School etc

Holy Trinity Catholic Primary School

Holy Trinity Catholic Primary School
Fraser Street
West Midlands

phone: 01902 558977

headteacher: Mrs C A T McNally Bed Hons


school holidays: via Wolverhampton council

247 pupils aged 2—10y mixed gender
182 pupils capacity: 136% full

135 boys 55%

≤ 243y154a34b54c115y166y197y178y139y1610y14

115 girls 47%

≤ 274b35y136y107y128y169y1410y14

Last updated: June 18, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 395347, Northing: 296578
GPS coordinates
Latitude: 52.567, Longitude: -2.0701
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Jan. 29, 2014
Archdiocese of Birmingham
Region › Const. › Ward
West Midlands › Wolverhampton South East › Bilston East
Urban > 10k - less sparse
Free school meals %

rooms to rent in Bilston

Schools nearby

  1. 0.3 miles Field View Primary School WV147AE (434 pupils)
  2. 0.3 miles Green Acres Junior School WV147AE
  3. 0.5 miles Loxdale Primary School WV140PH (251 pupils)
  4. 0.5 miles Villiers Primary School WV146PR (620 pupils)
  5. 0.5 miles The Bilston High School WV140QD
  6. 0.5 miles South Wolverhampton and Bilston Academy WV140LN (883 pupils)
  7. 0.6 miles St Edward's Nursery School WV140LT
  8. 0.6 miles Stonefield Junior and Infant School WV140QB
  9. 0.6 miles Moseley Park WV146LU
  10. 0.6 miles Bilston Nursery School Children's Centre WV140LT (86 pupils)
  11. 0.6 miles Moseley Park WV146LU (716 pupils)
  12. 0.8 miles St Thomas More Catholic School, Willenhall WV147BL (1444 pupils)
  13. 0.8 miles St Leonard's CofE Junior and Infant School WV140HU
  14. 0.9 miles Darlaston Community Science College WS108QJ
  15. 0.9 miles Wilkinson Primary School WV148UR (415 pupils)
  16. 0.9 miles Bilston Church of England Primary School WV140HU (234 pupils)
  17. 0.9 miles Grace Academy Darlaston WS108QJ (717 pupils)
  18. 1 mile Stowlawn Primary School WV146EH (241 pupils)
  19. 1 mile Stow Heath Primary School WV133TT (502 pupils)
  20. 1 mile Stow Heath Junior School WV133TT
  21. 1 mile Ettingshall Primary School and Nursery WV140NF
  22. 1 mile Green Park School WV146EH (107 pupils)
  23. 1 mile Ettingshall Infant School WV140NF
  24. 1 mile Ettingshall Junior School WV140NG

List of schools in Bilston

School report

Holy Trinity Catholic Primary


Fraser Street, Bilston, WV14 7PD

Inspection dates 29–30 January 2014
Overall effectiveness This inspection: Outstanding 1
Previous inspection: Good 2
Achievement of pupils Outstanding 1
Quality of teaching Outstanding 1
Behaviour and safety of pupils Outstanding 1
Leadership and management Outstanding 1

Summary of key findings for parents and pupils

This is an outstanding school.

School leaders and governors are relentlessly
From the moment they start in the nursery,
By the time pupils leave in Year 6 they are
Pupils eligible for the pupil premium make
Leaders are outstanding role models and they
focused on securing the very best for their
pupils. Consequently the school has improved
still further since its last inspection.
children achieve exceptionally well, and this
continues throughout the school. A few
younger pupils need even more help with
their writing.
extremely well prepared for their next stage,
educationally and personally. Their
attainment in English and mathematics is well
above average.
phenomenal progress and out-perform all
pupils in the school and all pupils nationally,
particularly in Key Stage 2.
successfully coach and mentor all staff. As a
result teaching is at least good and is often
Support for pupils and families who need extra
Information on pupils’ needs and capabilities is
Pupils’ behaviour is outstanding. They have
Pupils’ spiritual, moral, social and cultural
There is an exceptionally positive learning
emotional assistance, and support for those
pupils who are disabled or have special
educational needs, are outstanding. The work
of other adults is exemplary in helping these
pupils achieve their very best.
used remarkably well to ensure all pupils,
regardless of ability or background, make the
best possible progress.
very mature attitudes to their learning. Pupils
are very proud of their school and feel very
secure in it.
development is also outstanding.
atmosphere throughout the school. Everyone
says they consider their school to be like one
‘big happy family’.

