Other · Ofsted report

Holy Trinity CofE Primary School, Cookham

Inspected — · published 12 May 2000 · URN 109961

Original PDF ↗

Summary

No overall grade in this framework

What we read, and from where

Click a reading to see it highlighted in the report.

URN verified
109961

Page 1 of 43

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Tone of the report

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

+75Very positivemore positive than 75% of reports of this type

In line with other reports of this type.

Praiseexcellenteffectivelyvery welleffectivemake good progressvery effectivestrongsuccessfully

Criticismweaknessesconcernsnot alwayslimitedpoordeficienciesnot yetbelow

How the report reads, start to finish

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

FindingsAbout the inspectionLeadershipWhat needs to improve positive critical

Findings20521w+72
Leadership1622w+93
What needs to improve696w+79

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

Next steps

Quoted from the report. Tap to see it on the page.

What the report dwells on

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

Anatomy of the report

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

Pages: 43
Words of findings: 22,785; longer than usual (typical 1049)
Reading level: Hard; Flesch 48, typical 45
Average sentence: 22 words
Next steps: 8; typical 5
Hedged sentences: 10%; “some”, “not always”, “most”…

Where the words go

Findings 89%Leadership 7%What needs to improve 3%About the inspection 1%

Full report text

Holy Trinity CE Primary School

Cookham LEA area : Windsor and Maidenhead

p.1

Holy Trinity CE Primary School

Inspection carried out under Section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated. Further copies of this report are obtainable from the school.

p.1

Holy Trinity CE Primary School

Under the Education (Schools) Act 1992 and the Education Act 1993, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Holy Trinity CE Primary School - 3

p.2

INFORMATION ABOUT THE SCHOOL

School address : School Lane Cookham Maidenhead Berkshire SL6 9QJ

p.3

INFORMATION ABOUT THE SCHOOL

Appropriate authority : The Governing Body

p.3

INFORMATION ABOUT THE SCHOOL

Name of chair of governors : Revd. Canon D Rossdale

p.3

INFORMATION ABOUT THE SCHOOL

Date of previous inspection : 30 April – 2 May 1996 Holy Trinity CE Primary School - 4

p.3

Team members Subject responsibilities Aspect responsibilities

Mrs V Mason RgI Mathematics Information technology Geography History Attainment and progress Teaching Leadership and management Efficiency Mrs J Baxter, Lay Inspector Equality of opportunity Attendance Support, guidance and pupils’ welfare Partnership with parents and the community Mrs V Emmett Science Design and technology Art Physical education Curriculum and assessment Staffing, accommodation and learning resources

p.4

Team members Subject responsibilities Aspect responsibilities

Ms G Wiles English Music Religious education Special educational needs Attitudes, behaviour and personal development Spiritual, moral, social and cultural development

p.4

Team members Subject responsibilities Aspect responsibilities

Emmett Education Enterprises Drumlins Newtonmore Road Kingussie Inverness-shire PH21 1HD

p.4

Team members Subject responsibilities Aspect responsibilities

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints which are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

p.4

Team members Subject responsibilities Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Holy Trinity CE Primary School - 5

p.4

MAIN FINDINGS

What the school does well Where the school has weaknesses How the school has improved since the last inspection Standards in subjects Quality of teaching Other aspects of the school The parents' views of the school

p.5

INTRODUCTION

Characteristics of the school 1-5 Key indicators

p.5

Educational standards achieved by pupils at the school

Attainment and progress 6-18 Attitudes, behaviour and personal development 19-22 Attendance 23-25

p.5

Quality of education provided

Teaching 26-31 The curriculum and assessment 32-40 Pupils' spiritual, moral, social and cultural development 41-45 Support, guidance and pupils' welfare 46-51 Partnership with parents and the community 52-58

p.5

The management and efficiency of the school

Leadership and management 59-63 Staffing, accommodation and learning resources 64-69 The efficiency of the school 70-77

p.5

What the school does well

• The teaching is good. Lessons are well planned to be interesting and provide the right level of challenge that leads to good progress and high standards amongst all pupils. • The school provides a broad and rich curriculum that contributes well to pupils’ personal growth and development. • The headteacher, staff and governors provide strong leadership and create an excellent ethos where relationships are very good, pupils are valued as individuals and there is a strong support for learning. • The arrangements and provision for pupils with special education needs enable them to be fully integrated into school life and make good progress. • The school is successful in fostering an excellent partnership with parents and the community

p.6

Where the school has weaknesses

There are no major weaknesses for the school to address, but some minor weaknesses have been identified:

p.6

Where the school has weaknesses

• Teachers’ assessments of pupils’ work do not tie in strongly enough with the criteria that describe achievement at each level of the National Curriculum. • When planning their science lessons teachers do not give enough emphasis to ensuring that pupils learn how to make predictions and evaluate them when they are engaged in experimental work. • More artefacts and books are required for religious education and some maps for use in geography need up- dating.

p.6

these minor points for improvement as a basis for an action plan. A copy of this action plan will be sent to all

parents or guardians of pupils at the school.

p.6

How the school has improved since the last inspection

The school has made significant improvements in its provision since the last inspection. It has addressed successfully all of the key issues identified at that time. Standards in information technology and physical education are higher than they were then and the curriculum now meets statutory requirements and provides pupils with a rich learning experience that allows them to flourish and develop their talents and interests. Teaching is better than at the time of the last inspection: lesson planning has improved and the needs of pupils of different abilities are now well catered for so that they all make good progress and achieve high standards across the range of subjects. Considerable successful work has been undertaken to develop the provision for pupils with special educational needs and this is now one of the school’s major strengths. Most of school’s long-term goals to improve the accommodation and site

p.6

How the school has improved since the last inspection

have been achieved and new buildings and improvements to the grounds provide a good learning environment for the pupils. Monitoring to evaluate the quality of teaching and learning, and strategies to evaluate the impact of spending on the quality of education and standards, have been introduced. The school makes good use of the information gathered to determine where further improvements may be made. The quality of leadership and the very effective teamwork in the school mean that it is very well placed to sustain its development. Holy Trinity CE Primary School - 7

p.6

Standards in subjects

The table shows the standards achieved by 11 year olds in 1999 based on the National Curriculum tests:

p.7

similar schools

i.e. those with less than 8% of the pupils eligible for free school meals Key

p.7

similar schools

English A* A average C Mathematics A B below average D Science A A well below average E A* - pupils’ performance is in the top 5 per cent of all schools

p.7

similar schools

The pupils’ performance in the 1999 tests for eleven-year-olds in English, mathematics and science was well above the average for all schools nationally, notably so in English, where all pupils reached the level expected for their age and almost a half exceeded this level. The pupils’ results also compare very favourably with those of pupils in schools that have similar characteristics. The work pupils were doing during the inspection confirmed these high standards.

