Schools & FE · Report card

Dixons Trinity Chapeltown

Inspected 9 Sept 2026 · URN 144743

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Summary

No overall grade in this frameworkSafeguarding met

Chris Sergeant (lead), David Mills, Jo Robinson, Michael Evans, Thomas Wraith

What we read, and from where

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Achievement verified
Strong standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Strong standard
Early years verified
Strong standard
Inclusion verified
Strong standard
Leadership and governance verified
Strong standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
9 Sept 2026
Inspectors verified
Chris Sergeant, David Mills, Jo Robinson, Michael Evans, Thomas Wraith
Postcode verified
LS7 4AW
Name on report verified
Dixons Trinity Chapeltown
Safeguarding verified
Met
URN verified
144743

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Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementStrong
Attendance and behaviourStrong
Curriculum and teachingStrong
Early yearsStrong
InclusionStrong
Leadership and governanceStrong
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+87Very positivemore positive than 84% of reports of this type

In line with other reports of this type.

Praiseexcellentpositiverapid progresseffectivelyambitiousconsistentlythrivehighly effective

Criticismconcernsgapsnot consistently

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1558w+89
Leadership252w+83
Safeguarding51w−11
What needs to improve29w0

Strengths

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Concerns

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No strong criticism found.

Next steps

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Leaders should build on improvements in the attendance of pupils with special educational needs and/or disabilities so that their work has a sustained and transformational impact for all pupils. p.6

What the report dwells on

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Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 19
Words of findings: 1,890; about usual (typical 1698)
Reading level: Hard; Flesch 41, typical 43
Average sentence: 13 words
Next steps: 1; typical 3
Hedged sentences: 1%; “some”, “not always”, “most”…

Where the words go

Findings 48%Leadership 8%Safeguarding 2%What needs to improve 1%About the inspection 41%

Full report text

Dixons Trinity Chapeltown

Address: Leopold Street, Chapeltown, Leeds, West Yorkshire, LS7 4AW Unique reference number (URN): 144743

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Strong standard

From their starting points in Reception to the end of Year 11, pupils, including those with special educational needs and/or disabilities, achieve highly at the school. Pupils who are disadvantaged perform significantly better than their peers nationally. This means they are extremely well prepared for their next steps.

p.2

Achievement Strong standard

Pupils’ attainment by the end of Key Stage 4 is high across all areas of the curriculum. This ensures that they move on to impressive next steps including level 3 qualifications and apprenticeships.

p.2

Achievement Strong standard

During Reception, children make rapid progress with their communication, reading and social skills. While pupils have developed a high standard of knowledge and skills by the end of key stage 2, this is not consistently reflected in published outcomes. However, the school acts effectively to close these gaps. Pupils rapidly catch up, leading to impressive outcomes by the end of key stage 4.

p.2

Attendance and behaviour Strong standard

Leaders prioritise improving pupils' attendance. They apply evidence-informed trust attendance strategies that are adapted to the context of the school. Leaders analyse data and use this to inform them as to which pupils require extra support. This support is applied quickly and effectively. Regular analysis of this support ensures that it is tailored to the individual needs of pupils and their families and has impact. As a result, the attendance of disadvantaged pupils is significantly above that of their peers nationally. The attendance of pupils with special educational needs and/or disabilities has notably improved over the past year.

p.2

Attendance and behaviour Strong standard

Pupils’ behaviour across the school is excellent. Routines and systems are consistently applied to create a positive and welcoming culture that supports learning well. This begins with morning meetings where leaders reinforce their clear expectations. Then, it extends to pupils' movement around school and how they behave in the classroom. Attitudes to learning are impressive. Pupils enthusiastically engage with the challenging lesson content their teachers provide. During social times, pupils interact positively with each other. During family dining, they proudly take on leadership responsibilities such as serving food to their peers. Harassment, discrimination and bullying are not tolerated. When they do happen, leaders respond appropriately and quickly.

p.2

Curriculum and teaching Strong standard

Leaders have meticulously planned an ambitious curriculum that meets the needs and ambitions of the pupils at the school. Leaders regularly review the curriculum. When necessary, they make adaptations to ensure that pupils develop the appropriate knowledge and skills they need. For example, the mathematics curriculum has been adapted with a greater focus on using mathematics confidently, accurately and efficiently. The curriculum is consistently well taught across different subjects and key stages. Across the school, teachers use evidence-informed strategies effectively to deliver the curriculum and to check learning. For example, teachers expertly demonstrate learning and regularly question pupils to check progress. This ensures that pupils quickly develop secure knowledge.

p.2

Curriculum and teaching Strong standard

Leaders place a sharp focus on developing English and mathematical knowledge. This starts immediately in Reception and builds progressively through the school. Leaders are acutely aware of any pupils with gaps in this knowledge. Leaders support effectively any pupils with gaps in their learning to quickly catch up with their peers.

p.3

Curriculum and teaching Strong standard

Teachers adapt the curriculum effectively so that pupils with special educational needs and/or disabilities, and those who are disadvantaged, can access the learning. This support ensures that all pupils, especially the most vulnerable, make excellent progress from their starting points.

p.3

Early years Strong standard

Leaders are highly knowledgeable about the early years. Early years is prioritised to ensure that children get off to the best possible start at the school. The curriculum is carefully crafted and ambitious. Leaders check the impact of the curriculum regularly and make adaptations when necessary. This ensures that children make rapid progress across their learning.

p.3

Early years Strong standard

Staff focus sharply on developing vocabulary, communication, social skills and phonics from the first day of Reception. Routines are quickly embedded. This ensures a calm and positive environment that helps children flourish. Interactions between children are respectful and positive. Adults plan their interactions with children carefully to ensure that learning is maximised during informal times as well as taught sessions. As a result, children make rapid progress from their starting points during Reception. They begin Year 1 full of confidence and well equipped for their next steps.

p.3

Early years Strong standard

Leaders ensure that they get to know the children and their families well. This starts before children begin Reception. Leaders work closely with the previous setting and home to support children's wellbeing and help them settle in their new school. Children with special educational needs and/or disabilities receive timely and effective support.

p.3

Inclusion Strong standard

At Dixons Trinity Chapeltown, everyone is welcome. The school serves a diverse community. This diversity is celebrated and respected by pupils and staff alike. The culture of the school is built around developing a sense of equality and a family environment.

p.3

Inclusion Strong standard

Leaders quickly and accurately identify any additional needs that pupils may have. Effective systems are in place to ensure that no pupil, whatever their vulnerability, is left behind. Staff across the school regularly come together to discuss pupils’ needs. They closely track pupils’ progress to ensure they are getting the right support at the right time. If necessary, the strategies in place are skilfully adapted to ensure that they have maximum impact on pupils' wellbeing and progress. Leaders ensure that additional funding for disadvantaged pupils is spent wisely. Through carefully devised targeted strategies, leaders ensure that these pupils thrive alongside their peers. The positive impact of this can be seen in the attendance and attainment of pupils who are eligible for additional funding.

p.3

Inclusion Strong standard

Pupils who are known or previously known to social care are well known to leaders. Working with outside agencies, leaders ensure that these pupils have the support they need to succeed at the school. Alternative provision is used appropriately and is in the best interests of pupils.

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