Trinity Anglican-Methodist Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Trinity Anglican-Methodist Primary School Marjoram Way, Portishead, Bristol BS20 7JF

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Inspection dates: 17 and 18 December 2024

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Outcome

Trinity Anglican-Methodist Primary School has taken effective action to maintain the standards identified at the previous inspection. The headteacher of this school is Sandy Nickells. This school is part of the Diocese of Bath and Wells Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Nikki Edwards, and overseen by a board of trustees, chaired by Pamela Cosh.

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What is it like to attend this school?

Pupils at Trinity Anglican-Methodist Primary School are welcoming and friendly. They are proud of their school and are confident when speaking to visitors. Pupils meet the school’s high expectations for both achievement and conduct. Pupils enjoy warm and supportive relationships with adults. The school knows its pupils well. As a result, pupils trust adults to listen and help them with any worries or concerns they may have.

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What is it like to attend this school?

Pupils’ behaviour is calm and purposeful. This starts in Nursery. Children respond well to the routines that are in place and show increasing levels of independence. Across the school, pupils are polite and well-mannered. They routinely follow the school rules and understand how this helps them to be respectful and ready to learn.

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What is it like to attend this school?

Pupils take part in a variety of enrichment activities. They make visits to places of interest. These are carefully planned to support and build on areas of the curriculum. For example, pupils visit the SS Great Britain to deepen their knowledge of history.

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What is it like to attend this school?

Pupils have many opportunities to develop their leadership skills such as ‘rota kids’ and the mini police. Pupils learn new skills and talents through a range of clubs. These include chess and art club. 17 and 18 December 2024

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

The school’s mission of ‘aiming higher together’ is reflected in its engaging curriculum. It sets out the precise knowledge and skills that pupils need to learn from the early years to Year 6. Pupils make links with previous learning and use this foundation to build on current skills. For example, pupils use their understanding of addition to help them solve more complex mathematical problems. The school accurately identifies the needs of pupils with special educational needs and/or disabilities (SEND). Staff use their training well to adapt learning for these pupils. Pupils with SEND benefit from the support they receive.

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

In most subjects, the school delivers the curriculum effectively. Regular checks on what pupils know and remember, with lessons adapted to address any gaps in knowledge. However, in some subjects, the way the curriculum is implemented does not always support pupils who have secured their leaning to move onto more complex knowledge. As a result, pupils do not always make the progress they could, which limits their ability to fully deepen their understanding and apply more advanced concepts in these subjects.

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

Throughout the school, there is a strong focus on developing pupils’ language and vocabulary. In Nursery, staff routinely introduce children to new words. Children respond well and use these in their own conversations. Children enjoy learning rhymes and songs which help them become familiar with different sounds. Older pupils develop increasing confidence in their articulation. For example, pupils explain significant historical events, such as the Roman invasion.

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

The school prioritises reading. Pupils learn to read as soon as they start school. The school ensures that pupils gain a secure phonics knowledge as soon as possible. Pupils who fall behind are supported to catch up quickly. Beyond phonics, leaders have designed the reading curriculum well. They have identified essential high-quality texts, which pupils read with increasing fluency.

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

Pupils enjoy attending school and this is reflected in their high attendance. The school identifies the causes of any absence. It takes effective action to improve pupils’ rates of attendance. In lessons, pupils focus and show positive attitudes towards their learning. Beyond the classroom, pupils socialise happily with their peers.

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

The school supports pupils’ personal development. Staff build positive relationships with parents right from the start of Nursery. This supports children to quickly feel safe and settled. Pupils have a clear understanding of the school’s values and the ‘Crew’ characteristics such as compassion and courage. They understand the importance of fundamental British values, such as respect. They say that everyone should be treated fairly. This prepares pupils well for life in modern Britain.

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

Pupils show a secure understanding of e-safety. Older pupils talk with knowledge about reducing screen time to ‘feel calm.’ Pupils learn how to become active citizens through raising money for charity. They work with community members to improve the local environment through litter-picking initiatives. 17 and 18 December 2024

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Staff appreciate the school’s consideration for their workload and well-being. They are proud to work at the school. Staff feel well supported in their roles. They benefit from professional networks within the trust and beyond. The trust and the local governing committee provide appropriate challenge and support to the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, the way the curriculum is taught does not always allow pupils who have secured their leaning to move onto more complex knowledge. Therefore, some pupils do not always make the progress they could, which limits their ability to fully deepen their understanding and apply more advanced concepts in these subjects. The school should ensure that teachers have the training and pedagogical expertise to remedy this.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour, or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the predecessor school, Trinity Anglican-Methodist School to be good for overall effectiveness in June 2013.

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How can I feed back my views?

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. 17 and 18 December 2024

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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). 17 and 18 December 2024

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School details

Date of previous inspection 4 October 2018, under section 8 of the Education Act 2005

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Information about this school

 The school is part of Diocese of Bath and Wells Multi Academy Trust.  The school does not use any alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school's education provision.  The inspector discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspector held discussions with the head teacher, other senior leaders, the special educational needs and/or disabilities coordinators, subject leaders, the chair of the board of the trust, the assistant director of education, the deputy CEO, the vice chair of the trust, other trustees, the chair of the local governors committee and other governors. 17 and 18 December 2024

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 To evaluate the effectiveness of safeguarding, the inspector: reviewed the single 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.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector considered responses to the staff survey, the online survey for parents, Ofsted Parent View, free-text comments and spoke to parents at the start of the school day.

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Inspection team

Liz Geller, lead inspector His Majesty's Inspector 17 and 18 December 2024

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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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