p.7

similar schools

In the tests for seven-year-olds, pupils’ performance in reading and writing was above the national average, whilst in mathematics, it was in line with the national average. The standards achieved by the pupils in reading were about the same as those of pupils in similar schools, but were much higher than this in writing. In mathematics, pupils did less well than those in schools with a similar intake. These results reflect the wide-ranging ability of the particular cohort. The standard of work seen in English, mathematics and science in the current Year 2 was better than usually found amongst pupils of this age. The standard of reading, writing and mathematics reflects the school’s above average test results of previous years.

p.7

similar schools

In information technology, overall standards amongst the current Year 2 and Year 6 pupils are in line with those expected nationally at the ages of seven and eleven. Pupils do well in religious education and reach standards above those set by the locally Agreed Syllabus.

p.7

similar schools

Of the other subjects, standards are notably good in art and design and technology. The older pupils achieve good standards in geography, history and physical education.

p.7

Teaching in: 5 - 7 years 7 - 11 years

English Good Good Mathematics Good Satisfactory Science Good Satisfactory Information technology Good Good Religious education Good Good Other subjects Good Good

p.7

Teaching in: 5 - 7 years 7 - 11 years

Teaching was very good or excellent in almost one-quarter of the lessons seen; it was good in almost a half and satisfactory in the remainder, with the exception of one music lesson where there were some weaknesses. In all classes and in all subjects there were examples of good or very good teaching.

p.7

Teaching in: 5 - 7 years 7 - 11 years

Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. 'Satisfactory' means that strengths outweigh any weaknesses.

p.7

Aspect Comment

Behaviour Pupils behave very well. They try their best in lessons and act responsibly. They have good self-esteem and show high levels of care and respect for each other. Attendance Attendance and punctuality are very good.

p.8

Aspect Comment

Ethos* The ethos is excellent and permeates the school. Support for learning is strong; relationships are very good; pupils are valued as individuals.

p.8

Aspect Comment

Leadership and management The school is very well led and managed. The headteacher, staff and governors form a strong team and work together very effectively to continue to develop the school. Curriculum The curriculum is broad and extra-curricular activities and visits enrich the pupils’ learning experiences.

p.8

Aspect Comment

Pupils with special educational needs The school identifies pupils with individual needs and provides very well for them, so that they are able to play a full part in school life. Spiritual, moral, social & cultural development A notable strength of the school. Provision for pupils’ spiritual and cultural development is very good. The good role models of staff and a corporate approach to promoting the school’s aims and values help pupils to develop a mature understanding of their social and moral responsibilities. Staffing, resources and accommodation Good overall. The new buildings and improvements to the grounds provide a very good learning environment. Resources are good overall, but more artefacts and books are needed for religious education, and some of the maps used in geography are out-dated. Value for money The school provides very good value for money. It manages its finances very well to provide a good quality of education, which leads to high

p.8

Aspect Comment

standards by the time pupils leave the school at the age of eleven.

p.8

Aspect Comment

* Ethos is the climate for learning: attitudes to work, relationships and the commitment to high standards. Holy Trinity CE Primary School - 9

p.8

happy about

• Parents are encouraged to play an active part in school life • The staff are very approachable • Their children are valued as individuals • Pupils with special educational needs are well integrated into school life and given good support • Insufficient detail about what their children are

p.9

happy about

• The younger children stay too long on one

p.9

happy about

• Some concerns about class sizes (Key Stage 2)

p.9

happy about

The inspection team agrees with the strengths identified by the parents. Inspectors found the arrangements for teaching the mixed age classes in Key Stage 1 to be good and work to be well planned to meet pupils’ individual stages of development. Teachers’ planning in Key Stage 2 is also very effective and the larger size of some classes was found not to be detrimental to pupils’ progress. The teachers maintain accurate records of pupils’ progress in reading and inspectors consider that staff make well-considered judgements about when pupils are ready to move on to a new book. The inspection team also considered the information, both in writing and through meetings, about the curriculum and the way it was taught to be generally good.

p.9

KEY ISSUES FOR ACTION

There are no key issues for the school to address, but in the context of its many strengths, the following points for improvement should be considered as the basis for an action plan:

p.9

KEY ISSUES FOR ACTION

Ensure teachers take better account of the criteria that describe achievement at each level of the National Curriculum so that their assessments more accurately reflect pupils’ achievements. ( Ref para 8, 40, 91, 100, 101) Give more emphasis to aspects of prediction and evaluation in experimental work in science ( Ref para 14, 28, 102) Provide more artefacts and books to support the teaching of religious education and improve geography resources by replacing out-dated maps. (Ref para 69, 116, 131) Holy Trinity CE Primary School - 10

p.9

Characteristics of the school

Holy Trinity School was founded in 1858 on its present site, in the village of Cookham. The children who attend come from a wide area, including the village. The school is smaller than most primary schools, with 190 boys and girls aged between 5 and 11 on roll. There are more boys on roll; although the numbers are reasonably balanced in most classes, a Y1/2 class has twice as many boys as girls, and in Year 6 there are three times as many boys as girls. Children are admitted to the school in the term after their fifth birthday.

p.10

Characteristics of the school

Pupils come from a variety of backgrounds, but most come from socially advantaged homes; only two per cent are eligible for free school meals, which is much lower than the national average. Almost all pupils are of indigenous ethnic origin; four per cent come from homes where English is not the first language, but these pupils are fluent in English. Almost all the pupils have some pre-school experience and they enter the school with pre-reading and numeracy skills that are average or above. The school has identified 26 pupils as requiring additional support for their learning. Their needs are varied, but include requiring support for physical disabilities, dyslexia and autism. There are six pupils at Stage 3 and above of the Code of Practice and three pupils have statements of special educational need.

p.10

Characteristics of the school

The school’s aims are to help each child:

p.10

Characteristics of the school

1 Code of Practice – this gives practical advice to schools and local education authorities about their responsibilities and tasks to ensure that pupils who have special educational needs receive the appropriate help to further their learning and personal development. This is a statutory duty under the 1993 Education Act. Stages of special educational need range from Stage 1, when limited additional support is provided for pupils entirely from within the school, to Stage 5, which ensures that a pupil has a statement outlining his or her needs and shows what additional and specific support that pupil will receive. Stages 3, 4 and 5 involve external specialists as well as staff within the school. To develop a lively, enquiring mind, well motivated to achieve to his or her potential; To acquire knowledge, skills and understanding appropriate to the child’s age and ability, which are relevant to a multi-cultural and technological society;

p.10

Characteristics of the school

To use language and number skills effectively; To appreciate human achievements and aspirations; To be interested and involved as members of the community; To show consideration and respect for other people and for the environment; To develop a knowledge and understanding of religious and moral values and tolerance of other cultures; To develop a sense of self-respect and independence and respond to new ideas with an open mind.

