|Name||Holy Trinity CofE Infant School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||03 April 2019|
|Address||Trinity Lane, Ripon, North Yorkshire, HG4 2AL|
|Religious Character||Church of England|
|Number of Pupils||212 (55% boys 45% girls)|
|Local Authority||North Yorkshire|
|Percentage Free School Meals||5.6%|
|Pupils with SEN Support||8.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is slightly smaller than most primary schools nationally. The proportion of pupils who are disadvantaged is below the national average. The vast majority of pupils are of White British heritage. The proportion of pupils with SEND, including those with an education, health and care plan, is below average. The school federated with Holy Trinity Junior School in January 2018, and the executive headteacher and deputy took up their post in January 2019. The school’s layout has been revised in order to improve inclusion and accessibility on the site.
Summary of key findings for parents and pupils
This is a school that requires improvement Since the last inspection, school improvement has been slow. Although improvement is now taking place quickly, the quality of education overall is not yet good. Over time, the proportion of pupils reaching the expected standard in mathematics, reading and writing by the end of Year 2 is broadly in line with national averages. Currently, however, not all pupils in key stage 1 are making strong progress from their typical starting points. The quality of teaching in Years 1 and 2 across subjects is not consistently good. Some teachers’ expectations of what pupils can achieve are too low. Work is not well matched to pupils’ varying abilities. Tasks too often lack challenge, particularly for the most able pupils. Teachers do not use effectively assessment information about what pupils know and can do. They do not plan pupils’ next steps in learning accurately. Pupils, including the most able, are not moved on promptly to acquire new knowledge or concepts. At times, low-level disruption ensues when tasks and learning do match pupils’ needs and interests. This slows progress for some pupils. The curriculum does not enable pupils to develop a deep knowledge or understanding of religious and cultural diversity. Several middle leaders are new to their posts. Some are still developing the skills needed to make a fully effective contribution to checking the school’s work in their area of responsibility. The school has the following strengths The executive headteacher and the deputy have accurately identified and are effectively addressing areas that require improvement. As a result of effective leadership over time and strengths in teaching and learning, most children make strong progress in early years. Safeguarding is effective. Vulnerable pupils and their families are well supported. Most pupils behave well and show positive attitudes to learning. Attendance is good. Relationships with parents are strong. Parents acknowledge recent improvements. Governance is effective. Governors have capitalised on the benefits of being federated with the junior school. They check that change is leading to improved outcomes for pupils.