Ofsted conducted a monitoring inspection of Trinity Academy Richmond on 11 October 2023, following the school's designation of serious weaknesses after a graded inspection in February 2022. The purpose of this inspection was to assess the progress made by the school since the last inspection, rather than to evaluate its overall effectiveness. The inspection involved discussions with school leaders, trustees, and local governing body members, as well as classroom observations and reviews of student work.
The findings indicate that while progress has been made, further work is required for the school to no longer be classified as having serious weaknesses. Changes in the teaching and support staff have occurred since the last visit, and the school has shifted from mixed-age classes to single-year groups in key stages one and two. Stable leadership has contributed to improvements in priority areas, and there is a collective commitment among stakeholders to enhance the quality of education provided to students. Notable progress has been observed, particularly in the early years, although challenges remain in ensuring that all students acquire and retain the necessary knowledge for their future learning.
In the early years, significant advancements have been made, including the development of a suitable curriculum and a transformed learning environment that fosters engagement. Staff have focused on enhancing children's communication and language skills, introducing new vocabulary, and encouraging its use. However, the school recognizes the need to establish effective systems for assessing children's knowledge retention.
The curriculum for foundation subjects has been revised to be more ambitious, with clear identification of essential knowledge for students. While the intent of the curriculum has improved, its implementation is inconsistent, and some teaching activities do not effectively support all students, particularly those with special educational needs and disabilities. There is a need for teachers to better assess students' learning in these subjects.
Efforts to improve reading instruction through coaching sessions have shown success, enhancing staff understanding of effective early reading practices. However, there is a lack of clarity regarding which students require additional reading support, and some students, including those with special educational needs, are not receiving the necessary assistance to develop their reading skills.
The introduction of a new behavior policy has raised expectations for student conduct, leading to improvements in classroom behavior. Nonetheless, variability in behavior management persists among teachers, affecting student engagement. The school is collaborating with a Department for Education behavior hub to further enhance student behavior, and positive changes have been noted during lunchtime activities.
The local governing body has strengthened its role, with members actively visiting the school and providing constructive feedback. This has resulted in a better understanding of the school's improvement efforts. The board of trustees has also increased support for the school, including the appointment of a primary director to enhance leadership capacity and curriculum development.
External support from the diocese and an English hub has contributed to the school's improvement initiatives. Staff morale remains high, with recognition of the positive changes being implemented. Parents have also noted improvements in the curriculum and student behavior. Overall, while progress has been made, continued efforts are necessary to ensure that all students receive a high-quality education and that the school moves beyond its current designation of serious weaknesses.
