Holy Trinity and Saint Silas CofE Primary School, NW1

NW1

Address: Hartland Road, NW1 8DE Unique reference number (URN): 100033

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Personal development and well-being Strong standard

The school places personal development and wellbeing at the centre of its work. Pupils explained how lessons help them build friendships, understand bullying and develop communication skills. They learn to reflect on their own beliefs and experiences and to respect the views of others. Pupils talk confidently about fairness, right and wrong and important issues such as equality and justice. For example, in history, they discuss ethical questions and explore how people have responded to injustice over time. This deepens their understanding of the wider world and encourages them to think carefully about their choices.

p.2

Personal development and well-being Strong standard

Fundamental British values are promoted in meaningful and relatable ways. Pupils take part in class discussions, surveys and mock elections. These activities help them to understand democracy and the importance of having a voice. They learn about tolerance, diversity and respecting differences. This shapes how they relate to others. Cultural and creative experiences enrich school life. These experiences include music, theatre visits, community events, as well as workshops linked to science and technology.

p.2

Personal development and well-being Strong standard

Pupils take pride in roles, such as reading ambassadors, sports leaders and wellbeing mentors. They value opportunities to contribute to the school and wider community. This includes, but is not limited to, charity work and supporting younger pupils. Many describe the school as a safe place where they know how to share worries and stay safe online. Pupils say bullying is rare and that staff respond quickly if concerns arise.

p.2

Personal development and well-being Strong standard

The personal development programme is carefully planned and appropriate for all age groups. Staff ensure that disadvantaged pupils and those with special educational needs and/or disabilities can take part fully in clubs, trips and wider opportunities. As a result, pupils grow in confidence, develop their character and show a clear sense of responsibility. By the time they leave, pupils are considerate young people who are well prepared for the next stage of their education and life beyond school.

p.2

Achievement Expected standard

Pupils achieve well across this one-form entry school. They progress appropriately from the early years through to Year 6, building knowledge steadily over time. Published outcomes in reading, writing and mathematics remain consistently above national averages. This includes for pupils who are disadvantaged and those with special educational needs and/or disabilities (SEND). Pupils’ achievements are reflected in the school’s consistent approach to phonics, early reading and mathematics.

p.2

Achievement Expected standard

Pupils, including those with SEND, build their understanding across the curriculum. They apply their knowledge with increasing confidence. Leaders continue to develop how pupils use their writing skills across different subjects. This is so that pupils’ writing becomes more fluent and secure. By the time they leave, pupils are confident learners who are well prepared for the next stage of their education.

p.2

Attendance and behaviour Expected standard

Leaders have high expectations for pupils’ attendance. Attendance is consistently above the national average, and persistent absence remains below it. Leaders have a forensic understanding of each pupil and track attendance closely. They carefully monitor patterns, identify pupils who need additional support and work with families to remove barriers to regular attendance. When attendance falls, leaders act quickly and provide clear guidance. As a result, pupils attend regularly and benefit from consistent learning time.

p.3

Attendance and behaviour Expected standard

Pupils behave well across the school and play happily with one another. Leaders create a calm, respectful and safe environment where pupils feel listened to. The school maintains a culture where discrimination or unkind behaviour is not accepted. Staff respond quickly to any concerns about bullying, and pupils know that adults will help them if they have a worry.

p.3

Attendance and behaviour Expected standard

Leaders have acted to support pupils with special educational needs and/or disabilities. They ensure that these pupils' needs are understood and met. Overall, pupils behave well and help create a positive, inclusive school community.

p.3

Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of the curriculum and teaching. They make thoughtful decisions that strengthen practice, including securing consistent phonics teaching. The curriculum is broad and balanced. Leaders adapt it so that pupils learn the knowledge and skills they need for their next steps.

p.3

Curriculum and teaching Expected standard

Early reading is a notable strength. Phonics is taught consistently well and with confidence. Pupils apply their phonics knowledge accurately when reading. Mathematics teaching is also well established. Pupils build secure knowledge through carefully structured lessons. Leaders quickly identify pupils who need extra help and provide targeted support. This helps them to secure essential knowledge in early reading and mathematics. However, some variability remains in writing across the wider curriculum, and leaders are working to address this. This affects how well some pupils record their ideas.

