Trinity Anglican-Methodist Primary School

About Trinity Anglican-Methodist Primary School Browse Features

Trinity Anglican-Methodist Primary School


Name Trinity Anglican-Methodist Primary School
Website http://www.trinityprimaryschool.co.uk
Inspections
Ofsted Inspections
Address Marjoram Way, Portishead, Bristol, BS20 7JF
Phone Number 01275397710
Type Academy
Age Range 3-11
Religious Character Church of England/Methodist
Gender Mixed
Number of Pupils 478 (51.7% boys 48.3% girls)
Number of Pupils per Teacher 25.2
Academy Sponsor The Bath And Wells Diocesan Academies Trust
Local Authority North Somerset
Percentage Free School Meals 6.2%
Percentage English is Not First Language 3.6%
Persistent Absence 2.6%
Pupils with SEN Support 7.3%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

Trinity is a larger than average-sized primary school that opened in September 2008, with the current Year 4 being the first cohort who will have completed all their education at the school. It has increased significantly in size since the previous inspection.

The number on roll continues to rise, with pupils joining on a weekly basis in most year groups. Most pupils are of White British heritage and very few speak English as an additional language. The proportion of pupils supported at school action is average.

The proportion supported at school action plus or with a statement of special educational needs is below average. The proportion of pupils who are eligible for the pupil premium (additional money provided by the government for pupils who are known to be eligible for free school meals, looked after children and those from service families) is below average. Each of these groups is represented in the school.

The school meets the current floor standards, the minimum standards expected by the government for pupils’ attainment and progress. The Early Years Foundation Stage comprises two Reception Classes, and a nursery which children attend either morning or afternoon. Breakfast- and after-school clubs, which are privately managed, operate during term time.

These settings are subject to separate inspections which can be found on the Ofsted website.

Summary of key findings for parents and pupils

This is a good school. Children in the Early Years Foundation Stage are provided with a good start to their education.

They generally start school with skills similar to those seen nationally, although a little lower in communication, and make good progress. Pupils achieve well throughout the school and their attainment is broadly average by the end of Year 6 in both English and mathematics. Pupils enjoy learning and coming to school, as reflected in their above average attendance.

They behave well, feel safe and are polite both to adults and other pupils. Teachers plan interesting lessons that stimulate pupils’ enthusiasm for learning. Work is usually planned that is challenging for all groups of pupils, and teaching assistants provide good support to help pupils learn.

Pupils are provided with a wide range of sporting and musical activities, and a good range of visits and visitors make work more stimulating. The curriculum makes a good contribution to pupils’ spiritual, moral, social and cultural development. The headteacher and deputy headteacher, well supported by other leaders, have, in the face of rapidly increasing numbers, successfully driven improvements in teaching and achievement through sharp tracking of pupils’ progress.

It is not yet an outstanding school because : Not enough teaching is yet outstanding. Occasionally, teachers do not expect enough of their pupils or do not move them on to more challenging work soon enough in lessons and thus leave them with too little time to complete their work. Achievement in writing does not progress sufficiently rapidly because there are too few opportunities for pupils to write longer pieces of work in subjects other than English and for a specific purpose and there is an over-use of worksheets that lack challenge.