School etc

Trinity Church of England Primary School

Trinity Church of England Primary School
Longford Road
Heath Town
West Midlands

phone: 01902 558410

headteacher: Mr Matthew Welton Bed


school holidays: via Wolverhampton council

462 pupils aged 3—10y mixed gender
630 pupils capacity: 73% full

235 boys 51%


230 girls 50%


Last updated: Sept. 1, 2014

Primary — Voluntary Controlled School

Education phase
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
Open date
Jan. 1, 1998
OSGB coordinates
Easting: 393027, Northing: 299890
GPS coordinates
Latitude: 52.597, Longitude: -2.1044
Accepting pupils
2—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 21, 2012
Diocese of Lichfield
Region › Const. › Ward
West Midlands › Wolverhampton North East › Heath Town
Urban > 10k - less sparse
Free school meals %

rooms to rent in Wolverhampton

Schools nearby

  1. 0.1 miles Trinity CofE Junior School WV100UB
  2. 0.1 miles Trinity CofE Infant School WV100UB
  3. 0.3 miles St Stephen's Church of England Primary School WV100BB (250 pupils)
  4. 0.3 miles Heath Park Business and Enterprise College WV111RD
  5. 0.3 miles Heath Park WV111RD (1201 pupils)
  6. 0.4 miles Long Ley Primary School WV100HG
  7. 0.6 miles Woden Primary School WV100LH
  8. 0.6 miles Woden Junior School WV100LH
  9. 0.6 miles Woden Infant School WV100LH
  10. 0.6 miles Woden Primary School WV100LH (422 pupils)
  11. 0.7 miles St Mary's Catholic Primary School, Wolverhampton WV108PG (370 pupils)
  12. 0.8 miles Eastfield Primary School WV12QY (235 pupils)
  13. 0.8 miles Wodensfield Primary School WV111PW (491 pupils)
  14. 0.8 miles St Patrick's Catholic Primary School, Wednesfield WV111PG (234 pupils)
  15. 0.8 miles Wodensfield Infant School WV111PW
  16. 0.8 miles Wodensfield Junior School WV111PW
  17. 0.9 miles Eastfield Nursery School WV12HH (91 pupils)
  18. 0.9 miles Deyncourt Primary School WV111DD (316 pupils)
  19. 1 mile Old Fallings Junior School WV108BN
  20. 1 mile Fallings Park Primary School WV108BN (473 pupils)
  21. 1 mile Holy Rosary Catholic Primary School WV12BS (183 pupils)
  22. 1 mile Deansfield Community School, Specialists In Media Arts WV12BH (511 pupils)
  23. 1 mile Our Lady and St Chad Catholic Sports College WV108BL (789 pupils)
  24. 1.1 mile Low Hill Nursery School WV109JN (79 pupils)

List of schools in Wolverhampton

Age group 3–11
Inspection date(s) 21–22 June 2012
Inspection number 395542

Trinity Church of England Primary


Inspection report

Unique reference number 131439
Local authority Wolverhampton
Inspect ion number 395542
Inspect ion dates 21–22 June 2012
Lead inspector Wiola Hola

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 452
Appropriate authority The governing body
Chair William Nicholls
Headteacher Matthew Welton
Date of previous school inspection 22 May 2008
School address Longford Road
Heath Town
WV10 0UB
Telephone number 01902 558410
Fax number 01902 558414
Email address reveal email: trin…
Inspection report: Trinity Church of England Primary School, 21–22 June 2012 2 of 12

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Inspection report: Trinity Church of England Primary School; 21–22 June 2012 3 of 12


Inspection team

Wiola Hola Additional Inspector
Richard Boswell Additional Inspector
Pamela Matty Additional Inspector

This inspection was carried out with two days’ notice. Inspectors observed 15
teachers in 21 parts of lessons. They also made several short visits to a series of
small group activities; some of these sessions were led by teaching assistants.
Inspectors listened to a sample of pupils reading. Meetings were held with two
groups of pupils, two members of the governing body and with staff, leaders and
managers at all levels. In addition, inspectors spoke with pupils in lessons and at
break times and with some parents and carers. Inspectors took account of the
responses to the on-line questionnaire (Parent View) in planning the inspection.

