Elsecar Holy Trinity CofE Primary Academy, located in Barnsley, South Yorkshire, has been recognized as a good school following its inspection on March 6 and 7, 2024. The headteacher, Stephen Silverwood, leads the school, which is part of St Mary’s Academy Trust, overseen by CEO Tamara Gulliver and a board of trustees chaired by Tracey Rodger. The school community is characterized by a strong sense of pride among pupils, who are enthusiastic about their learning and appreciate the diversity that has recently increased with the arrival of students from various backgrounds. This diversity is embraced, with pupils expressing that a homogeneous environment would be uninteresting. The school’s Christian values are evident in the respectful interactions between staff and pupils, fostering an atmosphere of equality and fairness.
Pupils feel confident that staff will treat them fairly and provide support for any concerns they may have. High expectations for behavior are established from the start, with routines that promote independence in early years and calm transitions throughout the school. During unstructured times, such as play and lunch, pupils demonstrate kindness and consideration towards one another. Since the last inspection, school leaders have worked to enhance the curriculum, resulting in a more ambitious approach that positively impacts pupils’ learning experiences, although this progress is not yet fully reflected in end-of-key-stage outcomes.
The school is committed to meeting the needs of all pupils, including those with special educational needs and disabilities (SEND), ensuring they have access to the same curriculum as their peers. Significant changes have been made in subjects like history, with a focus on developing essential skills and knowledge from early years through to later stages. Staff effectively use assessments in some subjects to identify areas where pupils require additional support, although there are inconsistencies in assessment practices across the curriculum, which can hinder the identification of specific gaps in knowledge.
Reading is prioritized, with a clear phonics curriculum in place. Most staff are well-trained to deliver this curriculum, quickly identifying pupils who need extra help. However, the frequency of assessments for some pupils needing reading support is insufficient, limiting the school’s ability to track their progress effectively. Pupils express enjoyment in reading and engage enthusiastically with a variety of books, including those selected to promote diversity and understanding of different perspectives.
Beyond academics, the school emphasizes the importance of holistic development, providing pupils with experiences that extend learning beyond the classroom. Educational visits, such as to a local coal mining museum, enhance historical understanding, while lessons on online safety and healthy lifestyles contribute to pupils’ overall well-being. The school also educates pupils about societal issues, including discrimination and the importance of understanding different cultures and faiths.
Attendance is a focus for the school, with initiatives in place to promote high attendance rates. While overall attendance aligns with national figures, persistent absenteeism remains a challenge, and leaders are actively working to support families in ensuring regular attendance. Staff feel informed about changes within the trust and are supported in managing their workload and well-being. Governors are engaged in school development, although there is a need for more focused challenges regarding the impact of leadership on academic achievement.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. Overall, while the school demonstrates many strengths, there are areas for improvement, particularly in assessment practices and governance challenges, to further enhance pupil achievement and support.
