Holy Trinity Church of England Academy

Holy Trinity Church of England Academy

Address: Quemerford, Calne, Calne, Wiltshire, SN11 0AR Unique reference number (URN): 138109

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

Inclusion Strong standard

The school's work on inclusion is underpinned by a strong moral purpose. It provides highly effective support for the most vulnerable pupils. Leaders and staff implement targeted strategies that prioritise pupils’ wellbeing as the foundation for academic success. The school works hard to remove any barriers to pupils' learning, including for pupils known to social care. This approach has a clear, positive and sustained impact on pupils’ outcomes and experiences over time.

p.2

Inclusion Strong standard

Leaders accurately identify and assess the needs of pupils with special educational needs and/or disabilities (SEND). The school is proactive in working with parents and carers, securing the right support and using advice from external professionals. This helps leaders to ensure that the support in place is of a high standard. Staff benefit from training to develop their skills and knowledge in meeting the needs of pupils with SEND. This ensures that they have the expertise to adapt teaching successfully.

p.2

Inclusion Strong standard

Leaders’ ongoing review of the school’s work ensures that they respond promptly to pupils' changing needs. Leaders use pupil premium funding effectively and review the support for disadvantaged pupils closely. This support is effective in removing barriers to pupils’ academic learning and provides them with access to enrichment activities to broaden their horizons.

p.2

Achievement Expected standard

Pupils, including disadvantaged pupils, generally achieve well. They gain the knowledge and skills they need across curriculum subjects and this is evident in the quality of their work. Pupils are well prepared for their next stage of education.

p.2

Achievement Expected standard

Pupils' attainment in reading and writing at the expected standard is close to national averages. This is also the case for the proportion of pupils attaining the high standards of attainment in mathematics and reading. In 2025, pupils' attainment in reading, writing and mathematics improved markedly after an atypical dip in attainment in 2024.

p.2

Achievement Expected standard

Leaders have ensured that any gaps in achievement, for example in mathematics, have been closed successfully, including for disadvantaged pupils. Across the school, pupils become proficient mathematicians. For example, younger pupils solve one-step problems involving multiplication confidently. Over time, pupils' deepen and apply their mathematical knowledge effectively. Pupils take pride in their work. This can be seen by the oldest pupils using their knowledge of multiplication and division facts to solve ratio problems successfully.

p.2

Attendance and behaviour Expected standard

Leaders are precise and effective in monitoring pupils' attendance. The vast majority of pupils rarely miss a day of school. The school works closely with families and with external agencies to increase attendance. As a result, the proportion of pupils who are persistently absent, including for disadvantaged pupils, has reduced markedly. Typically, pupils are punctual to school.

p.3

Attendance and behaviour Expected standard

The well-established routines at the start of each day and warm relationships with staff, set pupils up well for the day ahead. This ensures a calm and orderly environment, where pupils are ready to learn. Typically, pupils listen to their teachers and apply the school rules effectively. On occasions when pupils do lose concentration, they respond to teachers' requests to re-engage effectively.

p.3

Attendance and behaviour Expected standard

When pupils struggle to manage their own emotions, staff provide the right support and adjustments. This ensures that increasingly these pupils learn to be successful in managing their emotions over time.

p.3

Attendance and behaviour Expected standard

Pupils know that bullying, discrimination or harassment are not tolerated. The school is prompt to address any misbehaviour. For example, leaders get to the root cause of any disagreements between pupils or misbehaviour and take appropriate action, including involving parents and carers when necessary.

p.3

Curriculum and teaching Expected standard

Leaders have an astute understanding of the quality of curriculum and teaching. They use this knowledge to make any refinements as necessary. The curriculum is well ordered and sets out what staff need to teach and when. Subject content builds progressively year-on- year. Staff make appropriate adaptations to teaching to ensure that pupils with special educational needs and/or disabilities can access learning well. For example, staff use visual timetables and sensory resources to support pupils, where needed.

p.3

Curriculum and teaching Expected standard

Leaders ensure that staff help pupils to secure and practise the essential knowledge and skills they need. For example, pupils at the early stage of reading practise their phonics knowledge, read books that match the sounds they know and learn to spell accurately. Targeted teaching ensures that pupils develop their handwriting and recall of multiplication facts.

