Holy Trinity CofE Primary School
phone: 020 78819860
headteacher: Miss D Welbourne
230 pupils capacity: 97% full
110 boys 49%
115 girls 51%
Last updated: June 18, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 528059, Northing: 178778
- GPS coordinates
- Latitude: 51.493, Longitude: -0.15675
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 22, 2012
- Diocese of London
- Region › Const. › Ward
- London › Chelsea and Fulham › Hans Town
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Eaton House School SW1W9BA (225 pupils)
- 0.1 miles Inchbald School of Design SW1W9BA
- 0.2 miles St Joseph RC Primary School SW32QT (218 pupils)
- 0.2 miles Saint Thomas More Language College SW32QS (599 pupils)
- 0.2 miles Sussex House School SW1X0EA (186 pupils)
- 0.2 miles Francis Holland School SW1W8JF (478 pupils)
- 0.3 miles Hill House School SW1X0EP (970 pupils)
- 0.3 miles More House School SW1X0AA (211 pupils)
- 0.3 miles Garden House School SW34TW (504 pupils)
- 0.3 miles Knightsbridge School SW1X0BD (369 pupils)
- 0.3 miles St Barnabas' CofE Primary School SW1W8PF (153 pupils)
- 0.4 miles Marlborough Primary School SW33AP (325 pupils)
- 0.5 miles St Peter's Eaton Square CofE Primary School SW1W0NL (306 pupils)
- 0.5 miles Abbey College SW1W0DH
- 0.6 miles Christ Church CofE Primary School SW34AA (211 pupils)
- 0.6 miles Oratory Roman Catholic Primary School SW36QH (211 pupils)
- 0.6 miles Allendale Preparatory School SW32BQ
- 0.6 miles Eaton Square School SW1V1PP (545 pupils)
- 0.6 miles Dolphin School SW71JA
- 0.7 miles St Vincent de Paul RC Primary School SW1P1EP (242 pupils)
- 0.8 miles Chelsea Open Air Nursery School and Children's Centre SW35JE (59 pupils)
- 0.8 miles Jamahiriya School SW35JP
- 0.8 miles Churchill Gardens Community Primary School SW1V3EU
- 0.8 miles St Gabriel's CofE Primary School SW1V3AG (200 pupils)
Holy Trinity CofE Primary
Sedding Street, Sloane Square, London, SW1X 9DE
|Inspection dates||22–23 November 2012 |
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Teaching is good because lessons are well |
Behaviour is good. Pupils feel safe and enjoy
Leaders ensure that subjects are planned
planned with clear structure. Resources are
very carefully designed to motivate pupils and
capture their interest in their learning.
their time at this happy and secure school.
They feel that bullying is rare and are
confident that they are well supported by
effectively to support good achievement in
English and mathematics. The school makes
good use of the local area to enable pupils to
take part in a range of trips.
| Governors have a good knowledge of the |
School leaders provide clear strategies. They
Disabled pupils and those with special
Spiritual, moral, social and cultural
school. They provide an equal balance of
support and challenge. They have a clear
understanding of what the school does well
and what it needs to do to improve further.
are carefully focused on continued
educational needs make outstanding progress
in English and mathematics through very well
designed support and guidance.
development is promoted through a very wide
range of opportunities and activities.
| Leaders and managers have not made certain |
that all pupils are set individual targets in
English and mathematics so they know what
to do to improve in their work.
| The sharing of targets is not always consistent |
to ensure that pupils’ progress is outstanding.
|Inspection report:||Holy Trinity CofE Primary School, 22–23 November 2012||2 of 9|
Information about this inspection
- Inspectors observed 19 lessons, of which 15 were joint observations with the headteacher and
other senior staff and two assemblies.
- Meetings were held with staff, pupils, members of the governing body, representatives from the
local authority and the diocese.
- Inspectors listened to pupils read.
- Inspectors looked at the school’s work, information about the achievement of pupils,
safeguarding, attendance, development planning and the school’s self-evaluation.
- Inspectors took into account the 27 responses to the on-line questionnaire (Parent View) and 28
|Michael Merva, Lead inspector||Additional Inspector|
|Madeleine Gerard||Additional Inspector|
|Inspection report:||Holy Trinity CofE Primary School, 22–23 November 2012||3 of 9|
Information about this school
- The school is smaller than the average-sized primary schools.
- Pupils come from a range of different heritages. An above average proportion of pupils speak
English as an additional language. Some are at an early stage of learning English.
