Holy Trinity Primary School, A Church of England Academy

Academy

Address: Savile Park Road, Halifax, West Yorkshire, HX1 2ES Unique reference number (URN): 138302

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

Achievement Expected standard

Pupils typically secure the knowledge they need across subjects to move forward and build their learning. Their achievement in national tests has improved significantly over time and is now close to average across most measures. Leaders provide well ‑ targeted support for disadvantaged pupils, pupils with special educational needs and/or disabilities and pupils known to social care. This helps pupils make steady progress and achieve as well as their peers. As a result, most pupils are well prepared for the next stage of their education.

p.2

Achievement Expected standard

Most pupils gain the essential knowledge they need in spoken language and communication. Leaders have placed a strong emphasis on developing pupils’ confidence and accuracy when speaking and using new vocabulary. This focus has supported pupils to explain their ideas clearly. Where pupils have gaps in their basic knowledge, including older pupils, leaders have established effective support to help them catch up quickly. Staff use what they know about pupils’ starting points to guide this work so pupils can keep up with the curriculum.

p.2

Attendance and behaviour Expected standard

Leaders have clear and effective systems that help pupils attend school regularly. They look closely at attendance information to spot patterns and act quickly when concerns arise. Leaders work with families in practical ways to remove barriers to regular attendance. For example, they adjusted the timing of school holidays so parents could take breaks without disrupting their child’s learning. This has reduced term ‑ time holidays. Overall attendance is close to the national average and continues to improve, including for disadvantaged pupils and pupils with special educational needs and/or disabilities.

p.2

Attendance and behaviour Expected standard

The school is generally a calm, orderly and respectful place to learn. Most pupils are keen to take part in lessons. Pupils understand the behaviour expectations, and most staff apply them consistently. Staff know the pupils well and show strong care for their welfare. The number of behaviour and bullying incidents has reduced over time. Discrimination, harassment and abuse are not tolerated. A small number of pupils still struggle to meet leaders’ expectations. In these cases, the school’s systems to help pupils manage their behaviour are not as effective as they could be.

p.2

Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of the curriculum and teaching across the school. The curriculum is ambitious for all pupils. It is logically ordered to help pupils build their knowledge securely over time. Leaders have placed a strong focus on developing pupils’ spoken language. As a result, pupils explain their learning with increasing confidence and clarity. Teachers’ structured approach provides pupils with clear examples and step ‑ by ‑ step guidance that supports them to work independently. It also gives pupils regular chances to practise and strengthen their understanding. Teachers have secure subject knowledge and typically teach the curriculum well. They draw on what they know about pupils’ starting points and use this to adjust their teaching so pupils stay on track. Teachers usually check what pupils have understood during lessons and reshape tasks when needed. Occasionally, activities do not match pupils’ needs or build well

p.2

Curriculum and teaching Expected standard

on what pupils already know. When this happens, pupils do not learn as well as they could.

p.3

Curriculum and teaching Expected standard

Leaders and staff identify pupils, including those with special educational needs and/or disabilities, who have not yet secured important foundations in communication and language, reading, spelling, handwriting and mathematics. They put timely support in place so pupils can overcome gaps and keep up with the curriculum.

p.3

Early years Expected standard

Staff build warm, trusting relationships with children in the early years. They work closely with parents and carers before children join the school so that children’s needs are understood and met from the start.

p.3

Early years Expected standard

The early years curriculum sets out the key knowledge children need across each area of learning. It builds logically from Nursery into Reception. Communication and language sit at the heart of the curriculum. Stories, rhymes and songs form part of children’s daily routines. Children in both Nursery and Reception engage well with activities and enjoy their learning. Leaders have put in place systems that support high ‑ quality interactions between adults and children. Adults usually model language clearly and use well ‑ chosen questions to help children develop their vocabulary, knowledge and confidence.

p.3

Early years Expected standard

Reading is a priority. Children begin a structured phonics programme as soon as they start in Reception. Teachers use practical, engaging activities to develop early mathematical understanding. They know children’s starting points well and check what children have understood. Teachers generally make appropriate adjustments so that children who face barriers to learning can take part fully in the curriculum.