Information about this inspection

  • The inspectors observed 15 lessons. Some of these observations were undertaken jointly with
    the deputy headteacher.
  • Meetings were held with pupils, members of the governing body, members of staff and a
    representative from the local authority.
  • The inspectors took account of the views of 10 parents who responded to the online
    questionnaire Parent View. The inspectors also looked at the school’s most recent survey and
    talked to some parents at the beginning of the school day.
  • The inspectors observed the school’s work, heard some pupils read, and looked at a number of
    documents, including the school’s own information about pupils’ learning and progress, planning
    and monitoring documents, the school development plan, records relating to behaviour and
    attendance, and safeguarding information.
  • The inspectors analysed 26 questionnaires from staff.

Inspection team

Mary Hinds, Lead inspector Additional Inspector
Ann Gill Additional Inspector

Full report

Information about this school

  • This is an average-sized primary school.
  • The percentage of pupils who are eligible for the pupil premium (which provides additional
    funding for pupils in local authority care and those known to be eligible for free school meals) is
    almost twice the national average.
  • Just over half of the pupils are of White British heritage. The rest of the school population are
    from a wide range of different ethnic backgrounds, the largest being Asian.
  • Almost a third of pupils speak English as an additional language, which is much higher than the
    national average.
  • The proportion of disabled pupils and those who have special educational needs supported
    through school action is well above average. The proportion supported at school action plus or
    with a statement of special educational needs is below average.
  • The school meets the current floor standards, which set out the government’s minimum
    expectations for attainment and progress.

What does the school need to do to improve further?

  • Provide even more support for the younger pupils who find writing hard.

