Trinity Academy Grammar

Highlights from Latest Inspection

What is it like to attend this school?

Leaders, including governors and trustees, have brought about significant and sustained change. They have comprehensively addressed the weaknesses of the predecessor school. All staff work together – their shared vision for excellence is increasingly a reality.

Pupils enjoy a high-quality curriculum. They are well prepared for their next steps. Those who need additional support receive the help they need to achieve well.

This is indeed a school where pupils are 'known, valued, and understood'.

Pupils are happy and safe. Most pupils behave well and have good attendance.

Most pupils are not worried about bullying. They know that staff will act quickly ...to sort out any concerns. Many parents, staff and older pupils celebrate the changes that leaders have brought about.

Often, this is transformational.

Leaders have an absolute commitment to pupils' personal development as healthy, responsible, confident and resilient individuals who are ready to take their next steps in modern Britain. Pupils have various opportunities both through the taught curriculum and from wider extra-curricular experiences.

There are many examples of how pupils contribute to the community, support their peers and work with leaders to improve their school. The student leadership group is proud of the money they have raised to support the Happy Days homeless charity.

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

The great majority of pupils benefit from the ambitious curriculum that is increasingly in place.

Subject leaders have highlighted the important knowledge that they want pupils to know and remember. Pupils have regular opportunities to revisit this knowledge. Teachers check carefully that pupils can recall this over time.

The progress that many pupils make in some subjects is remarkable. Leaders are taking the right steps to strengthen the curriculum further.

Leaders have ensured that all staff have the knowledge, training and support so that all pupils have the chance to succeed.

Teaching staff have strong subject knowledge and give clear explanations. Teaching assistants and wider pastoral staff work closely with teachers to ensure that all pupils, including those with special educational needs and/or disabilities (SEND), receive the help and support they need. As a result, pupils including those who are disadvantaged or have SEND, benefit from what is now in place.

Leaders have an absolute commitment to ensuring that all pupils can read and speak English accurately and confidently. Pupils who need help in these areas are swiftly identified when they start at school. This includes those pupils who speak English as an additional language.

Well-trained teaching staff help these pupils quickly learn to read and speak English with increasing accuracy and confidence.

Leaders have high expectations for pupils' behaviour, both in lessons and around school. A number of pupils proudly display the reward badges pinned to their blazer, which they have received in recognition of their achievements.

Most pupils behave well in lessons and around school. The number of suspensions and detentions is reducing as pupils increasingly have the support and guidance that they need to make better choices. Leaders know that there is work to do to reduce the number of times pupils need to be removed from lessons during the day.

Leaders understand that some pupils have particular emotional and behavioural needs. Leaders work hard to understand and help these pupils and their families. Those pupils who attend the recently opened resourced provision, Trinity Academy Carlton Mill, receive the help and support they need.

There are increasing stories of success.

Leaders have ensured that pupils develop to become confident citizens who know and understand the diverse culture of modern Britain. There are weekly well-being lessons which cover many important topics, such as the fundamental British values and how to contribute to society.

A comprehensive programme of assemblies, trips and talks by external visitors supplements this further. From the moment pupils start in Year 7, they learn about different careers through well-being lessons, and in subject lessons. Older pupils appreciate the advice that they receive from the independent careers adviser.

Pupils are increasingly going on to ambitious next steps as they benefit from what all staff, working together, have brought about.

Leaders, including governors, know the school well and have absolute clarity about the next steps to bring about further improvement. Staff value the support and training they receive from school leaders and through the wider trust.

Staff know that leaders have their well-being at heart. This includes those at the early stages of their teaching career.

Safeguarding

The arrangements for safeguarding are effective.

Staff know the signs that suggest a pupil may be at risk of harm. There are regular staff briefings, ongoing training and quizzes to check that staff's safeguarding knowledge is up to date. Staff report any worries that they have about pupils' well-being.

Leaders promptly follow up concerns. Leaders swiftly make referrals to wider safeguarding partners if necessary.

Pupils know how to keep themselves safe and how to report concerns.

Pupils have confidence that staff will keep them safe from harm. Pupils learn how to use social media appropriately and how to recognise when relationships, including friendships, may not be healthy.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils struggle to maintain leaders' high expectations for behaviour in lessons.

Despite leaders' efforts, the number of in-lesson removals remains too high. This means that some pupils miss out on what their peers are learning in the classroom. Leaders should continue to refine the systems, processes and support in place so that the reductions seen in the number of suspensions and detentions given is similarly reflected in a reduction in in-lesson removals.