p.10

Characteristics of the school

4 The school’s major priorities for 1998/99 are concerned with:

p.10

Characteristics of the school

Development of teaching and learning Updating curriculum plans Development of literacy and numeracy strategies Developing the use of information technology Pupils’ social development Continuation of improvements to the premises

p.10

Characteristics of the school

In line with statutory requirements, the school has set targets for the pupils’ performance:

p.10

Characteristics of the school

Percentage of pupils to achieve Level 4 or above in the statutory tests for eleven-year-olds in English and mathematics – Year 2000 : 92 per cent; Year 2001 : 94 per cent; Year 2002 : 97 per cent in English and 93 per cent in mathematics. Holy Trinity CE Primary School - 11

p.10

Results

Number of pupils Boys 18 20 19 at NC Level 2 or Girls 11 11 11 above Total 29 31 30 Percentage at NC School 88 (100) 94 (100) 91 (100) Level 2 or above National 82 (80) 83 (81) 87 (84)

p.11

Results

Teacher Assessments English Mathematics Science Number of pupils Boys 17 18 21 at NC Level 2 or Girls 11 11 11 above Total 28 29 32 Percentage at NC School 85 (97) 88 (93) 97 (55) Level 2 or above National 82 (81) 86 (85) 87 (86)

p.11

Results

Percentages in parentheses refer to the year before the latest reporting year Holy Trinity CE Primary School - 12

p.11

Attainment at Key Stage 2 3

Number of registered pupils in final year of Key Stage 2 Year Boys Girls Total for latest reporting year: 1999 12 18 30

p.12

Attainment at Key Stage 2 3

National Curriculum Test Results English Mathematics Science Number of pupils Boys 12 11 10 at NC Level 4 or Girls 18 18 18 above Total 30 29 28 Percentage at NC School 100 (93) 97 (86) 93 (100) Level 4 or above National 70 (65) 69 (59) 78 (69)

p.12

Attainment at Key Stage 2 3

Teacher Assessments English Mathematics Science Number of pupils Boys 9 10 10 at NC Level 4 or Girls 18 18 17 above Total 27 28 27 Percentage at NC School 90 (82) 93 (79) 90 (82) Level 4 or above National 68 (65) 69 (65) 75 (72)

p.12

Attendance

Percentage of half days (sessions) % missed through absence for the Authorised School 4.6 latest complete reporting year Absence National comparative data 5.7 Unauthorised School 0.0 Absence National comparative data 0.5

p.12

Exclusions

Number of exclusions of pupils (of statutory school age) during the previous year: Number

p.12

Quality of teaching

Percentage of teaching observed which is : %

p.12

Quality of teaching

Percentages in parentheses refer to the year before the latest reporting year Holy Trinity CE Primary School - 13 Very good or better 24 Satisfactory or better 98 Less than satisfactory 2 Holy Trinity CE Primary School - 14

p.12

Attainment and progress

6 Pupils’ performance in the statutory tests in reading, writing and mathematics at the end of Key Stage 1 has been better than in most schools in each year between 1996 and 1998. Although the overall results were still good in 1999, the range of abilities of this particular group of children was wider than had been the case in previous years. This is reflected in the test results: some pupils did not reach the standard expected of seven-year-olds (whereas in 1998 all pupils did), whilst at the same time the proportion of pupils exceeding the national standard in reading and writing was much higher than in 1998. The average scores, calculated from this range of achievement, were well above the average for all schools nationally in reading and writing, and in line with the average in mathematics. Pupils at Holy Trinity did better in writing than pupils in schools whose intake is similar in nature, whilst in reading

p.14

Attainment and progress

their performance differed little from the average for such schools. In mathematics their average score was lower than that of similar schools.

p.14

Attainment and progress

7 Pupils who took the tests in 1999 are currently in Year 3. The standard of work seen in this class reflects the test results, and confirms that the ability range in this class is wider than in other classes in the school. In particular, a small, but significant, minority is immature for their age and is slower to settle to work than others in the class.

p.14

Attainment and progress

8 At the end of Key Stage 1 there are no statutory tests in science; assessment is carried out by the teachers. In 1998, on the basis of their teachers’ assessments, the standards achieved by pupils at Holy Trinity were found to be much lower than in most schools nationally and well below those achieved by pupils in schools with a similar intake. In 1999 the teachers’ assessments indicated that the proportion of pupils reaching the expected standard was higher than in most schools, but very few pupils were assessed as exceeding this standard. In both 1998 and 1999 the teachers’ assessments of pupils’ performance in science did not reflect the much higher standards that these pupils achieved in English and mathematics. The standard of science work seen in all classes during the inspection was good and this suggests that the teachers were not sufficiently accurate in using the criteria that describe achievement

p.14

Attainment and progress

at each level of the National Curriculum. The school comments that staff have taken an over-cautious approach in deciding levels when assessing pupils’ work in science.

p.14

Attainment and progress

9 Pupils’ performance in the Key Stage 2 statutory tests in English, mathematics and science has increased at the same rate as nationally and has been consistently well above the national average since 1996. In 1999, in all three subjects the proportion of pupils exceeding the level expected at the age of eleven was much higher than in most schools. Pupils’ performance in all three subjects was also above the average of schools with similar characteristics, notably so in English and science. The school has set realistic targets for pupils’ performance in the English and mathematics tests for each year to 2002, based on assessment data and past trends. The 1999 targets were exceeded in English and reached in mathematics.

p.14

Attainment and progress

10 In the tests at both key stages the comparative performance of boys and girls has varied from year to year, but overall differences in their performance are not significant. In the work seen during the inspection there were no evident differences between boys’ and girls’ achievements.

p.14

Attainment and progress

11 The standard of work of the current Year 2 and Year 6 pupils in English, mathematics and science is above average for pupils’ ages, notably so in English in Year 6, where high standards are achieved. Pupils in Year 2 and Year 6 are on course to achieve the national standard in all three subjects by the end of the year and many should reach a higher level.