Inspectors observed the school’s work and looked at the school development plan,
data on pupils’ attainment and progress, samples of pupils’ written work, information

about how teaching is evaluated and improved, a sample set of minutes of governing
body meetings, some lesson plans, and a selection of school policies especially
documents relating to the safeguarding of pupils. Inspectors also analysed 148
questionnaires from parents and carers together with 26 from staff and 98 from
pupils in Years 3 to 6.

Information about the school

The school is much larger than the average-sized primary school. The proportions of
pupils from minority ethnic groups or who speak English as an additional language
are both well above average. A third of pupils are of White British heritage. The main
other groups are Indian, Caribbean, white and black Caribbean, and African. The
proportion of pupils known to be eligible for free school meals is well above average.
The proportion of pupils supported by school action plus or with a statement of
special educational needs is below average. A higher than average percentage of
pupils join or leave the school at other than the normal entry times. The school

meets the government’s current floor standards, which set the minimum
expectations for pupils’ attainment and progress. Privately run and managed before-

and after-school clubs are run on the school premises. These have been inspected

Inspection report: Trinity Church of England Primary School; 21–22 June 2012 4 of 12

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness 2
Achievement of pupils 2
Quality of teaching 2
Behaviour and safety of pupils 2
Leadership and management 2

Key findings

  • This is a good school. It lives out its motto ‘Learning to love - loving to learn’. It
    successfully nurtures pupils’ talents and enthusiasms. Staff work as one to
    create an encouraging and engaging setting for education. The school is not
    outstanding because, while teaching is generally good, there are some
    inconsistencies in it. Children in the Early Years Foundation Stage make an
    outstanding start to school life.
  • Pupils make good progress and achieve well. Standards by the end of Year 6
    are broadly average. Pupils’ skills in writing are not as well developed as they
    are in reading. Creativity is strong and contributes greatly to pupils’ personal
  • Lessons are calm and learning is purposeful. Relationships between staff and
    pupils are very positive. Where teaching is outstanding, pupils’ enjoyment is
    huge and their learning excellent. At times, teaching does not assess swiftly
    what pupils have or have not grasped. The teaching of reading is highly
    capable. Classrooms are vibrant and displays of work very attractive.
  • Pupils are extremely positive about their experiences at school and say they feel
    safe. They are polite, friendly and behave well. They work hard and present
    their work with pride. Older pupils readily take on many responsibilities. Some
    pupils show independence in their learning but, in the main, the skills of
    investigation are not highly developed. Attendance has improved and is broadly
  • The relatively new leadership team is working well to promote high quality
    teaching and learning. Leaders have reversed the dip in pupils’ progress visible
    in the 2011 Year 6 test results. Staff are buoyant and work with a clear sense
    of direction. The governing body is strong, effective and supportive. Provision
    for pupils’ spiritual, moral, social and cultural development is exceptionally

What does the school need to do to improve further?

  • Improve further pupils’ progress and attainment, especially in writing, by:
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    extending the opportunities pupils have for speaking and listening,
    generally and as a prelude to writing
    ensuring, when appropriate, pupils have time to polish their work, done by
    hand or using computers
    building in more occasions when pupils read out or discuss what they have
    produced with each other, the class, or with teachers and helpers.
Inspection report: Trinity Church of England Primary School; 21–22 June 2012 5 of 12
  • Ensure more teaching is good or outstanding so as to increase further the rate
    of pupils’ progress by:
    sharing the good practice that already exists in the school, especially in
    the provision of first-hand, relevant and meaningful resources and various
    experiences that support learning and promote a deeper understanding
    strengthening, where necessary, teachers’ skills in assessing astutely,
    exactly which pupils have or have not grasped the new ideas and skills
    being presented so as to provide the right next steps in their learning.
  • Develop pupils’ skills as independent and resilient learners by:
    giving them more opportunities to pose their own questions, suggest
    solutions or approaches, follow and adjust lines of enquiry and to present
    building on the excellent work already being done in these respects in the
    Early Years Foundation Stage and elsewhere.

