Holy Trinity Primary School, Bristol Review 2026: Faith-led primary with strong KS2 outcomes

A single-form-entry primary in Bradley Stoke with a clear Christian identity and a published admissions model that blends local proximity with church connection. Opened in 1993, it was built for 210 pupils and sits within the Church of England and Methodist tradition.

Academically, Key Stage 2 outcomes are a strong calling card. In the most recent published KS2 data used here, 78.67% of pupils met the expected standard in reading, writing and maths combined, which is above the England average of 62%. The proportion reaching the higher standard is also high at 32.33% versus an England average of 8%. That combination usually signals confident teaching, secure basics, and pupils who can push beyond the minimum.

For families, the headline trade-off is competition for places. Demand indicators show oversubscription, so admissions strategy and timing matter as much as educational fit.

The school’s identity is intentionally faith-informed, rather than faith-adjacent. Its vision language centres on being rooted in Christian teaching, and it frames the school’s purpose as offering a distinctive Christian education linked to the local church community.

Values are used as day-to-day behavioural and cultural reference points. Respect, peace, generosity, justice, resilience and thankfulness appear as explicit values, and the latest formal review describes these as shaping how pupils treat one another, with an emphasis on fairness, courtesy, and calm relationships across the school.

Leadership stability is a key recent theme. Mr Stuart McClelland is the current headteacher, and has been in post since September 2022, with external evaluation noting that a period of staff change preceded this and that the school has since focused on steadier direction and ambition.

KS2 outcomes are strongest when they show both breadth and depth, and that is the pattern here.

• Expected standard (reading, writing, maths combined): 78.67%, compared with an England average of 62%.

• Higher standard (reading, writing, maths): 32.33%, compared with an England average of 8%.

• Scaled scores: reading 107, maths 107, and grammar, punctuation and spelling 108.

• Science expected standard: 96%, compared with an England average of 82%.

Together, these figures suggest that most pupils leave Year 6 with secure fundamentals, and a sizeable group are working beyond expected level. (All results figures in this section are drawn from the dataset used for FindMySchool comparisons.)

On rankings, the school is ranked 2,821st in England and 34th in Bristol for primary outcomes (FindMySchool ranking based on official data), placing it comfortably within the top 25% of primaries in England.

Parents comparing local schools can use the FindMySchool Local Hub comparison view to set these KS2 indicators alongside nearby options, which is often more useful than relying on reputation alone.

Curriculum intent is framed around building knowledge and skills across subjects, with an emphasis on vocabulary and children developing as learners over time.

Reading is treated as a priority area. Formal review material highlights pupils’ enjoyment of reading and the role of school libraries and class reading areas, plus structured support for pupils who fall behind or who arrive mid-year, including careful matching of books to pupils’ current reading stage.

In maths, recent improvement work is explicitly flagged, with commentary that the curriculum is implemented effectively and that older pupils apply learning to more complex tasks such as using graphs and charts.

A realistic “watch item” sits in wider curriculum assessment. External review material indicates that, in some subjects, assessment practice has not consistently checked what pupils know and remember, which can lead to gaps. For parents, the practical implication is to ask how subject leaders check retention in foundation subjects, and what happens when pupils miss key building blocks.

As a primary school, the main transition is into local secondary provision. Most families move into the standard South Gloucestershire admissions and transfer pathway, with choices shaped heavily by home address and transport practicality.

For pupils, preparation for transition is helped by a curriculum that aims to build vocabulary and confidence in learning routines, and by behaviour expectations that emphasise calm conduct and respectful relationships. These are exactly the habits that make Year 7 less of a shock.

Families who are shortlisting should also consider practical alignment: the secondary journey is often the longest daily commitment a child makes, so it is worth checking bus options, cycling routes, and the realism of the school run before deciding that a primary is “perfect”.

This is a voluntary aided school, so the governing body sets admissions arrangements while the school remains state-funded and does not charge tuition fees.