p.3

Curriculum and teaching Expected standard

Teachers typically have secure knowledge of the subjects they teach. This ensures that teaching usually builds on what pupils know already. As a result, pupils generally learn the key knowledge they need across the curriculum. However, at times, teachers do not use their checks on pupils’ learning sufficiently well. Sometimes, for a minority of pupils, teacher’s choice of learning activities do not consolidate or deepen pupils’ understanding effectively.

p.3

Early years Expected standard

Leaders and staff build successful partnerships with parents and carers, for example, through a detailed induction programme when children first join the school. Children settle quickly into school life. Established routines enable children to know what is expected of them. Staff provide children with continuous nurturing support. As a result, children feel happy, safe and enthusiastic to learn.

p.4

Early years Expected standard

Leaders have an accurate understanding of the quality of education and care in the early years. The curriculum is well ordered and covers all areas of learning. It prepares pupils effectively for Year 1. On the whole, staff teach the curriculum effectively. For example, staff help children learn to read and write words and sentences. Children learn to form their letters correctly and become proficient in basic mathematics.

p.4

Early years Expected standard

Staff take deliberate action to minimise gaps in children's knowledge and experiences, including for disadvantaged children. Children learn important life skills, such as listening to one another, taking turns and sustaining concentration. The impact of the school's support for speech and language and physical development is very evident. However, there are occasions when adult interactions with children are not timely or activity choices are not as precise enough. Sometimes, staff do not maximise opportunities to help children to practise speaking in simple and extended sentences, or use ambitious vocabulary.

p.4

Leadership and governance Expected standard

Leaders and governors have a secure understanding of the school’s context. This gives them a clear and well-informed rationale for any decisions they make to improve the school, including for the most vulnerable pupils. Leaders work with commitment and drive. For example, at a time of many staff changes, leaders are resolute in providing ongoing professional training for staff. This ensures that staff have the skills and knowledge to implement the curriculum effectively. Governors check that leaders' intended actions are being implemented and the education pupils receive continues to improve. Leaders' changes, such as to the teaching of reading and mathematics, have brought about positive impact over time.

p.4

Leadership and governance Expected standard

Leaders and governors have constructive relationships with parents and carers. This can be seen in the widespread praise for the school. Almost every parent would recommend it to others. Leaders and governors take into account the workload and wellbeing of all staff. As a result, staff are positive and feel well supported.

p.4

Leadership and governance Expected standard

Governors meet their statutory duties. They make decisions with integrity. For example, their decision to add capacity to the attendance team has contributed to a notable improvement in the rates of pupils' attendance at the school. Governors typically have a clear, long-term approach to reviewing leaders' intended actions, such as about the use of the pupil premium funding. However, over time, governors have not held the school to account stringently for every aspect of its work. For example, it took time for the school to refresh its personal, social, emotional and economic education programme to bring it in line with current legislation. This programme at the school is now fully up to date.

p.4

Personal development and wellbeing Expected standard

Leaders' recent work to upgrade the personal, social, health and economic education programme is effective. It meets the statutory requirements for relationships and sex education and health education. The curriculum provides pupils with the knowledge they need about key areas, such as understanding how to stay safe online. Pupils know the importance of healthy lifestyles and positive relationships. Leaders and staff help pupils to develop their understanding of fundamental British values, for example, by helping pupils know how to show tolerance and respect. Pupils quickly learn that everyone is unique and demonstrate a clear understanding of right and wrong. They learn about world religions, for example pupils learn about the different ways that Muslims and Christians may prepare for prayer.

p.5

Personal development and wellbeing Expected standard

High-quality pastoral care is a golden thread across all aspects of school life. Staff know pupils especially well and pupils value the considerable support they receive. Pupils benefit from a range of wider experiences that build their knowledge, confidence and character. The curriculum develops pupils' reflectiveness, for example, when nominating peers for weekly rewards. Residential visits in Years 4 and 6 help staff to develop pupils' teamwork and resilience.

p.5

Personal development and wellbeing Expected standard

Leaders work closely with external agencies and family support workers to remove barriers and prioritise pupils' mental health and wellbeing. Themed weeks such as 'Mental Health' and 'Anti ‑ Bullying' weeks help leaders to ensure that pupils develop empathy, awareness and a strong sense of social responsibility. Pupils learn important life skills, such as first aid and how to ride a bicycle safely on the road.