p.14

Attainment and progress

12 Throughout the school pupils make good progress in literacy and their skills are well developed. The very well organised support for the slowest learners and those with special educational needs in Key Stage 1 means that very few continue to have difficulties in reading and writing that handicap their work in other subjects by the time they reach Key Stage 2. Throughout the school the pupils’ very good behaviour in lessons means that they listen well and are able to follow a discussion and contribute their ideas. They are confident and articulate speakers and the Holy Trinity CE Primary School - 15 older pupils are sophisticated in their use of language when expressing their views. They use words precisely and show a mastery of technical vocabulary in subjects such as science, mathematics and geography. Throughout the school pupils read well, and by the end of Key Stage 2 standards are high. Pupils read with fluency and accuracy

p.14

Attainment and progress

and use their skills well across the curriculum. Reading skills, such as skimming and scanning, are well developed amongst the older pupils and serve them well when reading to gather information in subjects such as history and geography. Standards in writing are also high. Spelling is mostly accurate and handwriting is generally very good. Writing is used extensively for many purposes across the curriculum, but particularly in history, where pupils write imaginatively and adapt their writing to suit different purposes.

p.15

Attainment and progress

13 Pupils’ numeracy skills are well developed. As a result of the greater attention now given to oral and mental work, pupils are steadily increasing their speed of recall of number bonds and multiplication facts, and are developing a range of methods to calculate in their heads. Pupils’ knowledge and understanding of shape and space are good. They are particularly skilled in handling data, and apply these skills very effectively in other subjects, such as geography and science.

p.15

Attainment and progress

14 Progress in science is satisfactory. By the age of seven, pupils have a good understanding of the properties of a wide range of familiar materials, and are knowledgeable about living things. By the end of Key Stage 2, pupils’ knowledge and understanding across all areas of science are above average. They know how to plan an investigation to make tests fair, but are less skilled in making predictions and evaluating them at the end of their experiments because teachers give too little emphasis to this aspect of science.

p.15

Attainment and progress

15 In all year groups pupils are making good progress in developing their skills and capability in information technology. This represents a significant improvement since the last inspection and is the result of the school taking appropriate action to address weaknesses in the curriculum and teaching. By the end of Year 2 and Year 6, pupils now reach the standards expected for their age, although attainment in different aspects of the work varies. Pupils have much more experience in word processing and data handling and standards in these aspects are higher, for example, than in aspects that relate to controlling devices, where the work they have covered is more limited.

p.15

Attainment and progress

16 Pupils make good progress in religious education and achieve standards at the age of seven and eleven above those set out in the Agreed Syllabus. A major strength is the way in which pupils are able to engage in high level discussions about the key features of different faiths and religions.

p.15

Attainment and progress

17 In all other subjects pupils make at least satisfactory and often good progress. Pupils achieve particularly well in art, where some of the work based on first hand observation is impressive. Standards in design and technology are good and the quality of the finished products is high. In geography and history pupils achieve the standards expected for their age in Key Stage 1, but in Key Stage 2 the standard of work is higher. The older pupils are particularly skilled in enquiry. In music, standards are average overall, but are better in singing, where pupils sing with good control and pitch. In physical education standards are as expected for pupils’ ages in Key Stage 1; in Key Stage 2 attainment is good: pupils have well-developed technical skills in games and in dance. Swimming was not seen during the inspection, but teachers’ records show that almost all pupils reach the National Curriculum

p.15

Attainment and progress

benchmark of being able to swim 25 metres, and many achieve much higher standards.

p.15

Attainment and progress

18 Standards in many of the foundation subjects have improved since the last inspection. This is the result of better planning. Teachers now plan more effectively: they make much clearer what they intend pupils to learn and give greater attention to setting work at levels suited to pupils’ stages of development. This means that all pupils are able to learn and make progress at a speed suited to their capabilities. This has been particularly effective in ensuring that pupils with special educational needs make good progress, and has addressed the weakness identified in the last inspection, of some of the brightest pupils not having sufficient challenge. There is no longer underachievement amongst these pupils.

p.15

Attitudes, behaviour and personal development

19 Pupils are very positive about school. They are well motivated in lessons, particularly when they are posed challenging questions and tasks. They offer their views and opinions confidently. A key quality that emerges across Holy Trinity CE Primary School - 16 all classes is pupils’ capacity to contribute readily, in the knowledge that their views and ideas will be valued. They usually listen carefully to the teachers during oral sessions and settle down quickly to work individually or in groups. It is rare to see any time-wasting activities or talk that is unrelated to the work in hand. Most pupils can concentrate for a long period and are able to persevere when they encounter difficulties. Pupils try their best and generally take pride in their written work. They show good levels of independence with little recourse to the teacher when, for example, they organise their work. Their positive attitudes and good motivation are significant factors in the school’s

p.15

Attitudes, behaviour and personal development

20 Behaviour is very good. Pupils demonstrate high levels of self-discipline and respond appropriately to the routines and expectations of different subjects within and outside the classroom. In Year 3, however, some pupils are immature for their age and are not as self-disciplined as the vast majority in the school. They are sometimes noisy and occasionally disruptive in class, but their behaviour at other times is good. The playground at breaks and lunch times is a place of happy and harmonious play. Particularly striking is the quality of self-control demonstrated by the majority, and the maturity exhibited by most pupils towards each other. Pupils have well-developed social skills and a strong sense of moral responsibility. They are well aware of the way they are expected to behave and of the need to co-operate and help to make the school a happy place. They comment that instances of unkindness or bullying are

p.16

Attitudes, behaviour and personal development

rare. They have complete confidence in the staff to help them resolve any disputes. They work well together, because they are aware of, and respond positively to, the ground rules for effective group work. Their response to the school’s system of rewards and sanctions is good and they try hard to get their names into the ‘gold book’ for good work and good behaviour. The school has never found it necessary to exclude a pupil. Parents are proud of their children’s reputation in the local community for their courtesy and good behaviour when involved in visits or in church.

p.16

Attitudes, behaviour and personal development

21 Pupils willingly take responsibility when asked. They relate to one another, to adults and visitors with courtesy and kindness and show a marked respect for the values and beliefs of their fellow pupils. For example, in a religious education lesson they were polite and interested listeners when pupils of other cultures and those holding different faiths discussed their religious beliefs. Pupils value the secure climate created by teachers in lessons and circle time which gives them the freedom to share and express feelings. From discussion with pupils, it is clear that they admire and respect their teachers and each other and feel supportive of one another. They show a maturity beyond their years in the way in which they value and respect each others’ aptitudes and take care to ensure that their classmates with special educational needs are fully involved in activities and play.

