Trinity Catholic College

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy an improving educational experience at Trinity Catholic College. Many pupils relish coming to school and are happy.

They appreciate the important changes made since the last inspection. The school sets high standards for pupils' behaviour. A calm and orderly atmosphere is now the norm.

Pupils know that their school is a better place in which to learn and thrive than before.

The school has high expectations for what pupils can achieve. It has made significant changes to the curriculum to reach this aim.

However, these changes have not shown significant impact on pupils' recent outcomes in external tests. Pupils perform below the national ...average in many subjects. Pupils with special educational needs and/or disabilities (SEND) do not achieve as well as their peers.

Students in the sixth form are proud of their school. They are ambitious for their future. The school helps them to understand the range of routes they can take to fulfil their aspirations.

Students speak highly of the teaching staff. They understand how teachers push them to be successful. For many students, this leads to positive outcomes.

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

High-quality and determined leadership is making a pivotal difference at the school. Leaders across the trust unite to make improvements to the quality of education. This includes putting in place an ambitious, well-planned curriculum.

Effectively sequenced learning builds from primary school to the sixth form. Teachers check how well pupils learn the intended knowledge. These checks identify errors and help pupils to improve their work.

Many pupils acquire important knowledge and skills throughout the curriculum.

Sixth-form students achieve positive outcomes in many subjects. This includes sport and engineering.

Students pick courses that are now well matched to their ability, aspirations and interests. They develop into subject experts over time. For example, English language students learn deep knowledge about how children learn to talk.

They use a range of sophisticated subject-specific vocabulary and theoretical insight to explain their ideas.

The school has high expectations for pupils with SEND. Diligent leadership and expert teaching assistants support them well.

However, some guidance for pupils with SEND lacks clarity and is not used to consistent effect. This contributes to some pupils with SEND not achieving well. This underachievement in national tests is also evident for other pupils.

Too many leave the school at age 16 without pass grades in a range of subjects. The improving curriculum is now helping pupils to know and remember more. Pupils' outcomes are starting to improve.

Reading is prioritised. Staff swiftly identify pupils who need extra support. Well-trained staff carry out impactful interventions.

Pupils improve their reading skills over time. Younger pupils enjoy reading group texts in form time. Staff choose texts that help pupils explore important themes, such as prejudice.

Sixth-form students read widely and often. This enhances their learning in a range of subjects.

The school is proud to be one of the most improved for attendance in the country.

An expert pastoral team helps break down barriers to learning and attendance. This has had a notable impact. Pupils engage well with school.

They treat one another and staff with respect. This helps everyone commit to learning. Some pupils struggle to regulate their behaviour.

The school responds in a fair and supportive way. Since the last inspection, suspensions have reduced dramatically in number. However, more work is needed to reduce them further.

Pupils enjoy an effective personal, social and health education curriculum. This teaches them how to stay safe in local, national and global contexts. Students in the sixth form also learn about age-appropriate relationships and sex education.

This helps develop their mature outlook. Pupils enjoy an increasing range of extra-curricular opportunities. Sixth- form students revel in their experience of working with the 'T6 Football Academy'.

Alongside academic study, they enjoy professional football coaching. As a result, many students have ambitious plans for careers in sport. Expert careers guidance helps these students and others achieve their aims.

The impact of new leaders and the wider trust is striking. It is also making a notable difference for the school community. Trustees and governors know the school well.

They provide effective support and challenge to the school. Staff speak warmly about the impact of trust leaders on the school. They know they consider their workload well.

Parents and carers are positive about the school. Many commented on how much it has changed in recent years.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some guidance for pupils with SEND lacks clarity and is not used consistently well by staff. This can mean that learning is not as well matched to the needs of some pupils with SEND as it could be. The school should improve the guidance it provides to help staff to better meet the needs of pupils with SEND.

• Recent improvements to the quality of education have not impacted consistently on pupils' overall achievements in external examinations. Pupils, including those with SEND and those who are in receipt of the pupil premium, are not achieving the educational standards they should. The school should continue its work to implement, review and improve the curriculum so that pupils learn well and achieve high outcomes over time.

Some pupils, particularly those who are disadvantaged, miss too many lessons due to suspensions. These pupils develop gaps in their learning and do not achieve as well as their peers. The school should continue its work to improve pupils' engagement, reduce their suspensions and improve outcomes.