Inspection judgements

The achievement of pupils is outstanding
  • Children in the Early Years Foundation Stage achieve well. From very low starting points when
    they enter the nursery, children quickly gain in confidence and make good and often outstanding
    progress, particularly in their personal development and speaking and listening skills. However,
    their early reading, writing and numeracy skills are still below that which is typical for their age
    when they enter Year 1.
  • Progress across Key Stage 1 has improved. The results in the phonics check (the letters that
    sounds make) for the last two years have been well-above average. All groups now make rapid
    progress in reading, writing and mathematics, because the quality of teaching has been
    significantly strengthened. The gap that previously existed between pupils’ literacy skills and
    mathematical skills has been closed, as a result of the school’s concerted effort to develop pupils’
    number and calculation skills. Nevertheless, those who find writing difficult do not achieve as well
    as other groups in their writing.
  • From broadly average starting points at the beginning of Key Stage 2, all groups of learners,
    including the most able pupils, make outstanding progress in all three subjects. The gap between
    English and mathematics was again closed in 2013. Progress rates in mathematics were as rapid
    as they have been for a considerable time past in English.
  • Pupils leave the school in Year 6 with attainment which is well above average. Furthermore, the
    most able pupils achieve equally as well as all other groups. For example, the proportion of pupils
    reaching Level 5 in 2013 was 50% higher than the national averages, in reading, grammar,
    punctuation, spelling, and mathematics, and almost 20% of pupils achieved more than the
    national average in writing.
  • Pupils supported by the pupil premium in Year 6 made even more progress than other pupils and
    all pupils nationally in all three subjects. The gap between these two groups closed in 2013
    resulting in these pupils being just over a term behind in writing, a term and a half in
    mathematics, but a term ahead in reading. This represents outstanding achievement, given the
    high attainment of those pupils who are not supported by the pupil premium. They outperformed
    similar groups nationally by at least one year in both English and mathematics.
  • Disabled pupils and those who have special educational needs make similar progress to their
    classmates. They learn at such a good and often rapid pace because adults have an in-depth
    understanding of where individual pupils are in their learning, and how they learn best, so that
    they are able to provide the right support. All adults are highly vigilant in identifying any pupils in
    danger of falling behind and quickly adjust their teaching and resources to boost their progress.
  • Those pupils who speak English as an additional language make rapid progress across the school
    in both literacy and mathematics. This is because they have effective support from their friends,
    and adults, including bi-lingual adults who are adept at developing their vocabulary, and speaking
    and listening skills.
The quality of teaching is outstanding
  • Teaching is never less than good and is frequently outstanding. This is because leaders have
    trained, supported and mentored all staff. They are outstanding role models themselves and they
    inspire staff to be outstanding too.
  • Teachers have excellent subject knowledge and they use this and their deep understanding of
    what pupils can do and what they need to learn next, to plan work which secures outstanding
    learning and progress. As a result pupils are highly motivated and totally engaged in their
  • All staff check pupils’ current levels of learning, and annotate their planning to make sure that
    follow up work builds on what pupils already know. Similarly, teachers are skilled in marking
    pupils’ work, making sure that pupils’ understand what they have done well and what they need
    to do to improve. Pupils are given time to practise their work and extend their learning.
  • No learning time is wasted in lessons. For example, in mathematics lessons teachers and teaching
    assistants constantly checked pupils’ understanding. They picked up on misconceptions and
    targeted their teaching to clarify pupils’ understanding, asking probing questions to extend their
    understanding. Similarly, those pupils who found the work easy were asked to complete more
    demanding work such as identifying three squared numbers that are also palindromes. This
    secured rapid progress for all pupils.
  • The teaching of reading is outstanding. In regular reading sessions teachers are adept at asking
    the right questions to encourage pupils to use and apply their phonics knowledge to read
    unfamiliar words and to read for meaning. They use every opportunity to promote pupils’
    grammar, and extend their understanding of grammatical features; for example, pupils were
    asked to identify similes as they read their books to one another.
  • The teaching of writing is equally as strong for almost all pupils. There is an effective balance of
    the teaching of grammar, punctuation and spelling and creative opportunities for pupils to apply
    these skills at length in English. For example one Year 6 pupil in a powerful diary entry about the
    ‘Jabberwocky’, wrote ‘I have an adventurous tale to confess. It has remained a secret until now. I
    would always wonder how I could get the harmless Jabberwocky to become my pet. This story
    will (literally) make you shed a tear…’ Pupils also practise and hone their writing skills regularly in
    other subjects.
  • However, there are some relative weaknesses for younger pupils who find writing difficult.
    Children do not have enough opportunities to write on their own, in relevant and exciting
    situations which motivate them to want to write or to appreciate the purpose of writing. Equally,
    there are times when some pupils struggle in whole class situations, because they need more
  • Every space is used so that those pupils who need more intensive teaching can work in small
    groups, on specific tasks. In these sessions those pupils who need additional support, including
    those who find learning difficult and those pupils eligible for the pupils premium, have targeted
    and intensive work and support to boost their achievement and confidence.
The behaviour and safety of pupils are outstanding
  • The behaviour of pupils is outstanding, which has a significant impact on their learning. A key
    element of this is the rewards pupils receive when they use positive attitudes to learning. From
    nursery to Year 6 pupils have ‘learning friends’ which represent these positive learning attitudes.
    For example, pupils delight in displaying their sticker on the ‘Oscar the Owl’ picture when they are
    able to think and talk about what they have learn, or on ‘Clara the Cat’ when they are able to ask
    questions. As a result even the youngest children work on their own, concentrate, persevere and
    think more deeply about their learning.
  • Staff have very high expectations and pupils continually strive to meet these. Pupils are able to
    think very carefully and sensitively about the consequences of their own behaviour. The school
    can point to powerful evidence which shows the effective impact of their behaviour management
    strategies, leading to marked improvements for those pupils who previously had the most
    challenging behaviour.
  • Pupils strive to reflect the school values of ‘aspiring not to have more, but to be more…’ in
