Trinity Academy St. Edwards

Highlights from Latest Inspection

What is it like to attend this school?

Pupils receive an exceptional education at this highly inclusive school. Pupils are welcomed into a school family and provided with a huge number of opportunities to learn and to develop their character.

Pupils make rapid progress through the curriculum. They develop a command of vocabulary that allows them to explain complex ideas. Pupils learn to speak, read and write like experts.

For example, pupils who struggle to write confidently are soon able to produce well-constructed and extensive pages of prose after careful tuition.

Pupils display model behaviour. They are keen to learn and proudly display badges such as 'Masters of Recall', 'Academic Achievement...' and their 'House' badge, all of which showcases their many achievements.

Pupils take a lead on many aspects of school life. For example, they support younger pupils' transition to the school, have written a school prayer, and they support local charities and have influenced changes to the uniform. Pupils support each other, noting that `we celebrate all achievements, even if it's not our achievement'.

Pupils enjoy many inspirational opportunities to widen their interests. Pupils can choose from activities such as learning British Sign Language, crafting club, choir, young engineers club and building a soapbox car.

In the representative words of one pupil: 'This school has inspired me to do things I had never been confident to do at primary school.'



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

The school has developed a key stage 3 curriculum, which provides excellent foundations for pupils to progress to key stage 4. Leaders continuously strive to improve the curriculum. They monitor performance of all pupils with extraordinary precision and use this information to reteach or replan lessons.

The school provides exceptional support for pupils with special educational needs and/or disabilities (SEND). For example, difficult topics are pre-taught using analogies or stories, which allows pupils to understand the main concepts. Leaders have carefully planned the introduction of a curriculum for key stage 4.

Pupils are taught by teachers who are specialists in their subjects. Teachers have high expectations and teach lessons which are filled with learning opportunities. Teachers consistently use techniques such as retrieval tasks, modelling and live feedback to help pupils learn new knowledge.

Teachers have a relentless focus on developing pupils' literacy and oracy. Pupils develop their confidence and ability to use new vocabulary through exercises such as 'I say, you say' and 'say it loud and proud'.

The school does not yet have published outcomes from public examinations and assessments.

However, it is evident that pupils make remarkable progress. Pupils confidently explain complex ideas using specialist vocabulary. They develop knowledge and skills that belie their age.

For example, Year 8 pupils can provide detailed verbal commentary on the causes of the Russian Revolution. They can sight-read music and play keyboards confidently with both hands. Pupils' work is of the highest quality and shows significant improvements over time.

Leaders have made reading a priority. They have ensured that the curriculum develops extensive knowledge of new vocabulary. Pupils enjoy reading and read socially at lunchtime ('Feeding Reading') and during form periods.

Pupils who are less confident at reading are immediately identified and provided with precise support. Those who are not making the desired progress are given one-to-one support by specialist teachers. As a result, progress made by weak readers is exceptional.

Pupils enjoy school and have high levels of attendance. They behave impeccably well. They show high levels of respect to staff and to each other.

Pupils learn about the importance of tolerance and this is promoted through the school's 'call it out' system and pupil anti-bullying ambassadors.

The school provides a comprehensive programme of personal development. Pupils learn about world faiths and can discuss the importance of fundamental British values and protected characteristics at length.

For example, they can discuss what liberty means and give examples, past and present, of countries where oppression is present. Pupils experience multiple opportunities to develop their knowledge of potential careers through employer visits, careers fairs, assemblies, trips and lessons.

Leaders have the highest ambition for pupils.

There is an unwavering determination from all staff to provide young people with the very best education. Staff are highly motivated and proud to work at the school. Staff feel involved in all aspects of school life, reporting that `it feels like a family here'.

Leaders ensure that staff are well-trained and that their well-being is prioritised. Governors and trustees have a sharp understanding of the school and provide highly effective support and challenge to leaders.

Safeguarding

The arrangements for safeguarding are effective.