taken that into account in the evaluation of the school.  Inspectors met with senior leaders, staff and pupils. The lead inspector also met with representatives of the governing board.  The inspection team carried out deep dives in these subjects: reading, mathematics, science, German and music. They discussed the curriculum with subject leaders, teachers and pupils. Inspectors also visited lessons and looked at samples of pupils’ work.  Inspectors considered the responses to the Ofsted Parent View questionnaire, including the free-text comments. They also took account of the responses to the confidential staff survey and gathered the views of both staff and pupils throughout the inspection.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single

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central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors reviewed and scrutinised a range of the school’s documentation, including leaders’ plans for improving the school, minutes of local governing board meetings and records of attendance and behaviour incidents.

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Inspection team

Neil Pilsworth, lead inspector His Majesty’s Inspector

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Inspection team

Martin Dyer Ofsted Inspector 25 and 26 June 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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