Holy Trinity Church of England Primary School, located in Hackney, London, underwent an inspection from March 4 to March 5, 2020. The overall effectiveness of the school was rated as good, maintaining a high standard of education and care for its pupils. The school has a strong commitment to ensuring that all students feel safe and supported, with a clear vision to empower, inspire, and prepare every learner. Pupils express happiness in attending school and appreciate the supportive environment provided by the staff. The school emphasizes online safety, integrating it into the curriculum, and utilizes technology effectively for research and information gathering.
While the majority of pupils demonstrate good behavior and report that bullying is rare, there are instances where engagement in learning activities could be improved. Lunchtime experiences are positive, with staff and pupils sharing meals in a respectful and courteous manner. The school has high expectations for all students, including those with special educational needs and disabilities, who receive tailored support to help them succeed. Older pupils feel well-prepared for their transition to secondary education.
The school benefits from being part of a federation of eight schools, allowing for collaborative development of educational programs and staff training. Phonics instruction begins early, and support is provided for those who may fall behind. The school actively involves parents in their children's education, ensuring they understand how to assist at home. Reading is prioritized, with opportunities for pupils to explore their favorite authors and books.
Despite the strengths, there are areas for improvement. Changes in the teaching of mathematics have been implemented, but some lessons lack sufficient challenge to maintain pupil interest and deepen their understanding. Leaders are aware of this and are working to enhance the level of challenge in mathematics instruction. Additionally, in certain curriculum areas, there is a need for better progression in pupils' writing skills from year to year, indicating that not all staff fully understand how to sequence learning effectively.
Pupils with special educational needs receive appropriate support, and the school has introduced a new behavior management system that is perceived as fair by students. The curriculum is enriched with various activities, including visits to museums and workshops that connect learning to real-world applications. Staff work closely with families, providing tailored homework and resources to support learning at home.
Leaders have a clear understanding of the school's strengths and areas needing development, particularly regarding pupil progress and attainment in key stage two. They have established systems to monitor and support staff in improving standards. The school prioritizes staff well-being and has created a culture where staff feel valued.
Safeguarding measures are effective, with staff trained to recognize and address concerns. The school fosters a safe environment for children, offering a range of extracurricular activities. Leaders ensure that lessons and assemblies teach pupils about safety and the risks associated with various issues, including gang affiliation and knife crime. Overall, while the school demonstrates many strengths, ongoing efforts are needed to address the identified areas for improvement to enhance the educational experience for all pupils.