Main report

Achievement of pupils

Learning is calm, orderly and often fun. Because lessons are mostly well-planned
with engaging tasks, pupils generally make good and sometimes excellent progress.
Parents and carers are right in feeling their children make good progress.
Attainment on entry is below expectations for most children. Children make
outstanding progress in the Nursery and Reception classes because of excellent
identification by staff of their individual needs, and through teachers’ skill and
creativity in providing for them. Huge enjoyment was seen, for example, in the

Forest School as the ‘Super Heroes’ went to rescue their bears in trouble in the

woods. Enhancements to provision in the Early Years Foundation Stage since the last
inspection mean that children are now starting Year 1 with skills that are typically
expected for their ages; this is an improvement on outcomes in previous years.
In Years 1 to 6, progress is good but variable, depending on the quality of teaching.
Progress in reading is excellent. Pupils can be seen routinely completing their reading
logs and happily discussing books read. Attainment in reading is average by the end
of Year 1 and above average in Year 6. Progress in writing, while good overall, is not
as smooth or speedy across the school as it is for reading. Pupils are confident in
many ways but their speaking skills are often rather limited. Responses in lessons are

Inspection report: Trinity Church of England Primary School; 21–22 June 2012 6 of 12

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

usually brief. In relatively few lessons do pupils engage in discussions or share their
views extensively. Progress in mathematics is good overall and better where tasks
are set in meaningful contexts and undertaken with good pace.
Because leaders keep such a very close eye on each pupil’s progress, and take action
where intervention is required, there is very little variation in the achievement of
different groups of pupils. In particular, pupils with disabilities and those who have
special educational needs learn well and make the same good progress as others.
The progress of pupils who speak English as an additional language is good and
often excellent. The school has successfully narrowed the gap between the
achievement of boys and girls; the relative underperformance of girls has been
eliminated. Progress over Years 3 to 6 has been good in recent years but dropped in

2011 for pupils then in Year 6. The good overall rate of progress has been restored

because leaders and managers have taken the right action to improve teaching
where necessary.
The school has developed expertise in supporting pupils’ creative development. As a
result, dance, drama, singing and music, for example, are regular experiences that
bring a joy to learning and boost pupils’ confidence and self-esteem. A delightful film

produced by pupils in Year 4, ‘Faith in Others’, demonstrates the wide range of

techniques used, including some good application of information and communication
technology (ICT), to portray the many faith groups present in the school. School
drama and musical productions are highly praised by pupils, parents and carers.

Quality of teaching

Well-established routines to support teaching, learning and pupils’ personal
development, evolved over time in this well-ordered and attractive school, have been
maintained and enhanced to good effect. Teaching and learning are good in the
main, with a few instances of weaker work. Moreover, outstanding teaching exists in
all three key stages, and especially in the Early Years Foundation Stage. High quality
teaching is characterised by fast pace, astute analysis of what pupils have learned or
what they are grappling with, ingenuity in lesson planning and in adjusting tasks well

to meet pupils’ needs. Outstanding teaching was seen in the hugely enjoyable and
moving assemblies. In them, pupils’ attention and participation were of a very high
order and many positive attributes relating to pupils’ spiritual, moral, social and

cultural development were being promoted. Singing in assemblies was cited by some
pupils as being one of the best things about the school.
In most lessons, teachers’ subject knowledge is good, especially in the systematic
teaching of phonics (letters, patterns and the sound they represent) and other
aspects of reading. Classroom management is firm but unobtrusive. The partnerships
between teachers and teaching assistants are strong and effective. Sometimes,
however, teaching assistants are not sufficiently well briefed. Teachers keep good

records of pupils’ attainment and progress. Such records, and good systems for
identifying pupils’ specific needs, ensure teaching for disabled pupils and those with

special educational needs is good. In the relatively weaker lessons, pace is slow, or

