Schools & FE · Report card

Holy Trinity CofE Primary School

Inspected 17 Mar 2026 · published 14 May 2026 · URN 125681

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Summary

No overall grade in this frameworkSafeguarding met

Corinne Biddell (lead), Christian Hamilton, Heather Simpson, Sally Snooks

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Expected standard
Early years verified
Strong standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
17 Mar 2026
Inspectors verified
Christian Hamilton, Corinne Biddell, Heather Simpson, Sally Snooks
Postcode verified
CV37 9QN
Name on report verified
Holy Trinity CofE Primary School
Safeguarding verified
Met
URN verified
125681

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourStrong
Curriculum and teachingExpected
Early yearsStrong
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+79Very positivemore positive than 64% of reports of this type

In line with other reports of this type.

Praiseeffectivevery wellambitiousconfidentpositivehighly effectiveexemplaryfeel safe

Criticismconcernsnot alwayslackpersistently absentabsencelowbelow

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1584w+87
Leadership260w+49
Safeguarding51w−11
What needs to improve91w+43

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance24
“Leaders at all levels have high expectations and understand the school well.” p.4
Progress & outcomes10
“Pupils enjoy their lessons and they achieve well.” p.5
Behaviour9
“Children behave very well across the early years setting, demonstrating friendliness and enthusiasm for the activities provided.” p.2
Reading & phonics8
“Pupils who need to catch up with reading get additional help that successfully develops their fluency and confidence.” p.3
Curriculum8
“Leaders have designed an ambitious, well-organised early years curriculum.” p.2
Teaching & assessment7
“Teaching is highly effective.” p.2
Attendance7
“The number of pupils persistently absent from school is below average and decreasing over time.” p.2
Maths6
“The number of pupils persistently absent from school is below average and decreasing over time.” p.2

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,986; about usual (typical 1698)
Reading level: Hard; Flesch 46, typical 43
Average sentence: 15 words
Next steps: 3; typical 3
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 53%Leadership 9%Safeguarding 2%What needs to improve 3%About the inspection 33%

Full report text

Holy Trinity CofE Primary School

Address: The Willows North, Stratford-upon-Avon, Warwickshire, CV37 9QN Unique reference number (URN): 125681

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

Attendance and behaviour Strong standard

Leaders' focus on the importance of regular attendance is relentless. They use robust systems to carefully analyse absence data. This work has a demonstrable impact on attendance. Some pupils join the school with a history of low attendance but this changes at Holy Trinity. Leaders work with these pupils and families to increase attendance quickly. They identify barriers early and put in place tailored strategies and support before issues escalate. As a result of leaders' work, attendance for the whole school and for pupil groups is above national averages. The number of pupils persistently absent from school is below average and decreasing over time.

p.2

Attendance and behaviour Strong standard

Expectations for behaviour are high for everyone. Staff skilfully and fairly apply the school's approach to managing behaviour. Pupils behave extremely well. They are enthusiastic about learning and play together cooperatively. They show respect, courtesy and kindness towards each other, staff and visitors. Older pupils talk positively and maturely about how they need to be role models for younger pupils. Pupils who need extra help to manage their behaviour receive effective support. As a result, they learn to manage their emotions well. When rare incidences of bullying happen, staff respond quickly and handle them well.

p.2

Early years Strong standard

Leaders have designed an ambitious, well-organised early years curriculum. Staff know pupils very well, and activities are designed to spark children's curiosity. As a result, children, including those with special educational needs and/or disabilities, develop the knowledge and skills they need to be very well prepared for Year 1.

p.2

Early years Strong standard

Teaching is highly effective. Staff skilfully adapt lessons and activities so that children's identified needs are met. The deliberate focus on early reading, writing and mathematics ensures children build basic skills well. Purposeful indoor and outdoor activities enable them to practise what they learn.

p.2

Early years Strong standard

Children happily chat to staff as they learn. Staff sensitively guide children's language choices so that children learn to use wider vocabulary. This is reflected in children's confident spoken responses and the accuracy of their early writing.

p.2

Early years Strong standard

Independence is prioritised from the start, with pre-school children confidently managing routines such as peeling fruit, pouring drinks and dressing for outdoors. Opportunities to learn together in play help children to develop social confidence. Children behave very well across the early years setting, demonstrating friendliness and enthusiasm for the activities provided. Staff develop highly positive relationships with parents and carers, enabling families to play an active role in their child's learning in the early years.

