Trinity Oaks Church of England Primary School

Trinity Oaks Church of England Primary School

Address: Brookfield Drive, Horley, Surrey, RH6 9NS Unique reference number (URN): 141036

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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.

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How we evaluate safeguarding

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

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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.

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Attendance and behaviour Strong standard

Pupils love attending this school. Attendance is consistently above the national average. This includes the attendance of disadvantaged pupils and those pupils with special education needs and/or disabilities. Through their secure monitoring, leaders have established a culture where everyone in the school community understands the importance of attending school. When attendance issues do arise, leaders offer the right support to reduce absence.

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Attendance and behaviour Strong standard

Leaders and staff set high expectations for pupils’ behaviour consistently. Pupils meet these expectations with reliability. Pupils care for each other. For example, pupil wellbeing leaders look out for peers during breaktimes. Leaders do not tolerate bullying or any form of discrimination. Pupils are confident that staff deal with any concerns quickly.

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Attendance and behaviour Strong standard

Pupils try their best in lessons, showing great enthusiasm to learn more. Pupils show high levels of respect for staff and their peers. This contributes well to the calm and purposeful atmosphere.

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Attendance and behaviour Strong standard

Pupils learn how to manage their emotions and regulate their behaviour successfully. They use the school’s ‘regulation stations’ appropriately when needed. This enables pupils to return to learning quickly and with minimal disruption. Where pupils require additional support, leaders respond promptly. Leaders implement tailored strategies that meet pupils’ individual needs successfully.

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Early years Strong standard

Children get off to an excellent start in early years. Staff create a caring environment. Children feel safe, valued and confident to explore. Children engage in the wide range of activities on offer purposefully. They show high levels of curiosity and independence. For example, during the inspection, stick insects captivated children in the Reception Year. They observed features, using magnifying glasses intently. Children shared their observations with friends using precise, taught vocabulary.

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Early years Strong standard

Children behave well and follow routines. They choose resources to support their learning well. Children are highly engaged and concentrate well. They show impressive perseverance when faced with a challenge.

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Early years Strong standard

Staff have devised an ambitious curriculum. This helps children build knowledge and skills securely over time. Staff identify children who need extra help at the earliest opportunity. They understand children’s individual needs and next steps in learning precisely. As a result, staff tailor support carefully. They deliver this support through timely 'keep up' sessions and high-quality adult interactions. Staff extend children’s vocabulary and develop their early language skills very well. Children in the early years make excellent progress through the curriculum. They are very much ready for the next step in their education.

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Expected standard

Staff value the parents and carers partnership. Parents receive valuable information to help them support their children at home.

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Personal development and wellbeing Strong standard

Leaders have designed a coherent and rich personal development and wellbeing programme. This weaves through the curriculum and daily life of the school with precision.

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Personal development and wellbeing Strong standard

Pupils understand what it means to be responsible and active citizens. They make a positive contribution to the wider community through a range of meaningful opportunities. Each school house supports its own chosen local charity. The pupils are the driving force behind planning and organising fundraising events. For example, they organised a ‘tell a joke day’, encouraging pupils to bring in a tin for the local foodbank. Pupils build empathy and compassion along with a deep sense of social responsibility.

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Personal development and wellbeing Strong standard

Older pupils benefit from learning about masculinity, gender stereotypes and the rights of individuals to be themselves. As a result, they challenge stereotypes confidently. Pupils consider different perspectives well. Pupils speak about their own feelings freely.

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Personal development and wellbeing Strong standard

Pupils understand the importance of leading healthy lifestyles. They know how healthy eating, exercise, dental hygiene and a positive mental wellbeing contribute to good health. Pupils know how to keep themselves safe online and in relationships. During the inspection, a former Great Britain gymnast visited the school. This inspired pupils. The visit encouraged pupils to reflect on the importance of resilience and striving to achieve personal goals.

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Personal development and wellbeing Strong standard

A wide range of clubs and trips enrich pupils’ experiences and broaden their interests. Pupils love their residentials where they face new challenges. Leaders make sure that all pupils, including disadvantaged pupils, benefit from the school's offer.

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Personal development and wellbeing Strong standard

Pupils learn about British values. They can articulate how these values influence fairness and decision-making in their school. Pupils learn about diversity well, for example, by understanding neurodiversity among their friends.

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Achievement Expected standard

Pupils typically achieve well in this school. In reading and mathematics, by the end of key stage 2, pupils’ achievement, especially at the higher standard, is above the national average overtime. Phonics attainment for Year 1 pupils is equally as impressive. Outcomes in the Year 4 multiplication check are high. Leaders are proud of how well published outcomes have improved over time.

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Achievement Expected standard

Pupils access a broad curriculum and demonstrate, on the whole, secure subject knowledge. This includes pupils with special educational needs and/or disabilities as well as the small number of disadvantaged pupils in the school. However, a few pupils do not make the progress in writing that they could. They continue to make the same mistakes in their sentence punctuation and handwriting letter formation. At times, teachers do not adapt work carefully enough to help lower attaining pupils to be fully successful across the wider curriculum. Leaders are aware of this and have suitable improvement plans in place.

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Curriculum and teaching Expected standard

Since the last inspection, leaders have designed a broad and ambitious curriculum. This sets out what key knowledge pupils need to learn and remember overtime, from Nursery to Year 6. The curriculum's focus on vocabulary enables pupils to use subject-specific language well. Leaders keep a sharp overview on the quality of teaching. They take well- considered actions to strengthen practice further.

