Holy Trinity CofE Primary School

LA MaintainedPrimaryNursery

Holy Trinity CofE Primary School

Ages2 – 11

198 pupils

Good· Sept 2024

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Details

Type

Voluntary Aided School

Local Authority

Barnet

Head Teacher

Mr Stefan Roos

Gender

Mixed

Admissions

Non-selective

Religious Character

Church of England

Website

www.holytrinityceschool.org

Reference Number

101317

Additional Provisions

Nursery Provision

About This Data

•School information is sourced from Get Information About Schools (GIAS), the official UK government register maintained by the Department for Education.

View this school on gov.uk

Admissions

How many families applied and received places

Reception entry for 2025/26

On Time Applications

	Count
Total applications	55
As 1st preference	16
As 2nd preference	12
As 3rd preference	12
From another local authority	2

Offers on National Offer Day

	Count
Total offers	16
To 1st preference	16
To 2nd preference	0
To 3rd preference	0
To any preference	16
To another local authority	1

About This Data

•Data sourced from the DfE "Primary and secondary school applications and offers" statistics.
•Total applications includes all preferences (1st through 6th), not just those shown in the breakdown above.
•Applications and offers from/to another local authority may also appear in preference rows (e.g., a 1st preference from another local authority counts in both rows).
•"Oversubscribed" means the school received more 1st preference applications than places offered.
•This school is a voluntary aided school, admissions are controlled by the school's governing body, we advise you contact the school or check their website for further information. This school's local authority is Barnet.

Search for this school's admissions policy

Pupils

Summary

Total Pupils201 (76% of capacity)

Age Range2 – 11

GenderMixed

Boys / Girls50% / 50%

Free School Meals19.9%

English as Additional Language53.2%

SEN Support13.9%

SEN with EHCP8.5%

Overall Attendance94.7%

Persistent Absence9.9%

Class Sizes

Overall Average24.5

Key Stage 124.7

Key Stage 228.5

Total Pupils

The number of pupils shown in this chart has come from the National School Census; these numbers may not match exactly other pupil data shown on this site, because different sources of data are updated at different times within the academic year.

Cohort Sizes

Nursery12

Reception21

Year 124

Year 229

Year 329

Year 430

Year 527

Year 629

Pupil Ethnicities

White British25.4%

White Other24.4%

Chinese7.0%

Other6.5%

Indian6.0%

African6.0%

Mixed Other5.5%

White & Black Caribbean3.5%

Asian Other3.0%

Unclassified3.0%

Pakistani2.5%

Caribbean2.5%

White & Black African1.5%

White & Asian1.5%

Black Other1.5%

Bangladeshi0.5%

About This Data

•Data sourced from the National School Census for 2024/25, collected each January.
•This is not live data. For current availability of places, contact the school or local authority directly.
•Capacity refers to the maximum number of pupils a school can accommodate. Schools may operate above or below capacity, and spare places may only be available in certain year groups.
•Persistent absence means a pupil missed 10% or more of their possible sessions during the academic year. Absence rates during 2020–2022 were significantly higher due to the Covid-19 pandemic.

Inspections

Ofsted Inspections

8 inspections on record

Current Rating

Good· Sept 2024

2024
School Inspection
10 September 2024
View report
Good
Category Judgements
Category Judgement
Quality of education Good
Behaviour and attitudes Outstanding
Personal development Good
Leadership and management Good
Early years provision Good
AI-Generated Insights
SEND
11
Processes for SEND are well established and include parent and agency collaboration.
Teaching approaches need to better meet the needs of pupils with SEND in some subjects.
Curriculum
11
Curriculum thinking is secure and well embedded in many subjects.
Some subjects lack secure subject-specific knowledge and teaching skills.
Leadership
11
New school leaders have made significant improvements.
Leaders need to continue focusing on curriculum development.
Pupil Progress
11
Pupils achieve well overall, with strong progress in key subjects.
Pupils do not achieve as well as they could in some wider curriculum subjects.
Teaching Quality
11
Teachers have the knowledge to teach the curriculum well.
Some subjects lack secure subject-specific teaching expertise.
Personal Development
2
Pupils have access to a range of activities and support for well-being.
Pupils learn about relationships, safety, and UK religions.
Behaviour & Attendance
2
Pupils’ behaviour and attitudes are exemplary and respectful.
The school works diligently to address any low attendance.
Insights are generated by AI from the inspection report and may not be fully accurate.
2015
Full Inspection
8 May 2015
View report
Outstanding
2013
Interim Assessment
29 January 2013
View report
2011
Curriculum And Development Visit
23 November 2011
View report
2009
Full Inspection
15 October 2009
View report
Good
2008
Curriculum And Development Visit
18 April 2008
View report
2006
Full Inspection
5 October 2006
View report
Good
2003
Full Inspection
6 February 2003
View report

Category	Judgement
Quality of education	Good
Behaviour and attitudes	Outstanding
Personal development	Good
Leadership and management	Good
Early years provision	Good

About This Data

•Inspection data is sourced from Ofsted, the official schools inspectorate for England.
•Ratings may have changed since the last inspection. Always check the latest report for current information.
•Some inspections (monitoring visits, academy conversions) do not result in a graded judgement.