p.2

Achievement Expected standard

Pupils, including those who are disadvantaged, typically achieve well compared with other pupils nationally. The school's latest outcomes in national tests show that most pupils are well prepared for their next stage of education. This is evident in the key stage 2 reading, writing and mathematics outcomes, as well as in the Year 1 phonics screening check. Pupils get off to a flying start in early years and leave Reception very well prepared for their learning in Year 1.

p.3

Achievement Expected standard

Pupils build their new learning on a solid understanding of basic skills, including early mathematics and reading. Their work demonstrates that they build a useful body of knowledge across all subjects as they progress through the school. They talk confidently about their learning. As a result, Year 6 pupils are well prepared for the new challenges that they are likely to face at secondary school.

p.3

Curriculum and teaching Expected standard

The school has constructed an ambitious curriculum. It is designed to ensure that pupils develop secure foundations of knowledge, skills and vocabulary across all subjects. Leaders have thought about what pupils need to learn and in what order. This means that pupils typically remember learning and achieve well. For example, pupils link their scientific experiment about birds' beaks to previous work on natural selection.

p.3

Curriculum and teaching Expected standard

Leaders make sure teachers have secure subject knowledge. As a result, teachers present information clearly to pupils. They plan interesting activities to engage pupils and create excitement around learning. Leaders ensure that developing pupils' reading, writing, mathematical and language skills is a priority. Pupils who are learning to read are taught phonics well. Pupils who need to catch up with reading get additional help that successfully develops their fluency and confidence.

p.3

Curriculum and teaching Expected standard

Teachers check pupils' learning during lessons to identify those who may need additional support. This means staff understand pupils' needs and can adjust the learning if needed. Teachers use well-trained support staff to provide effective support. However, at times, some pupils do not receive sufficient challenge to tackle the harder work of which they are capable. This means they do not always have opportunities to deepen their learning.

p.3

Inclusion Expected standard

This is an inclusive school. Pupils are viewed as individuals and receive bespoke provision, which ensures they can access learning or get effective support for their wellbeing. Pupils with special educational needs and/or disabilities are provided for well. The school's robust systems for identification and assessment mean that individual needs are quickly recognised. Skilled leaders and staff regularly check how well pupils are doing and make sure they are getting the right support. This enables pupils to access the full curriculum alongside their peers and make progress. Some pupils benefit from support to manage their emotions or develop their learning skills in the 'creativity hub'. This ensures they are ready to learn in the classroom.

p.3

Inclusion Expected standard

Staff benefit from comprehensive training, such as in sign language or emotion coaching, and this equips them with the knowledge and skills needed to adapt teaching and successfully remove barriers to learning. Effective partnerships with families and external agencies ensure that pupils receive coordinated expert care and appropriate support when needed.

p.4

Inclusion Expected standard

The effective use of additional funding to subsidise activities and enhance learning opportunities enables all pupils to feel included in the school. When alternative provision is used, leaders commission it appropriately and check that it works well.

p.4

Leadership and governance Expected standard

Leaders at all levels have high expectations and understand the school well. They think about the school's overall priorities and take the right steps to make things better. When something is not working well, they sort it out effectively. However, sometimes leaders' evaluations in relation to some aspects of the school's work, such as how well different groups of pupils are doing, lack sharp focus. This means that they are not always able to evaluate precisely how the school's offer could develop even further in the future.

p.4

Leadership and governance Expected standard

Governors fulfil their statutory roles and provide leaders with appropriate challenge and support. They are well equipped with a range of skills and expertise that benefit the school.

p.4

Leadership and governance Expected standard

Leaders work collaboratively with other schools and organisations. They always act in pupils' best interests, especially those who are disadvantaged, pupils with special educational needs and/or disabilities or those who face other challenges. Leaders are caring and listen to any concerns from staff. Everyone feels valued and knows that their voices are heard. Leaders provide appropriate training so that staff have the skills and expertise that they need. Leaders consider the impact of staff workload on their wellbeing. Staff are highly positive about working in the school and are proud to be part of the team.

p.4

Leadership and governance Expected standard

Leaders build positive relationships with parents, carers and the wider community. Parents are overwhelmingly positive about the school and are confident that their children are cared for and educated well. 'A family feel' and 'a happy team' are phrases regularly used by staff and parents to describe Holy Trinity.

p.4