Holy Trinity Church of England Primary School, located in Upper Tulse Hill, Lambeth, London, underwent an inspection on July 11 and 12, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also receiving a similar rating. However, the school demonstrated good performance in behavior and attitudes, personal development, and early years provision.
Pupils at Holy Trinity enjoy their school experience and take pride in their involvement within the community. They have opportunities to enhance their learning and character development through various activities, including visits and guest speakers. The school encourages musical talents, with pupils participating in ensembles and instrumental lessons, many of which are subsidized. Additionally, pupils can take on responsibilities such as school curriculum ambassadors and eco-warriors, fostering a sense of community and leadership.
Socially, pupils get along well with their peers and are taught conflict resolution skills. They feel safe at school and are confident in approaching adults with any concerns, trusting that their issues will be addressed. The curriculum aligns with national expectations; however, the key concepts that all pupils should learn are not consistently defined, leading to gaps in knowledge across subjects.
The school has designed a broad curriculum, with some subjects effectively sequenced to build on prior knowledge. For instance, in art, early years pupils practice drawing and printing, which they refine as they progress. In mathematics, foundational skills such as telling time are taught early, aiding in the understanding of more complex concepts later on. However, in several subjects, the lack of identified key building blocks hampers pupils' understanding and preparedness for future learning stages.
In the early years, communication skills are nurtured by well-trained staff who model spoken language effectively. The school has prioritized early reading, adopting a new phonics program that begins in Reception. While pupils practice reading with appropriately matched books, not all staff have received adequate training to deliver the phonics program consistently, affecting some pupils' reading fluency and confidence.
The school has appropriate processes for identifying pupils with special educational needs and disabilities (SEND) and collaborates with parents and staff to create supportive plans. However, staff training in making necessary adaptations for these pupils is insufficient, resulting in some not receiving the support needed to grasp essential knowledge.
Behavior expectations are high, and pupils understand the school rules, enjoying recognition for positive conduct. Incidents of bullying are rare, and pupils know how to report concerns. Personal development is a focus, with leaders considering how to broaden pupils' experiences, such as visits to the Houses of Parliament to learn about democracy.
Staff express pride in being part of the Holy Trinity community, noting that leaders are considerate of their workload and well-being. Governors understand their roles but have limited oversight regarding the curriculum's impact on learning, which affects leaders' evaluations and development priorities.
The safeguarding arrangements are effective, with staff trained to report concerns and leaders seeking external advice when necessary. The curriculum also educates pupils on safety, including online risks, ensuring they know how to report concerns confidently.
To improve, the school needs to identify and sequence essential knowledge in various subjects to enhance pupils' understanding, particularly for those with SEND. Additionally, staff require appropriate training to implement the phonics program effectively and support all pupils in accessing the curriculum. Leaders must also establish clearer oversight of curriculum implementation to focus on significant improvement areas.