p.3

Curriculum and teaching Expected standard

Across the curriculum, teachers introduce subject-specific vocabulary clearly. For example, in physical education, pupils use precise terms such as ‘travelling’ to describe movement. Workbooks show that pupils are progressing well, including disadvantaged pupils and those with special educational needs and/or disabilities. Leaders make sure staff understand pupils’ needs. They adapt teaching so that pupils access learning successfully. The curriculum is sequenced so that pupils build knowledge over time and can confidently recall key ideas.

p.3

Early years Expected standard

Children experience warm and purposeful relationships in the early years. Staff provide effective interactions that develop children’s language and vocabulary. They model language clearly and engage children in talk during play. They respond appropriately to children’s ideas, which helps them grow in confidence.

p.4

Early years Expected standard

The Reception Year curriculum is organised to support progression across all areas of learning, with communication and language at its core. This helps children build secure foundations for future learning. Staff consider children’s starting points. They make adaptations so that children, including those who are disadvantaged, have special educational needs and/or disabilities or are new to English, can access the curriculum. Staff work closely with parents and carers to share information about children’s learning.

p.4

Early years Expected standard

Reading is a priority. Children follow a structured phonics programme. They start to read and write simple words with increasing accuracy. They also develop early mathematical understanding through practical and well-designed activities.

p.4

Early years Expected standard

The indoor and outdoor environments encourage children's independence, physical development and exploration. Staff help children grow in their personal, social and emotional development. They provide care, helping them to feel safe and encouraging them to make positive choices. As a result, children move into Year 1 with the knowledge and confidence needed for the next stage of their learning.

p.4

Inclusion Expected standard

Leaders have created an inclusive culture that understands and takes pupils’ needs seriously. They identify additional needs early. Leaders draw on assessment information, observations and the constructive relationships that they build with families. This includes pupils who are disadvantaged, have special educational needs and/or disabilities (SEND) and those known to social care. Leaders work proactively with external professionals to shape the support pupils receive. They monitor pupils’ progress carefully and review the impact of interventions, adjusting provision when needed.

p.4

Inclusion Expected standard

Leaders reduce barriers to learning through strategic decisions. For example, they adapt classroom environments, introducing calm sensory areas, and train staff to make learning accessible. Leaders’ open and inclusive approach means that they welcome and support pupils with complex needs.

p.4

Inclusion Expected standard

Leaders ensure that pupils receive appropriate support and adaptations so they can access the curriculum. However, the school is still refining adjustments in the wider curriculum to reflect its growing number of pupils with SEND. Strengthening this consistency is helping pupils develop greater independence in accessing the curriculum.

p.4

Inclusion Expected standard

Leaders use pupil premium funding well to address identified barriers. This helps disadvantaged pupils access all aspects of school life. A tailored approach and additional pastoral support enable these pupils to participate in school life and make positive progress.

p.4

Leadership and governance Expected standard

Leaders understand the school’s strengths and have identified key areas that support pupils’ needs. They recognise the rising level of need across the school, particularly for pupils with special educational needs and/or disabilities (SEND). In response, leaders have taken appropriate action to address this. They make decisions that focus on pupils’ wellbeing and learning. This is especially true for disadvantaged pupils, those with SEND and those known to social care. They also ensure that staff receive a high-quality, evidence-informed professional development programme. This programme builds expertise and aligns with school priorities.

p.5

Leadership and governance Expected standard

Leaders work closely with parents and carers and value their views. This partnership shapes provision and strengthens pupils’ experiences. Leaders provide a bespoke offer so that pupils can participate fully in the curriculum and wider school life. They carefully target additional academic and emotional support. In addition, leaders track the impact of this support to ensure that it leads to improved outcomes for all groups of pupils.

p.5

Leadership and governance Expected standard

Governors provide effective strategic oversight and meet their statutory duties. They use their expertise to hold leaders to account for the quality of education, the use of resources and the impact of leaders’ actions. Governors review systems such as safeguarding, curriculum leadership and SEND processes. They want to assure themselves that delegated responsibilities are carried out as intended. Their support and challenge contribute to sustained improvement and ensure that decisions remain in the best interests of pupils.