p.16

Attitudes, behaviour and personal development

22 A number of the school’s aims are concerned with helping pupils to develop consideration, respect, tolerance, a sense of community, responsibility and independence. These aims are well met in practice and pupils’ personal development is very good. The personal development of pupils in Key Stage 1 mainly occurs in the classroom. They learn to be independent workers, take messages, learn how to respond to other pupils, to share and to give generously of their comments to boost self esteem and help others to feel a sense of belonging. In Key Stage 2 the many extra-curricular sporting activities and competitions encourage teamwork and the responsibilities that come with being a representative of the school. Pupils have a strong sense of citizenship, developed, for example, by their active involvement in local environmental projects, such as keeping the local nature areas free of litter. Pupils are sensitive to the needs of others and offer support through, for example, charity collections and harvest giving. By

p.16

Attitudes, behaviour and personal development

Year 6 pupils have developed a strong sense of social and moral responsibility and have good levels of self-esteem and independence. Parents are particularly appreciative of the opportunities for their children’s personal growth that occur in the residential visit. They comment that their children return from this visit with increased independence and confidence to take initiative.

p.16

Attendance

23 A consistently high rate of attendance, which is well above the national average, has been maintained since the last inspection. There has been little or no unauthorised absence over the same period.

p.16

Attendance

24 The school discourages the practice of taking holidays during term-time. Most parents agree with this philosophy and adhere to it, understanding that periods of absence can disrupt their children’s education and progress. The attendance registers for the current academic year, however, show that a small number of pupils have already been absent this term on family holidays. Holy Trinity CE Primary School - 17 25 Pupils come punctually to school each day. They arrive enthusiastically and start their day purposefully in anticipation of the hard, but enjoyable, work they know is expected of them. Holy Trinity CE Primary School - 18

p.16

Teaching

26 The overall standard of teaching is good in both Key Stage 1 and Key Stage 2. Of the lessons seen almost one-half were good and a further quarter were of a very high quality. In the remaining quarter the teaching was satisfactory, with the exception of one music lesson. In this, there were some weaknesses in the way a taped programme was used, which resulted in a lack of coherence to the lesson. This overall quality of teaching represents a significant improvement from the last inspection when it was judged to be satisfactory overall, but with weaknesses in some 12 per cent of lessons. The improvement is largely the result of better planning: teachers now plan and prepare their lessons thoroughly by identifying precisely what they intend pupils to learn. They group the pupils carefully and provide tasks to match the stage of development of each of these groups. They time activities carefully so that the pace is sharp, but each group has time to complete the task properly. This results in all pupils making

p.18

Teaching

good progress. Teachers also take exceptional care to plan how the learning support assistants are to be deployed to work with the groups in the classroom. They brief the assistants fully so as to maximise their effectiveness. The progress of pupils with special educational needs is much enhanced by these arrangements.

p.18

Teaching

27 The school places great emphasis on helping pupils with dyslexia to overcome these difficulties so that they are not hindered in their learning. The specialist individual teaching for pupils in Key Stage 2 is a recent development, which the school is evaluating. In the lesson observed the teaching was of a high quality and very effective in helping to develop the pupil’s reading skills.

p.18

Teaching

28 Good teaching was seen in all subjects and the weaknesses in teachers’ knowledge and expertise, found in some subjects in the last inspection, have been rectified. Teachers’ knowledge and understanding of the requirements of the National Curriculum are secure and many show particular flair and talent in their teaching across a range of subjects. Where teachers’ knowledge is good and they are confident in a subject, pupils’ interest is often heightened and they are motivated to do well. For example, in a dance lesson the teacher gave a high quality demonstration that inspired pupils and gave them a clear understanding of how to perform a sequence of movements. Much of the teaching in art is inspirational and is the result of the teachers’ great depth of knowledge of the work and techniques of a wide range of artists and of the imaginative use of different media. In science, teachers’ knowledge and

p.18

Teaching

understanding of the work they do with pupils are good, but they do not give enough emphasis to ensuring that pupils learn how to make predictions and evaluate them when they are engaged in experimental work.

p.18

Teaching

29 A major strength of the teaching is the skill with which teachers ask questions and build on pupils’ responses to engage them in discussion. This captures pupils’ interest and they are totally involved. For example, in a mathematics lesson in Year 6, the teacher’s questions led to discussion about the properties of quadrilaterals. Pupils bounced ideas back and forth and this resulted in success in some challenging investigative work. In a geography lesson, the teacher followed up pupils’ responses to her questions very skilfully to steer pupils into discussions about conservation of water. As a result of these discussions, pupils increased their knowledge of conservation issues and acquired a deeper understanding of the way in which the world’s scarce resources might be saved. The success of this approach to teaching is also due to the teachers’ high expectations for pupils to behave well and take part

p.18

Teaching

sensibly in discussion and debate. The high quality of relationships between teachers and pupils means that, with rare exceptions, pupils meet the high standards the teachers set for them.

p.18

Teaching

30 Literacy and numeracy are both taught well. Teachers’ work in both guided and shared reading in the literacy hour is a key strength. They are skilled in helping the pupils to consider the text to increase their understanding of the content and how words are used to convey key concepts and meanings. Teachers have made a good start in implementing the National Numeracy Strategy. Oral and mental work feature in all lessons and pupils are helped to develop their strategies for mental calculation through considering, as a class, the various methods they have used to get their answers. The practical approach that all teachers take to teaching mathematics is a strength because the activities have meaning and relevance to the pupils.

p.18

Teaching

31 Parents’ comments about the amount and frequency of homework were mostly positive and the inspection findings confirm that teachers set relevant, and often very challenging, tasks to be completed at home that reinforce or extend the work in the classroom. Holy Trinity CE Primary School - 19

p.18

The curriculum and assessment

32 The school has successfully remedied the weaknesses identified in the previous inspection. The deficiencies in the provision for physical education and information technology have been addressed and National Curriculum requirements are now met in full. In the last report the arrangements and provision for pupils with special educational needs were a key issue. Improvements have been impressive and the whole area of special needs is now a success story: the recommendations in the Code of Practice are implemented well and the current arrangements for pupils on the special needs register ensure they make good progress and are fully integrated into all aspects of school life.

p.19

The curriculum and assessment

33 Teachers and the governing body undertook a full curriculum review following the previous inspection, and most of the school’s curricular policies have also been updated more recently to take account of other changes in curricular requirements at both key stages. The school has been particularly successful in maintaining a broad curriculum that is well balanced. The national programmes of literacy and numeracy have been implemented well. In addition to the daily literacy lessons, the school has identified the need to provide opportunities for extended writing and this is well planned for in English lessons, as well as through the good attention given to different styles of writing that pupils can develop in subjects such as history and geography. A broad range of mathematical skills is applied well in mathematics and in subjects such as science, technology and geography. Cross-curricular links

p.19

The curriculum and assessment

between subjects are a noticeable strength of the school and they serve the pupils well in learning how to apply the skills and knowledge acquired in the context of one subject to another.

