Blessed Trinity Roman Catholic College, A Voluntary Academy

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About Blessed Trinity Roman Catholic College, A Voluntary Academy

Name Blessed Trinity Roman Catholic College, A Voluntary Academy
Ofsted Inspections
Head Teacher Mrs Deborah Williams
Address Ormerod Road, Burnley, BB10 3AA
Phone Number 01282506200
Phase Academy
Type Academy converter
Age Range 11-16
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 1283
Local Authority Lancashire
Highlights from Latest Inspection

What is it like to attend this school?

Most pupils are happy at this school. Many benefit from opportunities that enable them to explore a broad range of interests.

For example, the 'hope and harmonies' group provides music during assemblies and 'reader leaders' support their younger peers with their reading.

Pupils are encouraged to take on responsibilities and many do so. They spoke with pride about the actions that they have taken to address important issues.

For example, some pupils recently launched an initiative called 'pupils against prejudicial language'. Many pupils embrace these opportunities to contribute to their school community.

Pupils typically conduct themselves well aroun...d the school.

Calming music plays as a signal for them to move to their lessons and most respond swiftly and purposefully to this. In the main, relationships between staff and pupils are positive.

In the recent past, the school has increased its expectations of what pupils can achieve.

Work has been done to strengthen the curriculum. As a result, pupils, including those with special educational needs and/or disabilities (SEND), generally benefit from a more ambitious education than before. However, subjects are at different stages of development.

Variability across the curriculum means that some pupils do not achieve as well as they should.

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

In some subjects, the essential knowledge that pupils need to learn is carefully ordered from Years 7 to 11. In other subjects, the process of precisely identifying this important information is incomplete.

This makes it difficult for staff to design learning activities which prioritise the knowledge that pupils need to learn.

In some subjects, assessment strategies focus carefully on the essential knowledge that pupils need to know. However, in other subjects, staff are only just beginning to connect assessment strategies to the new curriculum.

The process for checking and addressing any gaps in pupils' learning is not robust. Some pupils do not build secure bodies of knowledge.

The school has rigorous systems in place to identify the needs of pupils with SEND.

In response to rapidly increasing levels of need, the school has acted swiftly to adapt its provision for these pupils. This has been effective. Staff use the information that they receive about pupils' needs to ensure that they can access the curriculum alongside their peers.

The school has processes in place to identify and support pupils who cannot read well. However, the impact of this support is not rigorously monitored to ensure that it is effective. Furthermore, this programme is not used widely with pupils in key stage 4.

Some older pupils do not get the support that they need to read confidently and fluently.

The school prioritises pupils' personal development. Pupils benefit from a wealth of information to prepare them for life in modern Britain.

They learn about diversity and equality. Despite this, a few pupils do not treat others with tolerance and respect. The school is taking action to address this.

A comprehensive careers programme encourages pupils to raise their aspirations. Pupils engage with a range of employers. They receive the information that they need to make informed choices about their lives beyond school.

The school has recently raised its expectations of pupils' conduct. Pupils said that behaviour has improved as a result. In the main, pupils behave well.

They are typically responsive to their teachers, both in lessons and around the school.

Trustees and governors know that the curriculum needs further development. They are supporting the school to continue to make the necessary improvements.

However, processes for evaluating the impact of some of the school's actions are not as robust as they could be. This hinders the pace of further improvements.

The school is proactive about seeking out the views of parents and carers and engaging them in their children's education.

For example, it has recently introduced a communication tool that enables it to quickly share information with parents so that they can support their children's learning at home. Many parents appreciate the way in which the school engages with them, for example parents of Year 7 pupils felt well informed during the transition process.

Staff feel valued because initiatives are implemented in consultation with them.

They are very happy at this school.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school is in the process of redesigning a number of subject curriculums.

Consequently, staff are not yet clear on what pupils should learn and by when. This hinders how well some staff design learning activities that emphasise the important knowledge that pupils need to know. The school should support subject leaders to finalise their curriculum thinking and ensure that these curriculums are delivered as intended.

• In some subjects, assessment strategies are not focused on the important information that pupils should learn. This means that some pupils develop gaps in their knowledge without their teachers realising this. The school should ensure that assessment strategies are used effectively to check whether pupils are learning the intended curriculum.

• The school's approach to identifying and supporting pupils who are struggling to read is underdeveloped, particularly in key stage 4. Consequently, some pupils do not receive the help that they need to improve their reading in a timely and effective way. The school should further develop the support that is in place and closely monitor the impact of interventions to ensure that pupils promptly get the help that they need to read well.

• The school does not have sufficient oversight of the impact of some aspects of its work to improve. This means that some actions do not make the positive difference that leaders intend. The school should ensure that there are sufficiently rigorous processes so that it can continue to drive the improvement of the school.

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