p.3

Early years Expected standard

The learning environment is engaging, indoors and outdoors. It supports children’s physical development and growing independence. As a result, most children move into Year 1 with the knowledge they need for the next stage of their learning.

p.3

Inclusion Expected standard

Leaders have established a culture of inclusivity across the school. They work with families and external agencies to provide well ‑ matched support for vulnerable pupils. Leaders have effective systems to ensure that pupils’ needs are identified and assessed quickly, including those of pupils with special educational needs and/or disabilities (SEND). Parents and carers of children with SEND are positive about the support the school provides.

p.3

Inclusion Expected standard

Leaders look carefully at what each pupil needs and decide what support will be most helpful. They put this support in place and monitor how well it works. When support needs to change, leaders make timely adjustments so pupils receive the right help. Staff create clear and effective personal education plans for children in care and review them regularly to ensure that support meets their needs. The school’s professional development programme helps staff meet pupils’ needs. Pupils who face barriers to learning usually benefit from adapted resources and appropriate adult support. Many pupils are new to the English language. Leaders have introduced helpful approaches, such as translation tools, to help these pupils access learning more easily.

p.3

Inclusion Expected standard

Leaders have developed a clear plan for how the school uses its additional funding. This plan sets out the actions staff take to help disadvantaged pupils overcome difficulties that might get in the way of learning. Staff use these approaches effectively to help disadvantaged pupils take part fully in school life.

p.4

Leadership and governance Expected standard

Leaders have made significant improvements across the school in recent years. Their work is guided by a clear moral purpose. They are not complacent and remain determined to improve the school further. Leaders are driven by a commitment to give all pupils the best possible start in life, including disadvantaged pupils, those with special educational needs and/or disabilities and pupils who face other barriers to learning or wellbeing. They promote the spirit of ‘Trinity together’ across the school. As a result, there is a strong shared sense of purpose among pupils, staff and parents.

p.4

Leadership and governance Expected standard

Trustees ensure that the school meets all statutory duties. They provide leaders with an effective balance of challenge and support. Trustees and leaders have an informed understanding of the school’s context, strengths and areas for development. They recognise, however, that improvement planning does not always have a sharp focus on measurable impact to identify precisely the priorities for the next stage of the school’s development.

p.4

Leadership and governance Expected standard

Leaders are outward ‑ looking. They work with other schools and organisations to ensure the professional learning programme is evidence ‑ informed and of high quality. Staff enjoy working at the school and value the support leaders give them to manage their workload and wellbeing. Parents are overwhelmingly positive about the school and are proud to send their children to Holy Trinity.

p.4

Personal development and wellbeing Expected standard

Leaders have put in place a comprehensive personal development programme that runs across the school. It is rooted in the school’s 'LIGHT' values of 'Love Together, Inspire Together, Grow Together, Happy Together and Trinity Together'. The curriculum is organised around clear areas of learning that build from year to year. Each topic is taught at an age ‑ appropriate level so pupils gain the knowledge they need as they move through the school.

p.4

Personal development and wellbeing Expected standard

Leaders have clear systems to check how well pupils understand this learning. Pupils learn about the importance of fundamental British values, including respecting difference and valuing diversity. They also learn about major world faiths, different cultures and how people live. Lessons help pupils understand relationships, keeping healthy and staying safe, both online and in the community. Pupils’ understanding of this curriculum is developing, but it is not yet secure for all pupils. A planned series of visitors adds to pupils’ wider development. These include the fire service, the police, the Canal Trust and a local rugby team. Pupils enjoy these sessions and remember them well. Staff provide a wide range of clubs and trips such as digital art, computing and visits to the theatre, farms and museums. Most pupils take part in these activities, including disadvantaged pupils and those with special educational needs and/or

p.4

Personal development and wellbeing Expected standard

disabilities. Leaders also offer several pupil leadership roles, such as house captains, eco ‑ warriors, worship leaders and 'happiness heroes'. Pupils value these roles and enjoy contributing to school life.