p.19

The curriculum and assessment

34 The school is making effective use of the guidance provided by the recent publication of national schemes of work. Good attention is given to medium and short-term planning and this results in continuity and progression within and across the key stages. Teachers are using the guidance well to ensure the learning objectives of each lesson are clearly defined. Regular monitoring of teachers’ planning by the headteacher and subject co-ordinators is helping to ensure that the curriculum is coherent across the school. The school’s long-standing policy for able pupils is satisfactorily addressed in most subjects. The needs of pupils of different attainment in the mixed ability classes are well provided for by the provision of clearly differentiated tasks by teachers in most subjects, although the opportunities for differentiation are not always made explicit in their lesson plans, for example in science.

p.19

The curriculum and assessment

35 The recent introduction of teaching groups based on pupils’ stages of development in literacy and numeracy in the classes at Key Stage 1 is working effectively; it enables teachers to match the tasks more closely to the narrower range of attainment in the groups. It overcomes some of the potential problems that could arise from the mixed aged classes at this key stage by enabling particularly able younger pupils to join the groups of older pupils and work on tasks that are well matched to their capabilities. The parents’ concerns about the progress their children make in the mixed age classes are not well founded. Teachers take especial care to ensure that all pupils are well challenged and given a wide range of interesting tasks that increase their knowledge and understanding at appropriate rates in all subjects.

p.19

The curriculum and assessment

36 The statutory curriculum is extended by a programme of personal and social education at both key stages. The school is aware that it needs to undertake further work to complete its scheme of work for this aspect of the curriculum. The regular inclusion of circle time in each class makes a significant contribution to pupils’ personal development; for example it provides opportunities for teachers to discuss with their pupils matters concerning behaviour and self-esteem. Sex education has been well considered by the governors and the policy was recently revised. The school appropriately introduces sex education “at times and in contexts that are relevant to the age of the child.” The school makes effective use of the expertise provided by outside specialists from a local organisation known as “Learning through Action” to extend the personal and social education programme to include drugs education. The extensive use of role-play by the visiting tutors in their work with each class enables pupils to explore

p.19

The curriculum and assessment

their feelings and learn how to develop personal skills in the context of sensitive issues that could confront them outside school. The in-service training sessions provided by these visiting specialists are enhancing the teachers’ knowledge and skills and helping to widen the work that teachers undertake in circle time. The organisation of Holy Trinity CE Primary School - 20 sessions on drug education for parents also serves to keep them well informed about the curricular experiences of their children.

p.19

The curriculum and assessment

37 The curriculum is much enriched by the provision of a good number of regular after-school activities and visits. Weekly football, netball and fencing clubs are well supported by Key Stage 2 pupils, and all the pupils in Key Stage 1 take part in the special fun and fitness club that is organised for them. From time to time dance, drama and other clubs are organised by staff. The school takes part in sporting tournaments in football and netball against other local schools with some success. Visits to places of interest, and to museums and art galleries, are well linked to the curriculum in history and art. The school makes very good use of the village and other local areas for fieldwork in science and geography, and for topic work in history and religious education. The residential experience provided for pupils in Year 6 enables them to take part in challenging adventurous activities in different settings and these

p.20

The curriculum and assessment

contribute to their social education. Almost 40 pupils are receiving instrumental tuition during the school day in guitar, violin, cello and woodwind provided by specialist staff from the Berkshire Music Trust.

p.20

The curriculum and assessment

38 In addressing the key issues for action in the previous inspection report, the school revised its policy for assessment and recording. This now makes clear the necessary links between planning, teaching and assessing pupils’ learning. The school is now following the recent guidance issued by the Qualifications and Curriculum Authority. As part of their weekly planning teachers are beginning to review the outcomes of the teaching and learning, identifying points that need further development, or where pupils have achieved well or need additional support. Staff are exploring different ways of recording to find those which are both easily manageable and are informative. Good practice is beginning to develop, but the extent of the detail in teachers’ evaluations is not yet consistent across all subjects or in all classes.

p.20

The curriculum and assessment

39 Baseline assessments of pupils’ skills are made when they enter the school and the results are used to identify those pupils who would benefit from additional learning support. Standardised reading and verbal reasoning tests are used in other year groups to monitor pupils’ progress and to target further learning support for those who are not making the expected progress. The school is beginning to use the data it is accumulating on individual and groups of pupils to evaluate the educational gains they make over time, as well as the school’s performance, and to decide whether standards are high enough.

p.20

The curriculum and assessment

40 The discrepancy between teachers’ assessment and national test results at the end of each key stage has diminished this year, but there is still a mismatch between teachers’ assessment of the number of pupils achieving the higher levels and the actual number of pupils who achieve them in the national tests. The discrepancies between teachers’ assessments and test results are wider than are found in most schools. The school needs to seek ways of ensuring that teachers are accurate in their use of the criteria that describe achievement at each level of the National Curriculum. Samples of pupils’ work in each year group in English, mathematics and science are collated and staff meet from time to time to moderate the standards, but opportunities have not occurred in recent years for staff to take part in agreement trials with other schools. Such meetings could help teachers to gain a better understanding of the

p.20

The curriculum and assessment

level descriptors and lead to a better match between their assessments and the test results.

p.20

Pupils' spiritual, moral, social and cultural development

41 The school’s provision for pupils’ spiritual, moral, social and cultural development is very good. The school’s aims, which embrace all aspects of pupils’ personal development, are reflected in its everyday life. A key feature of the school is the corporate approach by all staff in realising these aims and in the personal example they provide for pupils.

p.20

Pupils' spiritual, moral, social and cultural development

42 Spiritual development is implicit and permeates the curriculum, but is mainly encouraged through assemblies, collective worship and religious education. Assemblies are well planned occasions at both key stages and increase pupils’ awareness of spiritual values through valuing and appreciating what pupils do and the work of other people. For example, in assemblies in Key Stage 1, pupils were encouraged to explore personal aptitudes and relate these to famous people, such as Mother Teresa, and to consider how individual talents can be used to serve others. In the Key Stage 2 assemblies, pupils were introduced to the way scientific and technological ideas have changed over time and how they have helped to reveal the world about us more clearly. Assemblies are conducted so that Holy Trinity CE Primary School - 21 there is a sense of occasion and they include collective worship, where pupils are given opportunities to reflect on

p.20

Pupils' spiritual, moral, social and cultural development

personal as well as universal values. In religious education pupils’ spiritual awareness is developed as they are encouraged to reflect on their own and others’ beliefs, values and experiences. Song, music, art and the study of poetry and literature are all used effectively to promote pupils’ spiritual development. Strong importance is placed on singing and songs are often chosen to illustrate personal and spiritual qualities. The school’s displays of children’s art effectively illustrate an awareness of the beauty of the natural world. In literacy, teachers use the opportunities that some literature and poetry provide to enhance spiritual values.

