Holy Trinity Church of England Primary School Catchment Area
Can I Get My Child Into This School?
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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria
Source:All attending pupilsNational School Census Data, ONS
This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.
Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.
For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.
This information is provided as a guide only.
The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time.
These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others,
priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously
attended a school does not guarantee admission to the school in future years. Always check with the school’s
own admission authority for the current admission arrangements.
3 steps to help parents gather catchment information for a school:
Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.
Holy Trinity Church of England Primary School Key Information
Although the school has experienced changes in leadership in recent years, the good quality of education has been maintained since the last inspection. Governors have now successfully secured the leadership with your appointment to the position of headteacher. Since being appointed as the permanent headteacher, you have wasted no time in securing the respect and support of staff, governors, pupils and parents. Governors commented how there has been a ‘marked improvement’ since your arrival. Staff share your determination and drive for continuous improvement and aspire to provide every pupil with the very best education and care. Parents described how they ‘welcome the stability in leadership and the coherency’ that you provide. It is clear that staff and governors are confident that under your leadership the school will continue to thrive. You and your leaders know the school and its pupils extremely well. You have a clear and accurate understanding of the school’s many strengths but you also know which areas require improvement. For example, you are aware that pupils’ writing skills need to be evident across a broader range of subjects. You also know that you need to continue the focus on improving the quality of teaching, learning and assessment. This will help ensure that pupils are making the very best possible progress, with more achieving greater depth in their reading, writing and mathematics. Teachers have high expectations of all pupils and have a very deep understanding of their individual needs. At the time of the last inspection the school was asked to ensure that activities planned met the needs of all pupils. Inspection evidence confirms that teachers plan activities which carefully meet pupils’ needs and contribute to their typically strong progress in reading, writing and mathematics. Parents who submitted comments via the online inspection questionnaire were extremely positive about your school. ‘The new headteacher appears to be a perfect fit for the ethos of the school’, ‘this school has a caring, nurturing atmosphere with effective teachers’ and ‘there is a good culture in this school where children are supported to grow up with the skills they need to tackle the challenges they face in growing up’ are just a few of the many positive comments made by parents. At the beginning of the inspection, we agreed on the key lines of enquiry to be considered during the day. These included: how the school ensures that pupils are safe and regularly attend school; the effectiveness of leaders in sustaining a good standard of education; how teaching promotes good learning in key stage 1; and the effectiveness of subject leaders in improving pupils’ progress. These key lines of enquiry are considered below under ‘safeguarding’ and ‘inspection findings’. Safeguarding is effective. You, your staff and governors ensure that all safeguarding arrangements are fit for purpose and records are detailed and of a high quality. Staff provide a safe and nurturing culture which is palpable throughout the school. As one parent explained, ‘The school has a family feel, where children are safe and happy.’ Recruitment and vetting procedures for all staff carefully follow statutory guidance. Staff and governors receive highly effective safeguarding training, on subjects including female genital mutilation, radicalisation and extremism. This training enables staff to notice any concerns quickly and take prompt action with confidence. Risk assessments are detailed and carefully checked by leaders to ensure that they remain fit for purpose. For example, individual risk assessments are in place for those pupils who have special educational needs and/or disabilities who need additional support during fire evacuation drills. Pupils explain that they are happy at school and feel safe. They are confident they can talk to any member of staff if they have any concerns or worries. They receive regular and appropriate guidance on how to keep themselves safe. For example, pupils are fully aware of the importance of not providing personal information when using electronic equipment, including laptops and mobile phones. Inspection findings You and your staff are vigilant in ensuring that pupils attend school regularly. You carefully monitor attendance each day and take immediate action if pupils do not arrive at the start of the day. Consequently, attendance is improving and is in line with the national average. Nevertheless, you are not complacent and continually strive for pupils to be in school every day, irrespective of age or background. You and your leadership team are clearly knowledgeable about the progress that pupils make in reading, writing and mathematics. You carefully track each individual pupil and take swift action if progress stalls. For example, you