Holy Trinity Catholic Primary School
phone: 01902 558977
headteacher: Mrs C A T McNally Bed Hons
182 pupils capacity: 136% full
135 boys 55%
115 girls 47%
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 %
- 0.3 miles Field View Primary School WV147AE (434 pupils)
- 0.3 miles Green Acres Junior School WV147AE
- 0.5 miles Loxdale Primary School WV140PH (251 pupils)
- 0.5 miles Villiers Primary School WV146PR (620 pupils)
- 0.5 miles The Bilston High School WV140QD
- 0.5 miles South Wolverhampton and Bilston Academy WV140LN (883 pupils)
- 0.6 miles St Edward's Nursery School WV140LT
- 0.6 miles Stonefield Junior and Infant School WV140QB
- 0.6 miles Moseley Park WV146LU
- 0.6 miles Bilston Nursery School Children's Centre WV140LT (86 pupils)
- 0.6 miles Moseley Park WV146LU (716 pupils)
- 0.8 miles St Thomas More Catholic School, Willenhall WV147BL (1444 pupils)
- 0.8 miles St Leonard's CofE Junior and Infant School WV140HU
- 0.9 miles Darlaston Community Science College WS108QJ
- 0.9 miles Wilkinson Primary School WV148UR (415 pupils)
- 0.9 miles Bilston Church of England Primary School WV140HU (234 pupils)
- 0.9 miles Grace Academy Darlaston WS108QJ (717 pupils)
- 1 mile Stowlawn Primary School WV146EH (241 pupils)
- 1 mile Stow Heath Primary School WV133TT (502 pupils)
- 1 mile Stow Heath Junior School WV133TT
- 1 mile Ettingshall Primary School and Nursery WV140NF
- 1 mile Green Park School WV146EH (107 pupils)
- 1 mile Ettingshall Infant School WV140NF
- 1 mile Ettingshall Junior School WV140NG
Holy Trinity Catholic Primary
Fraser Street, Bilston, WV14 7PD
|Inspection dates||29–30 January 2014|
|Overall effectiveness||This inspection:||Outstanding||1|
|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
extremely well prepared for their next stage,
educationally and personally. Their
attainment in English and mathematics is well
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.
|Mary Hinds, Lead inspector||Additional Inspector|
|Ann Gill||Additional Inspector|
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
- 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.
|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
- 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
- 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
- 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 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.
|Unique reference number||104378|
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|
|Date of previous school inspection||25 March 2009|
|Telephone number||01902 558977|
|Fax number||01902 558978|