p.21

Pupils' spiritual, moral, social and cultural development

43 The school promotes high levels of good behaviour and mutual respect by setting clear and consistent expectations. Pupils’ sense of moral responsibility is heightened because the teachers involve them in setting the rules for group work, class discussion and behaviour. Themes in assembly often focus on moral issues and pupils are encouraged to think about relationships and caring for others. Circle time is used effectively to highlight moral issues and provides a caring, safe atmosphere for pupils to express feelings and concerns. Teachers are particularly influential in providing positive role models demonstrating respect and care for others and a strong commitment to their work. Pupils are given a clear idea of right and wrong, and are helped to accept responsibility for their own actions and to develop self-discipline. Self discipline and acceptance of responsibility are at the heart of the school’s

p.21

Pupils' spiritual, moral, social and cultural development

behaviour management policy. Class teachers determine the individual schemes of rewards that lead to a mention in the ‘gold book’ at the end of the week. The school successfully provides an ethos of mutual responsibility and concern for the well-being of others. It is based on trust and co-operation.

p.21

Pupils' spiritual, moral, social and cultural development

44 The school makes very good provision to develop pupils’ social skills. In Key Stage 1 pupils undertake a range of classroom duties that encourage social development. Teachers plan their lessons to contain a good balance of activities to be undertaken in groups and individually, and pupils learn how to work together and share as well as developing independence. In Key Stage 2, extra-curricular sporting activities help pupils to develop teamwork and participation in inter-school matches and local tournaments helps them to learn to accept both success and defeat. The Year 6 residential visit is particularly effective in raising pupils’ self-esteem and helping them to recognise and appreciate the contributions of others. Pupils are helped to develop their sense of corporate responsibility through setting class targets. The ‘cup of the week’ focuses on specific aspects, such as ‘walking into the hall quietly’, to

p.21

Pupils' spiritual, moral, social and cultural development

encourage a collegiate approach to aspects of school life. One of the strengths of the school is the care taken to ensure that strategies for promoting personal development do not become stale. Much thought by staff as a whole goes into making individual schemes and rewards fun, inventive and surprising so that pupils remain constantly aware of personal and institutional goals.

p.21

Pupils' spiritual, moral, social and cultural development

45 The school makes very good provision for pupils’ cultural development. Visits to galleries, concerts in school and frequent opportunities for pupils to develop their own talents and interests in music through the peripatetic provision play an important part. Staff promote awareness of multicultural issues and ethnic diversity very effectively through religious education, where they seek to ensure that they draw upon the everyday lives as well as the cultural traditions of other ethnic groups. They use up-to-date reference books and draw upon the experiences and beliefs of pupils in the school, whom they regard as the ‘resident experts’. Books are chosen carefully to reflect the cultural diversity in Britain today: the texts chosen for literacy lessons contain stories and experiences of children from different backgrounds. In assembly at Key Stage 1 a story about the special talents of a little black girl called

p.21

Pupils' spiritual, moral, social and cultural development

Grace formed the basis of a series of assemblies about personal aptitudes. Music, musical instruments and songs from a variety of different cultures are part of the school’s collection of resources and these are used well to develop pupils’ appreciation of the special features of different cultures. The high quality of the teaching of art, in which teachers draw heavily on the work of a wide range of artists and examples of art from across the world, makes a significant contribution to pupils’ cultural development.

p.21

Support, guidance and pupils' welfare

46 The school gives high priority to pupils’ welfare and provides a high level of care, support and guidance. It successfully tackled the two key issues in the last inspection report that related to pupils’ welfare. There is now an appropriate policy on child protection and the school has secure measures in place to ensure that a designated teacher for child protection is in school for the whole of each day. The school is mindful to ensure that all staff are aware of procedures and training is updated annually at a staff meeting. Immediate action followed the last inspection to Holy Trinity CE Primary School - 22 improve the safety of the school site. Since then, the safety and security of the school site have been further improved as part of the recent building programme and the school now provides a much safer environment than at the time of the last inspection. Pupils’ health and safety continue to be a priority; the headteacher, the site manager and members

p.21

Support, guidance and pupils' welfare

of the governors’ sites and premises committee are vigilant in their frequent checks for potential risks. Fire drills are held regularly and arrangements for the administration of first aid are thorough; details of accidents and the action taken are properly recorded.

p.22

Support, guidance and pupils' welfare

47 The headteacher and his staff know the pupils well. They are caring, professional, supportive and responsive to pupils’ welfare. Their careful observations of pupils’ behaviour and their on-going assessments and records of pupils’ achievements mean that pupils’ needs are quickly noticed and appropriate support is given as soon as it is deemed necessary. Although attendance rates are good, the school remains vigilant in its monitoring of pupils’ attendance and any concerns about absence and punctuality are dealt with promptly.

p.22

Support, guidance and pupils' welfare

48 The school ethos emphasises high standards of personal conduct whereby all members of the school community feel safe and respected. Parents comment on, and appreciate, the way in which the school’s values are promoted to achieve high standards of behaviour and create an atmosphere that is free of bullying. Pupils are confident that in the rare event of an incident of bullying it would immediately be dealt with by staff. Pupils are very aware of the high standards of behaviour expected of them and equally well aware of the sanctions imposed on them if their behaviour falls below those standards.

p.22

Support, guidance and pupils' welfare

49 The school’s programme for pupils’ personal and social education is a developing area. It plays an important part in the support and guidance provided to pupils by its subtle inclusion in registration and assembly times and in discrete periods such as circle time.

p.22

Support, guidance and pupils' welfare

50 Many pupils join the school from the village nursery and the good relationships that exist between the school and the nursery ensure that induction of new pupils each term is smooth and happy. The school’s measures to promote pupils’ personal development are effective in helping pupils to be ready to cope with the social and moral issues they will face as teenagers and to accept the challenges of secondary education.

p.22

Support, guidance and pupils' welfare

51 The school works closely with a number of professionals from outside agencies to ensure that jointly they provide the help and support that pupils with special educational needs and physical disabilities need. A striking feature of the school is the way in which pupils with special needs of any kind are helped and supported by their classmates. The quality of their support and guidance is impressive: their understanding of the need for full inclusion is instinctive and adds an outstanding dimension to the school’s already high quality pastoral care. This high quality of pastoral care contributes significantly to pupils’ achievements, their personal development and progress.