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Curriculum and teaching Expected standard

Teachers understand pupils’ needs well. They use a range of strategies which support pupils to learn successfully. For example, teachers provide examples of work to help pupils to understand learning. Teachers and pupils work through examples together. Overall, the curriculum is taught effectively. Teachers provide clear explanations in lessons. However, there is some variability in how well teachers adapt some learning tasks for some lower- attaining pupils. At times, these pupils do not achieve as well as could.

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Curriculum and teaching Expected standard

Learning to read is a priority in the school and pupils learn to read quickly. Pupils who need extra support to learn to read get well-considered help. However, at times, this support is less consistent in early writing. Occasionally, staff do not identify quickly enough some pupils’ mistakes in sentence punctuation and letter formation. Where this happens, pupils sometimes repeat their mistakes. This slows the development of their writing skills.

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Inclusion Expected standard

Leaders have a coherent and ambitious vision for pupils with special educational needs and/or disabilities (SEND). Staff know pupils as individuals extremely well. Teachers identify pupils’ needs early and accurately. They generally use this information to remove barriers to learning and wellbeing effectively. Teachers use a wide range of inclusive strategies and resources. These help pupils with SEND to learn and engage well. For example, staff prepare pupils for learning through the use of sensory circuits. As a result, pupils with SEND are usually well supported to access the curriculum and they achieve successfully. However, on occasion, teachers do not adapt tasks to ensure that all pupils can access the intended learning and be successful. This is particularly the case for a few lower-attaining pupils. Opportunities to support and extend learning are sometimes not maximised.

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Inclusion Expected standard

Leaders make positive use of the pupil premium funding. Leaders think about what would make the greatest difference to each individual pupil carefully. This has a positive impact of how well these pupils learn and the experiences they receive.

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Leadership and governance Expected standard

Leaders and governors share an ambitious vision for all pupils. Leaders place pupils at the heart of their decision-making. They enthuse high expectations in all aspects of their work. As a result, leaders’ actions have had a considerable impact on improving outcomes for pupils. The rise in phonics results to significantly above the national average is a compelling example of this improvement. This reflects the effectiveness of leaders’ work well.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the schools many strengths. They know what could be even better and maintain a clear oversight of the curriculum and teaching. Leaders check the impact of their actions carefully. They have prioritised key areas for development precisely, including further improving writing outcomes. Leaders consider staff training carefully. This supports staff to enhance their practice successfully. Leaders ensure that this professional development is aligned to school priorities closely. The school works with other schools collaboratively. Leaders share good practice and draw on external expertise to benefit pupils.

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Leadership and governance Expected standard

Governors meet their statutory duties effectively. They provide leaders with appropriate support and robust challenge. They monitor the actions of leaders closely, asking insightful questions. This helps the school as it continues on its successful journey of continual improvement.

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Leadership and governance Expected standard

Staff are proud to work at the school and value leaders’ consideration of their wellbeing. Staff morale is high. Leaders provide a range of opportunities for communication with parents and carers so that everyone is well informed. Parents value the caring ethos at Trinity Oaks.

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

Pupils love their school and attendance is very high. They feel safe, happy and form great friendships. Warm and respectful relationships between pupils and staff underpin the positive culture of the school. Pupils’ behaviour is impressive. They engage positively in their learning. Pupils demonstrate high levels of focus and concentration. They are eager to contribute in lessons.

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

The school’s relational ethos is evident in everyday interactions. Many pupils pause to greet Sushi, the school cat, before continuing with their day. These small moments contribute to the warm, family atmosphere that parents value and pupils enjoy. Bullying and unkindness are very rare.

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

Pupils benefit from a wealth of experiences that enrich school life. Pupils learn to play musical instruments and take part in competitive sport against other schools, with much success. Pupils enjoy school trips such as to the Gatwick Aviation Museum and Windsor Castle, which deepen their understanding of history, culture and local heritage. These opportunities help build pupils’ confidence and live out the school values, such as resilience and aspiration.

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

Pupils' leadership opportunities are a notable strength and a valued tradition within the school. They take pride in these responsibilities, such as the sports crew and ‘Top Team’. They understand the positive impact they have on the school community and beyond.

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

The school’s vision of ensuring that, ‘small acorns grow into mighty oaks,’ reflects the staff’s unwavering commitment to nurturing every pupil. Pupils achieve well, including pupils with special educational needs and/or disabilities. Children in the early years get off to a particularly strong start. As a result, pupils are well prepared for the next stage of their education.

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Next steps

Leaders should continue to strengthen the implementation of the writing curriculum so that staff identify and address mistakes in pupils’ writing more promptly and pupils develop greater accuracy in their writing skills. Leaders should ensure greater consistency in the adaptations provided across the wider curriculum to ensure that all pupils succeed.

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About this inspection

The chair of the board of governors in this school is Gareth Gay.

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About this inspection

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

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About this inspection

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

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About this inspection

This school is registered as having a Christian religious character. It is in the Diocese of Southwark. Its last section 48 inspection was November 2025.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders during the inspection. They also met with members of the governing body and spoke with representatives of the local authority and the diocese.

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About this inspection

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

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not use any alternative provision.

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About this inspection

The headteacher has joined the school since the last inspection.

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About this inspection

The school also operates a nursery from the same premises for 3- and 4-year-olds.

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Team inspectors:

Chris Toye, Ofsted Inspector Catherine Cottingham, Ofsted Inspector

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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.

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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.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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average

2023/24 (final) 67% 61% Close to average

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average

2022/23 (final) 64% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 79% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

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

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average

2022/23 (final) 72% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 79% 73% Close to average

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average

2022/23 (final) 80% 73% Close to average

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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.

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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.

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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.

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Persistent absence

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

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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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.

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Urgent improvement

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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 .

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Urgent improvement

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Urgent improvement

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

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