Holy Trinity Church of England Primary School in Cheltenham underwent an inspection on January 24 and 25, 2023, and received an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behaviour and attitudes, personal development, and early years provision were rated as Good. Leadership and management were found to require improvement as well. The school has experienced significant changes in leadership, with four headteachers in the past 14 months. The new headteacher has made strides in improving pupil behaviour and safeguarding, which has been positively received by parents and pupils alike. The implementation of reward systems has contributed to a more positive atmosphere, with incidents of unkind behaviour significantly reduced.
Pupils express happiness and safety within the school environment, and parents appreciate the support provided to their children. The school promotes inclusivity, ensuring that new families feel welcomed. Pupils are aware of the school’s values, which reflect both Christian principles and broader British societal values. They are currently focusing on the value of compassion, understanding its significance in their lives. The school offers a variety of extracurricular activities, including a school orchestra, to help pupils develop their talents and interests.
While the school excels in subjects like English, mathematics, and science, the curriculum for many other subjects is either newly implemented or not yet started, limiting the breadth of education provided. Leaders have designed an effective curriculum for core subjects, breaking down content into manageable steps. However, some pupils, particularly those needing extra help, do not receive sufficient practice in reading, which affects their fluency. Teachers have not adequately identified these needs, leading to a lack of precise teaching strategies to help these pupils catch up.
The early years provision is strong, with a calm and purposeful learning environment that fosters good behaviour and security. Children in the Reception class benefit from engaging learning activities that prepare them well for future stages. However, the redesign of the curriculum in other subjects is still in its early stages, resulting in a lack of breadth and balance in pupils' learning experiences. Leaders do not fully understand what pupils know and can do, which hampers the ability to adapt learning to meet individual needs.
Pupils with special educational needs and disabilities have access to the same curriculum as their peers, but some do not achieve strong reading fluency due to imprecise teaching. The school provides high-quality pastoral support, helping pupils understand healthy relationships and physical well-being. Opportunities for leadership development are available through the school council, where pupils can engage in meaningful projects.
Staff workload has increased as they address ongoing issues, but they recognize the benefits of the changes being implemented. The safeguarding arrangements are effective, with positive relationships fostering a culture of trust. Pupils feel safe and are knowledgeable about healthy relationships and online safety. Leaders ensure that staff are well-informed about safeguarding issues and maintain appropriate systems for reporting concerns.
To improve, the school needs to enhance the accuracy of teaching and assessment in early reading, particularly for pupils with special educational needs. The curriculum must be ambitious and well-sequenced to ensure that pupils build knowledge over time. Effective assessment systems are necessary to identify pupils' understanding in foundation subjects, allowing for tailored learning experiences. Overall, while the school has made progress in certain areas, there are critical improvements needed to ensure a high-quality education for all pupils.