Two admissions facts matter most for 2026 entry:

1. Reception has a published admission number of 30 pupils for 2026 to 2027.

2. The closing date for Reception applications is 15 January 2026, and South Gloucestershire’s coordinated timetable is the route for applying.

Demand indicators point to oversubscription, with 55 applications for 21 offers in the most recently captured cycle, which is about 2.62 applications per place offered. That level of demand usually means small changes in criteria position can make a difference.

The oversubscription criteria include the usual priority for looked-after and previously looked-after children. A distinctive element is that, for first-round Reception applications, the policy sets out that after criterion 1 is considered, the next seven places may be allocated by proximity, then remaining places follow criteria including siblings, connection to Holy Trinity Church, and, for families living in Bradley Stoke, regular worship in another Christian church or chapel. Distance is used as a tie-breaker within criteria, measured using the local authority’s mapping approach.

If you are applying under the church-related criteria, there is extra paperwork. The policy states the school’s additional information form should be returned by 15 January 2026, and it references a ministerial confirmation process with a requested reply date of 15 February 2026.

If you are trying to judge your chances, use the FindMySchool Map Search to understand how your home distance compares with typical allocation patterns, then treat that as guidance rather than certainty.

The school’s culture places safeguarding, online safety, and trusted adult relationships high on the agenda, with emphasis on pupils knowing that concerns will be listened to and acted on quickly.

The latest Ofsted report confirmed that safeguarding arrangements are effective.

Inclusion is also part of the day-to-day picture. Formal review material describes clear identification of pupils with SEND and practical classroom strategies to reduce barriers, including the use of Makaton to support pupils with limited communication.

Attendance expectations are explicit, with published timings that show a structured start to the day and clear routines around punctuality.

Extracurricular life is best judged by what is named, not by broad claims. Here, examples given in formal review material include netball, cricket, and a construction activity, plus fundraising for practical kit needs such as new netball kit.

Wraparound provision also shapes children’s wider experience. The school describes Forest School activities within after-school provision, which is often a good fit for pupils who regulate better with outdoor, practical play after a structured day.

Reading culture shows up outside lessons too. The presence of libraries and class reading areas, and an emphasis on pupils choosing and enjoying books, matters because it tends to create the kind of habitual reading that lifts outcomes across the curriculum, not just in English.

School day timings

gates open from 8.40am, children are admitted from 8.45am, registers are taken at 9.00am, and the day finishes at 3.30pm.

Wraparound care

breakfast club runs 8.00am to 8.45am and costs £4.50 per session (term time).

After-school club is stated as 3.30pm to 6.00pm on weekdays in term time.

Uniform

expectations are clearly laid out, with a practical, conventional list focused on blue tops, grey bottoms, and black shoes.

Getting there

Bradley Stoke is a car-heavy area for many families, but it also has established walking and cycling routes within the town. For day-to-day reality, the biggest variables are drop-off congestion and whether your route can be done safely without a car, so it is worth trialling the journey at peak times.

• Oversubscription is a real constraint. Demand indicators show more applicants than offers. If this is your first-choice, treat deadlines, supplementary forms, and criteria evidence as mission-critical.

• Faith criteria can affect allocation. The admissions policy includes church-related priority routes and specific definitions of regular worship, with a supporting reference process for some criteria. This suits families already active in a church community; others should plan on applying through the non-faith proximity route.

• Curriculum assessment is still being tightened in places. External review material notes that assessment in some wider curriculum subjects has not consistently checked what pupils know and remember, which can leave gaps. Ask how this is improving.

• Wraparound availability is a strength, but confirm spaces. Breakfast and after-school clubs are published, which helps working families, but capacity can vary across the year, so confirm how bookings work in practice.

Holy Trinity Primary School, Bristol combines a clearly stated Christian ethos with KS2 outcomes that sit above England averages, including a strong higher-standard profile. It will suit families who value faith-informed culture, calm expectations, and a school that has recently prioritised stability in leadership and curriculum ambition. The main challenge is admission, so families who are serious about this option should treat the South Gloucestershire timeline and the school’s supplementary requirements as non-negotiable parts of the plan.