Holy Trinity Catholic and Church of England School in Barnsley, South Yorkshire, was inspected on 21 and 22 September 2022. The overall effectiveness of the school was rated as requiring improvement, along with the quality of education, behaviour and attitudes, personal development, and leadership and management. However, early years provision was rated as good. This inspection marked the first under section five of the Education Act 2005 since the school became an academy in May 2018.
The inspection revealed that newly appointed leaders are implementing necessary changes in the school, which is described as inclusive and welcoming. A new behaviour policy has been introduced, leading to calmer lessons and stable routines. However, challenges remain, particularly with the behaviour of some older pupils and their attendance, which affects their learning opportunities. The quality of curriculum planning varies, with primary pupils benefiting from a well-structured curriculum, while older pupils face a lack of ambition in their learning expectations. This has resulted in gaps in knowledge for some students.
Younger pupils feel secure in reporting concerns about bullying, while older pupils are less confident in doing so. The school offers various extracurricular activities and trips, and pupil leaders express pride in their school. However, the quality of education is inconsistent across subjects. In some areas, primary and secondary leaders collaborate effectively, ensuring a seamless educational journey. In contrast, other subjects at key stages three and four do not build adequately on primary strengths, leading to disengagement and knowledge gaps among secondary pupils.
In the early years, children with special educational needs and disabilities receive appropriate support from caring staff. However, some documentation related to these needs is not consistently well-managed due to leadership vacancies. New leaders are addressing these issues promptly. Nursery children thrive and adapt well to routines, while reception-age children receive effective reading instruction.
Older pupils struggling with reading do not receive sufficient support to become fluent readers, as staff lack the necessary training in phonics. Leaders are aware of this and are working to improve the situation. The new behaviour policy, while promising, requires consistent implementation by all staff to be effective. Attendance remains a concern, particularly among older pupils, impacting their learning and progress.
The school has strengthened its personal, social, and health education curriculum, providing older pupils with essential lessons on various topics, including careers advice. However, some key stage four pupils lack knowledge about world religions and British values, which affects their ability to engage respectfully with others.
The local governing body is experienced and supports school leaders in making informed decisions. Safeguarding arrangements are effective, with staff trained to recognize and report concerns. Pupils learn about safety and health through their subjects and PSHE lessons.
To improve, the school needs to ensure clarity in curriculum planning across all subjects, provide adequate support for older pupils learning to read, and consistently implement the behaviour policy. Additionally, strategies to improve attendance must be closely monitored, and the PSHE curriculum should allow for regular revisiting of key knowledge to enhance retention. Overall, while the school is making strides in certain areas, significant work remains to ensure all pupils receive a high-quality education.
