Trinity Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Trinity Academy belong to a vibrant community. This is an ambitious school that wants the very best for its pupils, both academically and pastorally. The extra-curricular programme is exceptional.

It is not an added extra but something in which nearly all pupils participate. A wide variety of clubs and activities are inclusive and valued by all. Many pupils represent the school in sports teams.

Younger pupils take part in music ensembles, and they all sing in choirs. Many continue with music as they move through the school.

Pupils understand that their school has high expectations of them.

They feel supported to achieve highly. The vast maj...ority of pupils learn effectively, from a well-planned curriculum. They value the positive relationships they have with staff.

Lessons are not disrupted by poor behaviour. The school is calm and orderly because pupils understand the rules and routines in place.

Pupils describe the school as tolerant and respectful.

They take the 'Trinity Pledge', which teaches pupils to stand up for fairness, kindness and equity. The school's ambition, to nourish the 'head, heart and soul' of the pupils who attend, is fully understood by the school community. The school provides a wealth of opportunities and celebrates its cultural diversity.

This prepares pupils well for life in modern Britain.

What does the school do well and what does it need to do better?

The school's curriculum is highly ambitious for all pupils. Increasing numbers of pupils at key stage 4 study the full suite of subjects that make up the English Baccalaureate.

At key stage 3, the curriculum is broad and includes a focus on performing arts. Within each subject, the school has identified the most important knowledge that pupils need. Careful thought has been given to the order in which pupils learn topics.

In most subjects, pupils learn effectively and produce work of a high standard. Teachers present information clearly. However, in a few subjects at key stage 3, this is not always the case.

Sometimes, teaching does not check all pupils' understanding before introducing new content. As a result, some pupils do not always remember or understand what teachers intend them to. At key stage 4, pupils are well prepared for the next stage of their education.

All pupils read widely and often. Teachers model how to read fluently and with expression. Pupils who have fallen behind with reading are supported appropriately.

The school ensures that these pupils can access the full curriculum. Pupils with special educational needs and/or disabilities (SEND) are accurately identified. The school ensures that the right support is provided at the right time, including additional pastoral care.

Pupils with SEND learn effectively in lessons.

Pupils behave well. Bullying is not tolerated.

In rare instances of poor behaviour, sanctions are applied fairly. Pupils are supported to meet leaders' high expectations. Warm and respectful relationships underpin much of the school's work in this area.

Alongside the personal, social and health education curriculum, the school provides opportunities to develop pupils' cultural awareness and to reinforce messages about how to keep themselves safe and healthy. Pupils learn how to be good citizens. Many take on leadership responsibilities within the house system or as anti-bullying ambassadors.

They are well prepared for their next steps through effective careers education, including work experience and engagement with employers. The school goes beyond what is expected to ensure pupils have a rich set of experiences.

The trust and local governors are relentless in their drive to ensure the very best for pupils at the school.

They know the school's areas for development and support leaders effectively. Leaders have created clarity for staff and prioritise their professional development. As a result, staff embody the school's vision and values, and pupils benefit from a good quality of education.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects at key stage 3, the implementation of the curriculum is less effective than in others. The work pupils are given does not always enable them to achieve the aims of the curriculum.

This is because teaching does not always use assessment effectively. When this occurs, pupils do not produce high-quality work or remember what they have learned. The trust must support teachers to implement the intended curriculum effectively in these subjects.

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