recognised that pupils in Year 2 did not do as well as they could have done in their reading, especially the girls. You have taken rapid action to ensure that this is not repeated. Now they are in Year 3, you have ensured that regular reading activities have been put in place which meet their needs precisely. Current progress information shows that these pupils, especially the girls, are quickly catching up and making strong progress. This was confirmed during the inspection when I listened to girls read. They read with confidence, enjoyment and accuracy – demonstrating a love of reading. They were able to talk about books they had read, referencing preferred authors and styles. You consider the professional development of staff a priority. You are outward looking and constantly seek ways in which to share good practice and further develop teachers’ skills. Teachers have welcomed the opportunity to visit schools and attend training in both the local cluster of schools and the wider area. This helps to identify what they do well but also what needs to improve. You clearly recognise the need to continue to focus on the quality of teaching, learning and assessment to ensure all groups of pupils make the very best possible progress. For example, you know that pupils do not use the writing skills they have learned in their English lessons well enough across other subjects. Nevertheless, current progress information demonstrates that pupils are making strong progress in reading, writing and mathematics. Pupils in key stage 1 typically make strong progress as a result of good teaching. Teachers are clear about what pupils know, can do and understand and they plan activities which successfully meet pupils’ needs. Teachers’ subject knowledge is secure, which enables them to challenge pupils in their learning. They ask probing questions to checks pupils’ understanding and deepen their thinking. For example, in a Year 2 mathematics lesson pupils were challenged in their work on inverse operations. The most able pupils were successful in applying their knowledge and skills in a range of problem-solving activities, demonstrating greater depth in this concept. You and your leaders check the effectiveness of teaching frequently through a range of activities. These include lesson observations, ‘book looks’ and pupil progress meetings. Teachers are challenged to ensure that they provide the very best for pupils. Governors also monitor first-hand by attending leadership meetings, progress meetings and class visits. The last inspection report highlighted the need for subject leaders to contribute more effectively to the monitoring and evaluation processes in order to bring about improvements in teaching, learning and assessment. This they have done with relish. They are passionate and knowledgeable about the subjects they lead and they support teachers well, especially in English and mathematics. Consequently, teachers are confident and provide pupils with activities which excite, motivate, and challenge – developing their love of learning. However, you have accurately identified the need to constantly explore ways to improve the quality of teaching, learning and assessment to ensure that all pupils make the very best possible progress. Improvement plans accurately reflect your self-evaluation. However, planning does not demonstrate with sufficient precision how actions taken will be successful in securing the best possible progress for pupils. Next steps for the school Leaders and those responsible for governance should ensure that: there is a continuing focus on improving the quality of teaching, learning and assessment to enable all groups of pupils to make the best possible progress pupils’ skills in writing are consistently applied across a wider range of subjects improvement plans articulate precisely how actions taken will be successful in improving pupils’ progress. I am copying this letter to the chair of the governing body, the director of education for the Diocese of Gloucester, the regional schools commissioner and the director of children’s services for Gloucestershire. This letter will be published on the Ofsted website. Yours sincerely Jen Southall Her Majesty’s Inspector Information about the inspection During the inspection I met with you and together we talked about the improvements which have been made since the last inspection. We carried out a learning walk and looked at pupils’ work. I met with your subject leaders in English and mathematics. I also held discussions with members of the governing body, including the chair, and met with an officer from the local authority. I talked to pupils and heard them read. A wide range of documentation was looked at, including the school’s evaluation of its own performance and information relating to pupils’ current achievement and progress. I also checked the effectiveness of the school’s safeguarding arrangements and attendance information. I spoke to parents at the start of the day and also took into account the 26 responses to the online survey, Parent View, and considered the 25 additional comments received via text message from parents.
Holy Trinity Church of England Primary School Parent Reviews
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2015 GCSE RESULTSImportant information for parents
Due to number of reforms to GSCE reporting introduced by the government in 2014, such as the exclusion of iGCSE examination results, the official school performance data may not accurately report a school’s full results. For more information, please see About and refer to the section, ‘Why does a school show 0% on its GSCE data dial? In many affected cases, the Average Point Score will also display LOW SCORE as points for iGCSEs and resits are not included.
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