p.22

Partnership with parents and the community

52 The strong sense of effective partnership between the school, parents and the community, reported in the previous inspection, has been sustained in the intervening years. It is mutually supportive in that parents are involved and interested in the day-to-day affairs of the school and the school values and appreciates the help and support the parents give. The Home-School Partnership is an excellent example of the role and expectations of the school’s ‘stakeholders’ of parents, pupils, staff and governors. Parents particularly appreciate the readiness of the headteacher and staff to give them time at the beginning or end of the school day to discuss any aspects of their children’s progress. Parents are made to feel welcome in school and staff appreciate the help they give in the classrooms.

p.22

Partnership with parents and the community

53 Information about what is going on in school is effectively shared with parents through regular newsletters. The school makes every effort to keep parents informed about its curricular provision and the methods of teaching through meetings. For example, meetings were organised to explain to parents how the National Literacy and Numeracy Strategies would be implemented in the school. Within the context of the Home-School Partnership. meetings have been arranged to give information and opportunities for parents to discuss, for example, ‘Pupils’ Annual Reports - The Whole Truth’, ‘Holy Trinity - a Dyslexia Friendly School’, and ‘What does your child do in school all day?’. Parents welcome such meetings, but some parents commented to the inspectors that they would like more detail about what their children are taught. The inspection team considers that the school provides good Holy Trinity CE Primary School - 23

p.22

Partnership with parents and the community

information and its provision to keep parents informed about the curriculum goes far beyond that usually found.

p.23

Partnership with parents and the community

54 Open consultation evenings held during the year provide formal opportunities to meet with the teachers and discuss their children’s progress. Annual reports are of a high quality, provide parents with written information about the year’s work and give a clear indication of what their children have achieved during the course of the year.

p.23

Partnership with parents and the community

55 Parents are very supportive of their children’s education and are well involved with their children’s learning at home. They play a full part in their children’s reading development by regularly hearing them read, and parents make good use of the homework diaries as a means of communicating with the teachers. Many parents help in the classrooms and give their assistance and support on school outings and trips. On all these occasions their help is used well to make maximum use of the time they offer.

p.23

Partnership with parents and the community

56 The parent teacher association is very committed and works hard to raise funds. In this it is very successful and it makes a substantial contribution each year to the school’s budget to help the school fund its developments. The variety of social and fund-raising events organised by this association is well supported by parents and, when appropriate, the local community.

p.23

Partnership with parents and the community

57 The school’s relationship with the community is excellent. It places great value on its place in the immediate local community and on all that the community has to offer to enrich the lives and education of its pupils. Although many of the village residents are elderly and there are few children living in the village, the village residents are very supportive of the school, which has been at the village centre for a hundred and forty one years. The school enjoys, for example, the residents’ support at the summer fete. The school is a member of the Neighbourhood Watch and appreciates in return the reciprocal vigilance of local residents. Links with the village nursery and other local schools are good and the school makes effective and extensive use of the local area for fieldwork and projects. Links with the church are strong and close. The vicar is a regular visitor and the school attends and holds services in the church

p.23

Partnership with parents and the community

on appropriate occasions throughout the year. Many other visitors are welcomed into the school. These include, for example, the Berkshire Musicians Trust, an artist in residence and the community police officer, all of whom make valuable contributions to the school’s curricular programme.

p.23

Partnership with parents and the community

58 Local businesses support the school through their donations of prizes for fund-raising events, and the school enjoys a good relationship with the Institute of Marketing which, in addition to financial donations, offers its training suite for the school’s use.

p.23

Leadership and management

59 The headteacher is a very effective leader and is well supported by governors, staff and parents in developing and managing the school. He brings a very clear vision of what sort of a school Holy Trinity should be and this is shared by the whole school community; all the stakeholders work together as a very effective team to continue to improve the quality of education that the school provides. This ensures that pupils achieve their best and try to do better. Staff and pupils are committed to learning and have high expectations of success.

p.23

Leadership and management

60 The key issues for action identified in the last inspection have all been tackled successfully. Considerable successful work has been undertaken in the development of provision for pupils with special educational needs and this is now one of the school’s strengths. The provision is very well managed; individual education plans have clear targets and are regularly reviewed, and additional support is directed to the pupils who need it. The school has been just as successful in ensuring that its provision for the more able pupils offers them a sufficient level of challenge: teachers’ planning has improved and they set out more clearly what they intend pupils of all abilities to learn. As a consequence, the overall quality of teaching has been raised and it is now stronger than at the time of the last inspection.

p.23

Leadership and management

61 The headteacher makes an outstanding contribution to the excellent ethos that permeates the school and which is shared by staff, governors, pupils and their parents. There is a strong support for learning, relationships are Holy Trinity CE Primary School - 24 very good at all levels and pupils know that they are valued as individuals. The school is particularly successful in providing equality of opportunity for all its pupils. This is demonstrated, for example, by the total inclusion of pupils with special educational needs in all activities.

p.23

Leadership and management

62 Since the last inspection the school has made considerable strides in monitoring and evaluating what it does. Subject co-ordinators play an important part in checking medium and short-term planning and this helps to ensure that lesson objectives are sharply focused so that teaching and learning are effective. Some have only recently taken on their subject responsibilities, but have made a good start and have identified where there is room for further development. Without a class responsibility, the headteacher is now able to work closely with teachers in lessons and so monitor teaching quality and give support where it is deemed necessary. Each governor is attached to a year group and they visit to see the pupils in action and discuss issues with the staff. The headteacher, staff and governors make increasing use of information from statutory and other tests to measure the school’s performance and find out where

p.24

Leadership and management

improvement might be made. These activities enable the headteacher, staff and governors to judge how well the school is doing and to consider the value that it adds to pupils’ achievements during their time in the school. Such activities help the school to set realistic targets for itself and provide the information it needs to continue to improve. It is very well placed to sustain its development. 63 Plans for development are based on priorities identified by staff and governors through a thorough review and evaluation of the current provision and standards. The development plan groups priorities under four main headings that link with the governing body’s major committees. This is an effective method of enabling the governors to be involved in contributing to the plan and in monitoring and evaluating its implementation. The governing body plays a significant and important part in the school and has a good strategic view of where the school is heading. It

p.24

Leadership and management

has been successful in planning, with the headteacher, to improve the buildings and the site. Pupils and staff are now enjoying the benefits of the hard work that this entailed: the new buildings have enabled the school to improve significantly its curricular and other provision. The governing body meets its statutory obligations, apart from some minor omissions in its annual report to parents.

p.24