Inspection report: Trinity Church of England Primary School; 21–22 June 2012 7 of 12

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

the teacher does not identify swiftly gaps in pupils’ knowledge, skills or

understanding. Opportunities are sometimes missed to develop pupils’ speaking,
listening, reasoning or research skills. Speaking and listening skills are promoted
extremely well in the Early Years Foundation Stage, and, for example, in an
outstanding lesson seen on persuasive writing about chocolate. Some lovely

examples of pupils’ high quality writing are displayed but there are not quite enough

instances of teachers encouraging pupils to polish their work to its very best.
Virtually all parents and carers view teaching as good and rightly so.

Behaviour and safety of pupils

Respect, courtesy, calmness and joy are characteristics clearly visible in pupils, many
of whom have, or have had, barriers to learning for various reasons. Such qualities
pay tribute not only to the work of pupils but also to that of teachers, support staff
and others in the community in creating this safe and harmonious school. Pupils
have a good understanding of how to stay safe. The very large majority of them also
feel safe, and parents and carers similarly share that view. A few of them mention
instances of poor behaviour. Behaviour is good. Instances of disruption to lessons, or
of bullying, do occur but are rare. They are swiftly and calmly dealt with. Pupils are
aware of different forms of bullying but hasten to add that children in this school are
mostly very kind to each other; inspectors saw kindness in action. Many pupils,
especially the older ones, play a helpful part in the smooth running of daily events
such as assemblies and break times. Pupils are aware of and respond to the clear
systems for encouraging good behaviour, work and effort. The lovely learning

environment, inside and out, adds to pupils’ pleasure in being at school. Systems for

promoting good attendance are good and have resulted in improvements. Analysis of
attendance patterns is good but lacks some detail about the attendance of sub-
groups of pupils.
Pupils work diligently and calmly. They are keen to please. Some show initiative in
learning, pose questions and make suggestions but this is not generally the case.
The skills of self-initiated enquiry are not generally strong.

Leadership and management

The school has been through a period of reform after several changes in staffing and
leadership. Leaders and managers have maintained and built on the school’s past
successes. They have dealt with some relative shortcomings in provision in the
recent past. They have set the school on an upward trajectory to secure high quality
in all aspects of its work and the best possible outcomes for pupils. Staff are
enthusiastic and clear about what the school can be rightly proud of and what can be
improved further. The school has demonstrated its capacity to improve in the

increased rates of pupils’ progress seen over the current academic year. The school

development plan comprises the right actions for improvement but it lacks a succinct,
comprehensive display of measurable targets to allow for easy evaluation.
Strengths in leadership and management include: good work to keep the quality of

Inspection report: Trinity Church of England Primary School; 21–22 June 2012 8 of 12

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

teaching under review and to support its further development; highly effective

strategies, shared with staff, to record, analyse and promote pupils’ attainment and

progress; and excellent work to support vulnerable pupils in overcoming any barriers
to learning. Leadership of the Early Years Foundation Stage and of the provision for
disabled pupils and those with special educational needs is highly effective. In its
work to ensure pupils are each given the right educational provision, the school
shows its effectiveness in promoting equality of opportunity and tackling
The governing body is well-organised, shows wisdom in its work to support and
challenge leaders, and discharges its duties systematically. It ensures arrangements
for safeguarding pupils meet requirements. Governors employ many good strategies
for keeping themselves informed about the school’s work and outcomes. With staff,

they make accurate evaluations about the school’s effectiveness.

