Holy Trinity Church of England Primary Academy and Nursery in Oswestry, Shropshire, has recently undergone an inspection on 22 and 23 November 2023, resulting in an overall effectiveness rating of good. The school, which is part of St Chad’s Academies Trust, is led by Executive Principal Laura Hopley and Head of School Robert Kenyon. The inspection highlighted significant improvements since the previous inspection, which rated the school as requiring improvement.
Pupils at Holy Trinity are enthusiastic about attending school, displaying happiness, confidence, and kindness towards one another. They appreciate the various responsibilities assigned to them, such as being reading buddies and worship leaders. The school emphasizes the importance of making safe choices, and pupils are well-informed about bullying, with the school taking proactive measures to address any incidents. This creates a calm and supportive learning environment where students thrive.
The school’s curriculum is ambitious and engaging, focusing on instilling a strong sense of hope among pupils. This value is integrated into the curriculum, encouraging students to aspire to do well academically and to foster a safe community. The school prioritizes reading, ensuring that pupils, including those with special educational needs and disabilities, achieve well and develop high aspirations for their futures.
The commitment of the staff to help pupils achieve their best is evident. The school has a clear understanding of what it wants pupils to learn and the sequence in which topics should be taught. Regular assessments help teachers identify when pupils struggle, allowing for timely support. The early years environment is well-organized, although there are instances where expectations for children’s achievements could be higher, impacting their readiness for Year 1.
Pupils in Key Stage 2 demonstrate strong achievement, aided by effective teaching strategies and resources. However, there are occasional lapses in clarity during explanations in classes with younger pupils, which can hinder their learning progress. The school places a high priority on teaching reading, with staff receiving the necessary training to deliver effective phonics lessons. As a result, nearly all pupils become confident readers, with a strong appreciation for various authors and genres.
The school effectively identifies pupils with special educational needs, regularly monitoring their progress and ensuring they receive the necessary support to learn alongside their peers. This inclusive approach fosters confidence and independence among these pupils. Behaviour in the school is generally good, with pupils eager to learn and attentive during lessons. The school actively works with families to improve attendance for those who struggle to attend regularly.
Leaders prioritize personal development, providing a rich curriculum that helps pupils become resilient learners. They learn about diverse cultures and religions, fostering an understanding of their community. The school has established clear plans to teach essential life skills, including participation in democratic processes through school voting.
Leaders conduct thorough checks on the school’s operations, maintaining a strong grasp of what is effective and what requires improvement. Staff appreciate the extensive training opportunities available and feel supported in managing their workloads. The safeguarding arrangements are effective, ensuring a safe environment for all pupils.
To further enhance the quality of education, the school should focus on improving the clarity of teachers’ explanations, particularly in Key Stage 1, and ensure that expectations for early years pupils are consistently high. This will help prepare children more effectively for subsequent stages of their education.