- The proportion of pupils supported at school action, school action plus and with a statement of
special educational needs is below average.
- The proportion of pupils known to be eligible for the pupil premium for whom the school
receives additional income is above average.
- A high propotion of pupils join the school at various times other than the start of the academic
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- The school provides a breakfast club each weekday. There is no alternative provision at the
- The after-school programme is not managed by the governing body.
What does the school need to do to improve further?
- Ensure pupils make consistently good and outstanding progress by understanding their individual
targets in English and mathematics.
- Further strengthen leadership and management by:
Checking regularly how consistently teachers are sharing targets with pupils in all year
groups and how well pupils are meeting them.
|Inspection report:||Holy Trinity CofE Primary School, 22–23 November 2012||4 of 9|
|The achievement of pupils||is good|
- In the Early Years Foundation Stage children join the school with skills and knowledge that are
below expectations for their age. Communication, language and reading skills are particularly
weak. Children make good progress in the Nursery and Reception classes and by the end of the
Reception Year attainment is closer to average, and improving.
- The teaching of letters and sounds helps children in the Early Years Foundation Stage and pupils
in Years 1 and 2 to make good gains in their reading skills. Standards in reading by the end of
Year 6 are broadly average and improving.
- By the end of Year 6, standards are average in English and above average in mathematics.
Standards are improving rapidly compared to previous years.
- Disabled pupils and those with special educational needs including those on school action, school
action plus and those in receipt of a statement are very well supported. Their needs are clearly
identified and they receive carefully tailored personalised support and guidance, for example the
use of additional adults to provide effective support in lessons to meet their needs. As a result,
they make outstanding progress.
- Pupils from White British and other White heritages, including those new to learning English,
make good progress. They benefit from extra sessions and in-class support by specialist staff to
support their learning.
- Pupils who arrive during the school year are carefully assessed to explore their basic needs. Well
planned support in lessons and outside the classroom helps them to catch up with their peers
and reach broadly average standards. They make friends quickly because other pupils are
- Pupils who are eligible for the pupil premium receive additional support to boost their skills in
English and mathematics. This allows them to make good progress so that the gap between
them and other pupils within in the school and those nationally closes quickly.
- Parents’ surveys and interviews from both Parent View and the school’s own records indicate
that parents feel that their children are doing well at the school.
|The quality of teaching||is good|
- The quality of teaching over time is good, and some is outstanding.
- Resources are well constructed and are used to make explanations clear, increase enjoyment,
and support pupils in understanding new learning quickly. For example, in a Year 5 history
lesson about Ancient Egyptian religion and culture, pupils were fascinated by photographs of
Egyptian gods and tombs. These rapidly engaged pupils. They were highly engaged with the
imagery of Ancient Egypt and the music from this period.
- Teachers set work at the correct level of difficulty for different ranges of pupils. This allows
pupils to learn well in line with their individual needs and make good progress.
- Teachers set short time limits for learning tasks to help pupils work at a brisk pace. This enables
them to check and review pupils’ learning before moving on.
- Reading is promoted well across the school. Older pupils say they are very pleased with the
selection of books they have to choose from and are clear about how much they enjoy reading.
Children in the Nursery are positive about being able to change their home reading book each
- Pupils’ progress is checked by teachers and they use this knowledge to plan work at the right
level of difficulty.
- Teachers make clear what pupils will be learning in lessons. Personal targets are used
particularly well in Year 6 so that pupils know what they need to do to move up to the next level
in their work. However, the use of individualised targets for pupils in other classes is
|Inspection report:||Holy Trinity CofE Primary School, 22—23 November||5 of 9|
- Additional adults are used well to promote learning. They make a good contribution in lessons
because planning makes clear how they should support specific pupils. Extra help and guidance
for disabled pupils and those who have special educational needs are particularly well focused,
making a strong contribution to their progress. These include enrichment activities and support
from specialist therapists and external agencies.
- Pupils known to be eligible for free school meals benefit from a range of additional support,
including enrichment activities and support from specialist therapists and external agencies.
|The behaviour and safety of pupils||are good|
- Pupils enjoy coming to school and their behaviour is typically good. They are universally polite
and relationships are positive.
- Pupils are happy at school. One pupil typically said, ‘If you come to school sad, the happy
environment and smiling faces makes you feel happy too.’
- Pupils behave well in lessons and around school. They are able to manage their own behaviour
and understand what the expected standards are.