p.5

What it's like to be a pupil at this school

This is a happy, welcoming school where pupils feel they belong. Each morning, they arrive enthusiastically and are excited for the day ahead. Pupils enjoy their learning and speak confidently about what they know and can do. This caring start is echoed in the early years, where children settle quickly and develop positive learning habits. Pupils achieve highly in reading, writing and mathematics. They feel well prepared for their next steps because staff check learning carefully and offer timely support.

p.6

What it's like to be a pupil at this school

Relationships across the school are nurturing and respectful. Pupils describe a warm atmosphere where the school values of care, courage and cooperation guide how they behave and treat others. They talk about a collective effort where everyone supports each other. They value the kind, approachable nature of the staff. Pupils say they feel safe. They know adults will help them if they have a worry.

p.6

What it's like to be a pupil at this school

Pupils enjoy spending time with their friends and appreciate the wide range of opportunities available to them. They take part in games, sports teams and competitions. Many enjoy clubs such as choir, art, coding and multi-sports. They also benefit from drama workshops, music lessons and trips that deepen their learning. Older pupils take pride in supporting younger ones through activities such as reading and arts and crafts. These experiences help pupils develop confidence, teamwork and communication skills.

p.6

What it's like to be a pupil at this school

Behaviour across the school is positive. Pupils show respect to one another and support others, recognising that some pupils have different needs. They understand how to stay safe online and say that any concerns, including the occasional disagreement, are quickly dealt with. Pupils enjoy coming to a school where everyone is valued, supported and encouraged to thrive.

p.6

Next steps

• Leaders should continue refining the adaptations they make for pupils with special educational needs and/or disabilities, so that these are consistently used to support pupils to develop greater independence. • Leaders should continue to embed pupils’ fluency in writing across the wider curriculum so that pupils apply their writing skills consistently well in all subjects.

p.6

Team inspectors:

Samantha Ingram, His Majesty's Inspector Ruth Dollner, Ofsted Inspector

p.7

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.7

About this inspection

The chair of the board of governors in this school is Ms Katie Roden.

p.7

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.7

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.7

About this inspection

Inspection activities: Inspectors spoke with the headteacher and other senior leaders during the inspection. They also met with members of the governing body, as well as representatives of the local authority and diocese.

p.7

About this inspection

Inspectors spoke with several pupils, staff, parents and carers. They considered the responses to Ofsted’s surveys.

p.7

About this inspection

The inspectors confirmed the following information about the school: This school is registered as having a Church of England religious character. The most recent section 48 inspection, which is an inspection of the school’s religious character, took place in September 2025.

p.7

About this inspection

The school does not use alternative provision.

p.7

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.8

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.8

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.8

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.9

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.9

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.9

Pupils reaching the expected standard in reading, writing and maths

The percentage of pupils meeting the expected standards in a combined reading, writing and maths measure.

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.10

Pupils reaching the expected standard in teacher assessed writing

The percentage of pupils meeting the expected standard in teacher assessed writing.

p.10

Pupils reaching the expected standard in maths

The percentage of pupils meeting the expected standard in maths.

p.10

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.11

Disadvantaged pupils reaching the expected standard in reading, writing and maths

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and maths.

p.11

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.11

Disadvantaged pupils reaching the expected standard in teacher assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher assessed writing.

p.12

Disadvantaged pupils reaching the expected standard in maths

The percentage of disadvantaged pupils meeting the expected standard in maths.

p.12

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.12

Disadvantaged pupils reaching the expected standard in reading, writing and maths

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and maths, including the disadvantaged gap.

p.13

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.13

Disadvantaged pupils reaching the expected standard in teacher assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher assessed writing and the disadvantaged gap.

p.13

Disadvantaged pupils reaching the expected standard in maths

The percentage of disadvantaged pupils meeting the expected standard in maths and the disadvantaged gap.

p.14

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.14

national average

2024/25 (1 term) 4.5% 5.1% Close to average

p.14

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.15

national average

2024/25 (1 term) 13.3% 14.3% Close to average

p.15

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.15

Strong standard

The school reaches a strong standard. Leaders are working above the standards expected of them.

p.15

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

p.15

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.15

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.16

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.16