p.5

Personal development and wellbeing Expected standard

Leaders have ensured that pastoral support meets the needs of pupils across the school. Several calm, welcoming spaces allow pupils to talk to trusted adults when they feel worried or upset. Pupils know where to go for help and are confident that staff will listen and support them when needed.

p.5

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

Holy Trinity Primary is an improving school. Pupils are safe, happy and proud of their school. They have warm, positive relationships with staff. Pupils generally show respect for one another. Bullying happens occasionally, but when it does, staff deal with it quickly and effectively.

p.5

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

Pupils, including children in the early years, enjoy their learning. Their achievement has improved as a result of changes leaders have made to the curriculum. Clear routines in lessons help pupils understand what is expected. Pupils develop growing confidence in speaking and communication through a strong focus on language across the curriculum. Those who face barriers to learning are well supported. Pupils appreciate how teachers break learning into manageable steps that help them build their knowledge securely. They particularly enjoy outdoor learning in the ‘Trinity Woods’ area.

p.5

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

Classrooms are calm and orderly. Pupils generally behave well around the school. A small number of pupils struggle at times to regulate their behaviour, and staff support them sensitively and consistently. Pupils value the rewards system, especially the class ‘pompom jar’, and they are motivated by the treats they earn when the jar is full. Most pupils attend regularly and understand why attendance matters.

p.5

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

Pupils are well prepared for life in modern Britain. They benefit from a range of inspiring visitors, such as a television personality and members of a local rugby club, who promote positive values and resilience. Pupils also enjoy wider opportunities through visits and clubs. Many take on leadership roles and have led fundraising activities for local, national and international charities. They speak with excitement about events they have organised, such as the ‘elf dash’ held before Christmas.

p.5

Team inspectors:

Simon McCarthy, Ofsted Inspector Helen Haunch, Ofsted Inspector

p.6

Next steps

• Leaders should ensure that teachers adapt activities consistently well so that they build securely on what pupils already know and meet pupils’ differing needs. • Leaders should further strengthen systems that support the small number of pupils who struggle to regulate their behaviour, so that these pupils can meet expectations more consistently and take part in learning successfully. • Trustees and leaders should establish a more systematic approach to check the impact of improvement strategies. Where actions are not having the intended effect, leaders should adjust them promptly and effectively.

p.6

About this inspection

This school is part of Holy Trinity Primary School, A Church of England Academy Single 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, Sarah Huby, and overseen by a board of trustees, chaired by Daniel McDermott.

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

Inspectors spoke with the headteacher, leaders from the school, members of teaching and non-teaching staff and several groups of pupils during the inspection. An inspector spoke with a representative from the diocese. An inspector also spoke with members of the board of trustees. An extensive number of lessons were visited across a range of subjects. Pupils' classwork was also considered.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

This school is registered as having a Church of England religious character and is within the Diocese of Leeds. The last section 48 inspection was carried out in October 2025.

p.6

About this inspection

The school does not make use of any alternative provision.

p.6

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?

The proportion of pupils eligible for free school meals at any point in the last six years. National average: 26.3%

p.7

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.8

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) 61% 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) 81% 75% 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

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2024/25 (revised) 70% 74% 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

average

2024/25 (revised) 44% 47% Close to average

p.10

average

2022/23 (final) 37% 44% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

average

2024/25 (revised) 67% 63% Close to average

p.11

average

2023/24 (final) 59% 62% Close to average

p.11

average

2022/23 (final) 63% 60% Close to average

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

average

2024/25 (revised) 50% 59% Close to average

p.11

average

2022/23 (final) 63% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2023/24 (final) 50% 59% Close to average

p.11

average

2022/23 (final) 47% 59% Close to average

p.11

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.12

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

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.13

national average

2024/25 (2 term) 5.8% 5.2% Close to average

p.13

national average

2023/24 (3 term) 5.9% 5.5% Close to average

p.13

national average

2022/23 (3 term) 6.4% 5.9% Close to average

p.13

Persistent absence

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

p.14

national average

2024/25 (2 term) 13.6% 13.3% Close to average

p.14

national average

2023/24 (3 term) 16.7% 14.6% 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.14

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.14

Needs attention

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

p.14

Urgent improvement

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

p.14

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.14

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 . 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.14

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