p.5

Personal development and wellbeing Expected standard

The school nurtures pupils' individual talents. For example, there are visiting music specialists showcasing piano, woodwind and brass instruments. This, in turn, inspires many pupils to learn a musical instrument.

p.5

Personal development and wellbeing Expected standard

The school takes steps to ensure that all pupils can participate in its wider offer. For example, leaders make effective use of pupil premium funding to provide bespoke support and broaden experiences beyond the academic for eligible pupils.

p.5

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

Pupils enjoy coming to this highly inclusive school. There is a strong family feel. Staff provide a warm welcome to everyone, which makes pupils feel safe and supported. Pupils live out the school’s values in their daily interactions. For example, younger and older pupils show friendship to one another when playing games outside. Pupils gain important leadership skills, for example, through the Year 6 and the Reception buddy system.

p.5

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

Pupils value the range of opportunities that leaders provide beyond the academic offer. A highlight for many pupils is regularly performing to the school and wider community through drama productions and the school choir. Pupils gain a sense of social responsibility through contributing actively to the community. For example, they make harvest food collections for the local food bank, create artwork for the church and take part in charity events, such as the 'Elf Run'. There are plentiful opportunities to take part in sporting events, such as swimming galas. There are a range clubs on offer, including multi-sports.

p.5

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

Pupils generally live up the the school's high expectations of behaviour and conduct in lessons and at social times. This starts in the early years. Pupils are typically polite and confident. They learn about their inner self and are respectful of their peers. When bullying happens, pupils have confidence that staff will help resolve this effectively.

p.6

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

Pupils receive bespoke pastoral and academic support when they need it. This ensures that any gaps in learning are identified and addressed effectively. Pupils are well prepared for their next stage of education. The curriculum is suitably ambitious. Pupils typically learn the curriculum well and make connections across subjects. For example, they apply their understanding of mathematical and writing techniques when producing science reports. Most pupils are motivated to learn and have a genuine interest in the world around them. They debate big ideas, such as 'global warming' and the advantages and disadvantages of electric cars, for example.

p.6

Next steps

• Leaders should ensure that teachers use assessment consistently well so that they can design tasks that help pupils to deepen their knowledge, skills and understanding. • Leaders should ensure that staff in the early years maximise their use of opportunities to engage children, particularly the most disadvantaged and vulnerable, in high-quality interactions that develop and extend their knowledge, speaking skills and vocabulary.

p.6

About this inspection

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

p.6

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.6

About this inspection

The school is a single academy trust. The chair of the governing body is Steven Colby.

p.6

About this inspection

Inspectors spoke with the headteacher, deputy headteacher and other staff. They met with 4 members of the governing body, including the chair of trustees. Inspectors spoke with some parents at the start of the school day.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school does not make use of any alternative provision.

p.6

About this inspection

The school runs a breakfast club on the school site.

p.6

Lead inspector:

Julie Carrington, His Majesty's Inspector

p.7

Team inspectors:

Richard Vaughan, Ofsted Inspector Sandy Hayes, 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

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.7

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.7

What does this mean?

National average: 300 Headteacher: Graham Shore

p.7

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.8

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.8

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 mathematics

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

p.9

average

2024/25 (revised) 63% 62% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2024/25 (revised) 77% 75% Close to average

p.9

average

2022/23 (final) 77% 73% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

average

2024/25 (revised) 77% 72% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2022/23 (final) 77% 73% Close to average

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.10

mathematics

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

p.10

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.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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 mathematics

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

p.13

gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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 (2 term) 5.3% 5.2% Close to average

p.14

national average

2023/24 (3 term) 6.2% 5.5% Close to average

p.14

national average

2022/23 (3 term) 6.2% 5.9% Close to average

p.14

Persistent absence

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

p.14

national average

2024/25 (2 term) 11.9% 13.3% Close to average

p.14

national average

2023/24 (3 term) 17.9% 14.6% Close to average

p.14

national average

2022/23 (3 term) 15.8% 16.2% Close to average

p.14

Exceptional

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

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard 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 standard 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.15

Urgent improvement

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

p.15