Trinity High School and Sixth Form Centre

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy being part of this school community. The school's 'HEART' values of happiness, excellence, ambition, respect and tolerance permeate through all aspects of school life.

Pupils are respectful and polite and show positive attitudes. They enjoy their lessons and are focused on their learning. In social time, they enjoy time with their friends and behave well.

They feel safe. They know that teachers will deal with any bullying issues quickly and effectively.

Leaders have very high ambitions for their pupils.

Pupils can learn effectively because teachers plan for all their needs. This includes pupils with special educational needs and/or disab...ilities (SEND). In lessons, pupils willingly contribute to discussions and take pride in their work.

Pupils like learning because teachers make lessons enjoyable.

Pupils have a wide choice of opportunities outside of lessons. They can take on a range of leadership roles such as being a HEART ambassador.

Many also participate in the Duke of Edinburgh's Award scheme, which the school offers to gold level. The school also provides a variety of trips, including many linked to pupils' academic learning, such as a recent trip to Paris. Students in the sixth form value the opportunities to visit universities, colleges and employers as part of their careers guidance.

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

The school is very well led. Leaders have accurately identified the school's strengths and determined how to address any weaknesses. They have worked diligently on improvements in a relatively short period.

Governors know the school well and have a high level of commitment to it and the wider community. Their support and challenge are helping leaders to improve the school rapidly.

Leaders have created a highly ambitious, broad and enriching curriculum for all pupils.

The curriculum design is well developed. Teachers have identified essential knowledge needed to understand more complex concepts as pupils move through the curriculum journey. These plans are logically sequenced and rich in knowledge.

As a result, pupils are able to develop greater depth in their understanding. The curriculum prepares pupils well for the rigour of academic and vocational courses in key stage 4 and beyond. Leaders have designed the curriculum with the English Baccalaureate at its centre.

Consequently, the humanities subjects and modern foreign languages have seen a significant increase in the numbers of pupils studying them lately.

Teachers have strong subject knowledge. They plan lessons carefully so all pupils can learn effectively.

Teachers ensure that knowledge and concepts are broken down into small parts. In lessons, they provide pupils with interesting and engaging activities. These support pupils' understanding well.

Leaders have also made considerable improvements to the provision of learning and support for pupils with SEND. Teachers use information about their needs effectively to adapt their teaching and resources. Pupils say teachers support them very well.

Regular assessment helps teachers identify gaps in knowledge and misunderstandings quickly. They then adapt their teaching to ensure key knowledge is understood. Teachers provide relevant feedback to support pupils in making improvements to their work.

Pupils' work is of a high quality and shows that they are developing knowledge effectively. For example, in a Year 11 French class, pupils demonstrated their strong knowledge of a range of tenses with fluency.

Leaders have implemented a variety of strategies to develop a reading culture across the school.

Pupils whose reading age is below expectations receive additional support with phonics. Students in the sixth form also help younger pupils who struggle with reading.

Leaders are working relentlessly to improve attendance.

There has been a steady improvement over the last two years. Leaders identify barriers pupils face in coming to school regularly and provide targeted support for them. This is helping to reduce persistent absence as well.

Expectations for pupils' behaviour and attitudes are high. The school's ethos weaves through the strategies to support pupils in managing their own behaviour. The pastoral team offers a range of support for early help and social, emotional and mental health needs.

Suspensions are now reducing.

In personal, social, health and economic (PSHE) education, pupils learn about a wide range of issues. This includes living in modern Britain and developing positive relationships.

The careers programme provides opportunities to learn about a wide range of careers. This includes apprenticeships as well as routes to college and university. In Years 11 and 12, all pupils are able to do work experience.

Many pupils participate in extra-curricular activities. However, this is not monitored precisely enough to enable the school to encourage and support some of the pupils who would most benefit from this provision to take part.

The curriculum in the sixth form is now more ambitious.

It offers a broad range of courses. Students' work shows that they understand more complex knowledge. The PSHE programme helps prepare students for independent life well.

Students can also access a variety of other experiences such as World Challenge.

Leaders have wisely used expertise from the trust and external partners to support their school improvement work. An exemplary professional development programme for all staff is supporting this improvement effectively.

Leaders go to great lengths to reduce workload pressures. Staff were very complimentary about the way leaders address their well-being needs.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Around half of the pupils in the school do not participate in the extra-curricular programme. This means that many are not benefiting from the opportunity to develop their personal skills and from the wide range of interesting opportunities on offer. The school should consider how best to make sure that they know which pupils are not making the most of these opportunities and work to engage them in the programme.