View all Ofsted reports

Primary Results

Performance measures for pupils at the end of Year 6 (Key Stage 2)

Reading, writing and maths

	School	LA	England
Pupils meeting the expected standard	79.0%	72.3%	61.0%
Pupils achieving at a higher standard	25.0%	12.7%	8.0%

Average scaled score

	School	LA	England
Reading	109	106.9	105
Maths	107	106.8	104

Progress scores

Reading

+3.7Well above average

95% confidence interval: 1.3 to 6.1

Progress in reading from KS1 to KS2

Writing

+2.6Well above average

95% confidence interval: 0.20 to 4.9

Progress in writing from KS1 to KS2

Maths

+2.8Well above average

95% confidence interval: 0.50 to 5.1

Progress in maths from KS1 to KS2

Grammar, punctuation and spelling

	School	LA	England
Pupils meeting the expected standard	86.0%	83.2%	72.0%
Pupils achieving at a higher standard	61.0%	45.2%	32.0%

About This Data

•School rankings are calculated by sorting schools first by the percentage of pupils meeting the expected standard, then by the percentage achieving a higher standard. Rankings help compare schools within England but do not account for school context or pupil intake.
•Progress scores measure how much pupils improved from KS1 (Year 2) to KS2 (Year 6), compared to pupils nationally with similar starting points. A score of 0 means average progress; a positive score means above-average progress. Progress scores show the value a school adds, while exam results show final attainment. Some children start higher than others due to factors like natural ability or home circumstances.
•Data sourced from the Department for Education Key Stage 2 performance tables for 2023/24. LA and England averages provide national and local context.

View full results on gov.uk

Workforce

Staff numbers and pupil-to-teacher ratios

Pupils per Teacher or Teaching Assistant

Shows how many children each teacher looks after on average. The lower line includes teaching assistants, giving you a better picture of the adult support available in classrooms.

Total Pupils

The number of children enrolled at this school over time. These figures come from financial records and may differ slightly from other pupil numbers on this site due to when data was collected.

Total Number of Teachers

The total teaching capacity at this school, including classroom teachers and senior staff who also teach. Part-time teachers are counted based on their working hours.

Teaching Assistants

Support staff who work directly with children in classrooms. This includes regular TAs, higher-level TAs with more responsibilities, and specialist support for children with additional needs.

Teachers with Qualified Teacher Status (%)

The percentage of teachers who have completed official teacher training in England. A higher percentage typically indicates a more experienced and formally trained teaching team.

Senior Leadership

The school's leadership team, including the headteacher, deputy heads and assistant heads. These staff manage the school and often still spend time in classrooms.

Non-classroom Support Staff and Auxiliary Staff

Office and admin staff who keep the school running smoothly, plus auxiliary staff like catering teams and site maintenance who look after the building and meals.

Total Headcount and Workforce

Two ways of counting staff: headcount shows total people employed (including part-timers), while workforce counts the equivalent number of full-time positions.

About This Data

•Data sourced from the DfE School Workforce Census. Numbers may not match exactly other data shown on this site due to different collection timings within the academic year.
•FTE = Full-time equivalent, representing the total working hours divided by standard full-time hours. Headcount = total number of individuals employed.
•Senior leadership includes headteachers, deputy headteachers and assistant headteachers.
•Teachers with Qualified Teacher Status (QTS) have completed accredited initial teacher training in England.

View all workforce information on gov.uk

Finances

2024/25

Income per Pupil (£)

In 2024/25 the revenue reserve was £65,096 or £327 p/pupil. Schools maintain reserves for unexpected costs, but these funds are ultimately meant to benefit pupils.

Expenditure per Pupil (£)

In 2024/25 the in-year balance was £23,858 or £120 p/pupil. A positive balance means the school had money left over, which goes into reserves for future use.

About This Data

•Financial data comes from the DfE School Financial Benchmarking service. Schools report their income and spending each year.
•Revenue reserve is the money a school has saved up over time. Schools keep reserves to cover unexpected costs, though funds are meant to benefit current pupils.
•In-year balance shows whether a school spent more or less than it received in a single year. A positive balance means the school had money left over; a negative balance means it dipped into savings.

View all financial information on gov.uk

Contact Information

Address

Eagans Close
East Finchley
London
N2 8GA

Phone

02088831824

Website

holytrinityceschool.org

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