Holy Trinity and Saint Silas CofE Primary School, NW1

Holy Trinity and Saint Silas CofE Primary is a happy, welcoming one-form entry school where pupils feel safe, behave well and achieve securely. Safeguarding standards are met. Personal development and well-being is a standout area: pupils learn about fairness, British values, bullying and online safety, take pride in roles such as reading ambassadors and wellbeing mentors, and disadvantaged pupils and those with SEND are helped to take part fully in clubs, trips and wider opportunities. Pupils' outcomes in reading, writing and mathematics are consistently above national averages, including for disadvantaged pupils, and early reading and phonics are notable strengths. Attendance is consistently above the national average, behaviour is positive, and the early years and inclusion work are effective. Leaders identify additional needs early, support the growing number of pupils with SEND, and govern well through effective oversight and high-quality professional development. The main areas to refine are writing across the wider curriculum, where some variability remains, and the consistency of adaptations for pupils with SEND so that they develop greater independence. The school has a well-above-average proportion of pupils with SEN support and is located in an area of well-above-average deprivation, while free school meal eligibility is close to average.

Strengths

• Personal development and well-being are placed at the centre of the school's work.
• Pupils learn to reflect on beliefs, respect others and discuss fairness and justice.
• Fundamental British values are promoted through discussions, surveys and mock elections.
• Pupils take pride in roles such as reading ambassadors, sports leaders and wellbeing mentors.
• Pupils feel safe, say bullying is rare and know staff respond quickly to concerns.
• Disadvantaged pupils and pupils with SEND can take part fully in clubs, trips and wider opportunities.
• Pupils achieve well, with reading, writing and maths outcomes consistently above national averages.
• Early reading and phonics are taught consistently well and are a notable strength.
• Mathematics teaching is well established and builds secure knowledge through structured lessons.
• Attendance is consistently above the national average and persistent absence is below it.
• Pupils behave well in a calm, respectful and safe environment.
• Early years staff build warm relationships and develop children's language and vocabulary effectively.
• The school has an inclusive culture and identifies additional needs early.
• Leaders use pupil premium funding well to remove barriers for disadvantaged pupils.
• Governors provide effective strategic oversight and hold leaders to account.

Areas for Improvement

• Writing across the wider curriculum remains variable, affecting how consistently some pupils record their ideas.
• Adaptations for pupils with SEND in the wider curriculum are still being refined and need greater consistency to build independence.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Holy Trinity and Saint Silas CofE Primary School, NW1 attended 96.1% of sessions (the national figure for primary schools was 94.8%). 10.2% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.0% of pupils at Holy Trinity and Saint Silas CofE Primary School, NW1 were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Holy Trinity and Saint Silas CofE Primary School, NW1 had 15.6 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 9.0% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 24.0% of pupils at Holy Trinity and Saint Silas CofE Primary School, NW1 were on SEN support (nationally 15.4%) and 2.5% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Holy Trinity and Saint Silas CofE Primary School, NW1 received £11,090 and spent £11,212 for each of its 200 pupils. It ended the year with reserves of £132,000 (£659 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

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What is Holy Trinity and Saint Silas CofE Primary School, NW1's Ofsted rating?

The latest Ofsted rating for Holy Trinity and Saint Silas CofE Primary School, NW1 is Expected standard, from an inspection in January 2026.

When was Holy Trinity and Saint Silas CofE Primary School, NW1 last inspected by Ofsted?

Holy Trinity and Saint Silas CofE Primary School, NW1 was last inspected in January 2026.

How many pupils does Holy Trinity and Saint Silas CofE Primary School, NW1 have?

Holy Trinity and Saint Silas CofE Primary School, NW1 has 200 pupils on roll.

What age range does Holy Trinity and Saint Silas CofE Primary School, NW1 cover?

Holy Trinity and Saint Silas CofE Primary School, NW1 for pupils aged 4 to 11.

What are Holy Trinity and Saint Silas CofE Primary School, NW1's SATs (KS2) results?

In 2025, 79% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Holy Trinity and Saint Silas CofE Primary School, NW1?

Holy Trinity and Saint Silas CofE Primary School, NW1 is at Hartland Road, London, NW1 8DE.