Holy Trinity Church of England Academy in Rothwell, Leeds, has been recognized for its significant improvements since its previous inspection, moving from a status of requiring improvement to being rated as good in all areas. The inspection, conducted from June 5 to June 6, 2019, highlighted the effective leadership and management within the school. Leaders possess a clear understanding of the school's strengths and weaknesses and have implemented swift actions to enhance the quality of teaching and learning. As a result, pupil outcomes are on the rise, particularly in reading and phonics, where progress has been notably rapid. The proportion of pupils achieving the expected standard in reading at the end of key stage two has surpassed the national average.
In the early years, children in Reception are making good progress from their starting points, with an increasing number reaching a good level of development over the past two years. The school benefits from effective governance, with governors and executive officers from the Abbey Multi Academy Trust actively holding school leaders accountable and utilizing their expertise to support improvements. However, there are areas identified for further development, particularly in ensuring that reading materials are closely aligned with pupils' phonics knowledge and enhancing the analytical skills of middle leaders regarding pupil performance data.
Pupils exhibit positive behavior and attitudes towards learning, adhering well to the school's behavior policy. The investment in professional development for leaders in English and mathematics is evident, although there is a need for these leaders to enhance their skills in analyzing pupil performance data. While the presentation of pupils' work is improving, it remains inconsistent, and the curriculum, although broad and balanced, requires adjustments to better support disadvantaged pupils and those with lower abilities in retaining essential knowledge and skills, especially in mathematics.
Safeguarding measures are robust, with well-trained staff and effective policies in place to protect all pupils. The school promotes a strong sense of personal development, behavior, and welfare, with pupils expressing happiness and confidence in their school environment. They engage in various leadership roles and community activities, fostering a sense of responsibility and citizenship.
The quality of teaching, learning, and assessment is consistently good, characterized by strong subject knowledge and clear expectations from teachers. Pupils are encouraged to develop a love for learning through engaging lessons and educational visits. Phonics instruction is effective, and pupils are provided with numerous opportunities to enhance their reading skills. However, there are instances where the teaching of mathematics relies too heavily on pictorial representations, which can hinder the progress of some pupils, particularly those from disadvantaged backgrounds.
Overall, the school has made commendable strides in improving educational outcomes for its pupils. The leadership team is focused on continuous improvement, with clear strategies in place to address the identified areas for development. The commitment to fostering a supportive and inclusive environment is evident, ensuring that all pupils have the opportunity to thrive academically and personally. The school community, including parents, expresses high levels of satisfaction with the education and care provided, reflecting the positive impact of the school's initiatives on pupil well-being and achievement.