The curriculum supports pupils’ progress in literacy and numeracy well. It contains
many enriching elements and memorable experiences including trips, residential
visits, Forest School activities and others, especially in the visual and performing arts.
Provision for modern foreign languages is slim. For ICT it is sound with some good
use of laptops. The investment in reading books has contributed greatly to boosting

pupils’ skills and enjoyment in reading. The many visiting speakers, artists,

storytellers, religious leaders, actors, as well as the assemblies, the personal, social
and health education programme and the everyday social interactions pupils have
with staff contribute extremely well to pupils’ personal development.

Inspection report: Trinity Church of England Primary School, 21–22 June 2012 9 of 12


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding
school provides exceptionally well for all its pupils’ needs.
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 54 42 2 2
Primary schools 14 49 32 6
20 39 34 7
Special schools 33 45 20 3
Pupil referral
9 55 28 8
All schools 16 47 31 6

New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.

Percentages are rounded and do not always add exactly to 100.

Inspection report: Trinity Church of England Primary School, 21–22 June 2012 10 of 12

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning and development taking account of their

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Attendance: the regular attendance of pupils at school and in

lessons, taking into account the school’s efforts to

encourage good attendance.

Behaviour: how well pupils behave in lessons, with emphasis

on their attitude to learning. Pupils’ punctuality to

lessons and their conduct around the school.

Capacity to improve: the proven ability of the school to continue

improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

Floor standards: the national minimum expectation of attainment

and progression measures.

Leadership and management: the contribution of all the staff with responsibilities,

not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.

Learning: how well pupils acquire knowledge, develop their

understanding, learn and practise skills and are
developing their competence as learners.

Overall effectiveness: inspectors form a judgement on a school’s overall

effectiveness based on the findings from their
inspection of the school.

Progress: the rate at which pupils are learning in lessons and

over longer periods of time. It is often measured

by comparing the pupils’ attainment at the end of a

key stage with their attainment when they started.

Safety: how safe pupils are in school, including in lessons;

and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.

Inspection report: Trinity Church of England Primary School, 21–22 June 2012 11 of 12

25 June 2012
Dear Pupils

Inspection of Trinity Church of England Primary School, Wolverhampton,
WV10 0UB

Thank you for your politeness and helpfulness when I visited your school recently
with two other inspectors. We especially thank those of you who talked with us and
read books to us. I would like to tell you our findings about your school.
Your school is good. You make good progress because you work hard, attend school
regularly, enjoy it greatly and because staff teach and support you well. Children in
the Nursery and Reception classes make an excellent start to school life.
Standards in English and mathematics are similar to national averages. You do
slightly better in reading than you do in writing so that standards in reading are
better than average by Year 6. You clearly enjoy the creative aspects of learning. We
heard your lovely singing in assemblies and saw an impressive film made by pupils in

Year 4 called ‘Faith in Others’. You speak with pride about the school productions

and musical performances. The school is extremely successful in helping you to
develop qualities such as courtesy, confidence and respect.
Teaching is good overall, but it can vary a little. Lessons are well-planned and
orderly. Displays in classrooms and around the school show the many memorable
experiences you have. Your behaviour is good. You know how to stay safe and say
bullying and disruptions to lessons are rare but dealt with well by staff. Your
headteacher, staff and governors provide good leadership and management. They
are clear about what is working well and what can be improved further. The vast
majority of your parents and carers hold very positive views about the school.
We have asked the headteacher to ensure that more teaching is good or
outstanding. For example, some teachers should enhance their skills in checking
exactly how well you are learning. More should be done to help you grow as
researchers, posing your own questions or carrying out investigations. We have also
asked staff to help you strengthen your skills in writing. You can help with these
improvements by telling teachers if the work set is too hard or too easy. I wish you
all the very best in your education.
Yours sincerely
Wiola Hola
Lead inspector

Inspection report: Trinity Church of England Primary School, 21–22 June 2012 12 of 12


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