    everything they do, both in lessons and around the school. They are extremely polite and caring.
    They show pride in their achievements and in their school. Older pupils enjoy taking on extra
    responsibilities, including helping younger pupils to choose books in the library and reading to
    them at lunchtime.
  • Pupils have a good understanding of the different types of bullying. They are encouraged to think
    sensitively about the effects of bullying, and they explained to inspectors that they would try to
    prevent any incidents if they witnessed them. They are encouraged through a wide range of
    activities to do so, including making videos on the effects of cyber bullying. Pupils say there is no
    bullying and inspection evidence through the school’s records and discussion with pupils supports
  • The schools’ work to keep pupils safe and secure is outstanding. Pupils feel exceptionally well
    cared for and will often share some of their concerns that they have outside school with staff.
    This is handled sensitively, but used very effectively to explore issues which develop pupils’ ability
    to understand and handle risks sensibly, for example, how to deal with harmful substances.
  • Families and pupils whose circumstances make them potentially vulnerable are very well cared
    for. The school has in partnership with another local school employed a ‘Good Mental Health and
    Well-being’ worker who supports them when issues are identified or when help is requested. The
    headteacher works very closely with other outside agencies to ensure that pupils are kept safe.
  • Attendance is average and there are very few persistent absentees. The school works closely with
    parents and carers to encourage full attendance.
The leadership and management are outstanding
  • The headteacher is utterly dedicated and totally focused on securing equality of opportunity for all
    pupils irrespective of their backgrounds or abilities. Her unshakeable belief and drive to secure
    success for all pupils and to prepare them for their next stage in education drives the school
  • Her exceptional vision of excellence is fully shared by the leadership team, staff and governors.
    She has secured the commitment of everyone and is supported remarkably well by her deputy
    headteacher and assistant headteachers.
  • Leaders at all levels are all very experienced and their strengths are used very effectively. Both
    the deputy headteacher and assistant headteacher are also the English and mathematics subject
    leaders. The development of staff expertise is central to the success of the school. For example,
    most leaders are ‘home grown’ as are the teachers.
  • Leaders are highly analytical and reflective. They rigorously check how well pupils are doing, and
    review the impact of their work regularly, including at weekly staff meetings. All pupil information
    is used, including regular tests and assessments, and daily lesson observations. Pupils at risk of
    underperformance, irrespective of their ability, have tailored teaching to boost their progress.
    Staff have incisive information about the impact and effectiveness of their work, and therefore
    know that the pupil premium funding is being used wisely. All staff, including teaching assistants,
    are held fully to account for the progress pupils make in their classes and groups.
  • Teachers have targets to ensure that their practice continually improves and that pupils’ progress
    is rapid. Staff benefit from the expert advice and support of their leaders, to improve their own
    practice, and they also have specifically tailored training on an individual and whole school basis.
  • Teaching assistants are also set challenging targets and given effective training. The positive
    impact of the partnership work between teachers and teaching assistants can be seen in their
    highly collaborative work in lessons. This all supports the school’s targets for even further
  • The subjects, themes and topics that the pupils are taught provide them with many interesting
    opportunities to learn and make progress. There are many visits and visitors to enrich pupils’
    learning. Pupils’ spiritual, moral, social and cultural awareness is developed very well. For example
    children in the nursery celebrate the Chinese New Year and school assemblies promote pupils’
    values of respect, honesty and tolerance.
  • The school’s own analysis identified concerns regarding the obesity of a small minority of pupils,
    and that some pupils do not feel positive about how they look. The extra funding to promote
    sport in primary schools is being used effectively to get pupils fitter and healthier physically and
    mentally, through more regular opportunities for physical exercise using sports coaches and
    through a wider range of activities after school. There are also plans for staff to benefit from
    further training.
  • The local authority also judges the school to be outstanding, and maintains an effective
    partnership providing moderation of teaching and learning, and assessments. They also hold the
    funding for disabled pupils and those who have special educational needs centrally. They provide
    advice on how to plan and meet these pupils’ individual needs. Governors have benefitted from
    training, for example, in safeguarding and how to make better use of data about pupils’ progress.
    As capacity in the school is exceptionally strong, leaders provide advice and support for weak and
    failing schools within the local authority.
  • The governance of the school:
    Many of the governors are well-established, including the Chair of the Governing Body. They
    meet all their statutory duties, including those for safeguarding pupils.
    They work closely with the senior management team and as a result have a good overview of
    the school’s strengths and areas for improvement, including the quality of teaching. They
    provide effective support but also ask searching questions about the school’s performance.
    Governors are rightly proud of the school and particularly of how successful the school is in
    breaking down considerable barriers to many pupils’ learning, including those pupils who are
    eligible for the pupil premium. They know how this funding is spent and the highly positive
    impact this has on their achievement.
    Governors have a good overview of how staff performance is managed, and how this process
    relates to pay to ensure that good teaching is suitably rewarded. They are keen to maintain a
    strong and effective teaching team by placing a strong emphasis on keeping good teachers and
    developing the skills of potential future leaders already on the staff.
    They make good use of available analyses and documentation to monitor pupils’ progress,
    because they have attended training, including a governor conference which highlighted the
    school data dashboard as a tool for governors to use. However, by their own admission they
    need further training on school data and already have training planned in the near future.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

School details

Unique reference number 104378
Local authority Wolverhampton
Inspection number 431535

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Voluntary controlled
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 244
Appropriate authority The governing body
Chair Ann Ramsbottom
Headteacher Carroll McNally
Date of previous school inspection 25 March 2009
Telephone number 01902 558977
Fax number 01902 558978
Email address reveal email: holy…


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