Trinity CofE High School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at this school are very proud of their diverse community.

They celebrate each other's faiths and cultures. For example, they enjoyed a culture day organised by the student council. This diversity is reflected in all aspects of school life from the curriculum to the 'Trinity together' values that encourage pupils to be accepting of difference.

Pupils feel part of the school community. Before they begin in Year 7, they attend a summer school where sixth-form student volunteers help them to settle in. Pupils of all ages value the strong friendships that they cultivate in the school.

This helps them to feel happy there.

Recently, the school has re...affirmed its high expectations of pupils' behaviour. Most pupils readily rise to these expectations and conduct themselves well.

When pupils are rewarded for positive behaviour, they receive credits, which they can spend at the school shop. Some choose to donate these to charity instead. Pupils are proud of the ways in which they help others.

Students in the sixth form take part in a wealth of activities to enhance both their learning and their personal development. They are very well prepared for their ambitious next steps. These students act as excellent role models for their younger peers.

The school wants the very best for pupils from Year 7 to Year 13. Pupils benefit from a high-quality curriculum, which enables them to achieve very well.

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

The school has designed an ambitious curriculum.

The English Baccalaureate suite of subjects now has a higher profile than previously. For example, a range of extra-curricular opportunities have been introduced to promote modern foreign languages. Pupils, including those with special educational needs and/or disabilities (SEND), leave the school with the qualifications that they need to be successful.

Teachers have strong subject expertise. They use this to explain clearly new concepts to pupils. In the main, teachers check that pupils remember their learning, and teachers act swiftly to address any gaps as they arise.

The processes for checking what students in the sixth form know and remember are particularly robust. Pupils across the school develop secure bodies of knowledge.

The school goes to great lengths to ensure that pupils, including those with SEND, have all the help that they need to benefit from the curriculum.

There are appropriate processes for identifying any additional needs that pupils may have. Staff are adept at adapting the delivery of the curriculum for pupils with SEND. The school uses a range of approaches to ensure that these pupils can attend school and learn well.

The school encourages all pupils to think of themselves as readers and writers. For example, a visit from a performance poet helped to inspire pupils who lacked confidence. The school identifies pupils in Year 7 who struggle with their reading.

There is a programme of support to help these pupils to catch up with their peers. However, the school is not sufficiently rigorous in identifying the precise nature of the gaps in the reading knowledge of these pupils. As a result, the help that some pupils receive is not as effective as it could be.

In addition, this programme is mainly focused on helping pupils in Year 7. Some older pupils do not receive the support that they need to improve their reading.

The school places great emphasis on pupils' personal development.

Pupils, including those with SEND, enthusiastically embrace the very wide range of opportunities to develop their talents and hobbies. For example, during the school performance, some pupils take on acting roles while others support with music or behind the scenes. Sixth-form students contribute through leadership roles, such as directing.

Pupils spoke very positively about these experiences.

The school is highly aspirational for pupils. They receive a wealth of information about their next steps, which helps them to make informed choices.

Students in the sixth form praised the guidance that they receive. Carefully tailored opportunities, including work-experience placements, ensure that students are prepared very well for their lives beyond school.

Typically, the atmosphere in the school is calm and purposeful.

Most pupils develop positive relationships with staff. However, a small number of pupils struggle to behave well both in lessons and around the school site. Recently, the school has strengthened its approach to dealing with unacceptable conduct.

However, some staff do not use these systems effectively to manage pupils' behaviour. On occasions, this results in disruption to learning. Students in the sixth form are diligent and independent.

They are highly committed to their studies.

Staff appreciate the ways in which they are consulted about change and its impact on their workload and well-being. For example, feedback from staff helped to ensure that approaches to assessment are manageable.

Trustees know the school well. They share leaders' ambitious vision to continue to improve the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's approach to identifying and supporting pupils who are struggling to read is underdeveloped, particularly for older pupils. This means that some pupils do not benefit from appropriate and timely support to improve their reading. The school should further develop the help that is in place, including for older pupils, to ensure that swift and effective support improves pupils' achievement in reading.

• At times, some pupils do not behave as well as the school expects. This undermines the calm and purposeful environment that has been established. The school should ensure that staff are supported to use the behaviour systems consistently well.