- Adults in school use clear systems to manage behaviour well, but on a few occasions those
individual pupils who need extra support are given reminders of the standard of behaviour
- Pupils are very clear that bullying is rare. They have a good awareness of the different types of
bullying, for example cyber and racist bullying. During the inspection, the school was engaging
in Kindness Week, which included a strong element of anti-bullying training. Pupils also are
confident that staff deal quickly and effectively with any problems which may arise. This is
evident in the school’s records and logs of bullying and racist incidents.
- Attendance is average and improving. This is the result of the school’s effective strategies to
promote regular attendance. It has a high profile across the whole school community. For
example, the school celebrates the importance of regular attendance and its positive impact on
- The breakfast club provides a calm start to the school day in a very caring and supportive
|The leadership and management||are good|
- The headteacher, leaders and managers, staff and parents work closely together as a team to
promote and secure good teaching and good pupil achievement.
- Both the local authority and the diocese board provide light touch support for this good school.
Since the last inspection, the school has sustained good teaching, behaviour and safety. It has
improved attendance and raised attainment in mathematics. As a result, it is improving and has
the capacity to improve further.
- The school’s self-evaluation is accurate and defines appropriate priorities for improvement and
gives clear guidance on how to achieve them.
- The school’s management of the quality of teaching is rigorous and systematic. However, what
is less consistent is the sharing of pupil targets and how well pupils are meeting them. Teaching
is regularly and accurately checked by the school’s leaders and the results are shared with the
governing body. Clear links are made between the quality of teaching and the school’s
performance management process, resulting in appropriate targets and relevant training and
coaching for staff. The process is closely related to pupil achievement and teachers’ pay
- The curriculum is broad, balanced and meets statutory requirements. It is also often very
imaginatively delivered, including the use of engaging resources to help pupils’ learning and
enjoyment. The school uses its central London location to provide a range of learning
experiences beyond the school environment. These include art lessons at a local gallery and
performances of plays, written by pupils, at the Royal Court Theatre. Music provides a very
strong opportunity to increase pupils’ learning and is comprehensively delivered across the
|Inspection report:||Holy Trinity CofE Primary School, 22—23 November||6 of 9|
- Spiritual, moral, social and cultural provision is a strength of the school. Opportunities are
provided to allow pupils to understand religious and moral ideals and to reflect on their own
behaviour. This was observed during the inspection in an assembly involving information about a
specific saint and the potential influence of her life on the pupils. Achievement was a strong
feature of another assembly where pupils’ progress in a range of areas was very well celebrated.
Cultural opportunities are rich and the pupils demonstrate friendly behaviour at all times.
- The Early Years Foundation Stage is well led and managed by its coordinator. There is a well
organised induction system for children to help them to settle quickly when they join the school.
Close links with parents help promote children’s good achievement. Workshops for parents, for
example on how reading is taught, help them support their children’s learning at home.
- Tackling discrimination is central to the school’s work to ensure that all pupils, regardless of their
background or ability, have equal opportunities to access all that the school has to offer and
achieve well. The school has good systems to ensure all pupils do as well as each other and
develop positive relationships.
- The governance of the school:
– Governors know the school well and accurately evaluate the school’s work. They have a good
understanding of the quality of teaching. Governors check carefully the management of the
school’s performance and ensure there are strong links to both classroom performance and the
payment of salaries. They make sure that additional funding provided through the pupil
premium is used to support pupils known to be eligible for free school meals. They check that
additional teaching sessions and further learning opportunities for these pupils successfully
close any gaps in their performance compared with all pupils nationally. Governors help make
certain that all pupils do equally well. They carefully monitor arrangements for safeguarding to
ensure that statutory requirements are met. They also closely monitor, review and revise a
range of key policy documents. Governors fully examine the school’s financial resources to
check whether they are well used to have a positive impact on pupils’ learning. They ensure
that the school has effective procedures and policies for risk assessment. The governors have
had training in relevant areas such as safer recruitment.
|Inspection report:||Holy Trinity CofE Primary School, 22–23 November 2012||7 of 9|
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.
|Inspection report:||Holy Trinity CofE Primary School, 22–23 November 2012||8 of 9|
|Unique reference number||100490|
|Local authority||Kensington and Chelsea|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary aided|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||236|
|Appropriate authority||The governing body|
|Chair||The Reverend G Rainford|
|Date of previous school inspection||23–24 January 2008|
|Telephone number||020 7881 9860|