Trinity Catholic School

Trinity Catholic School

Address: Guy's Cliffe Avenue, Leamington Spa, Warwickshire, CV32 6NB Unique reference number (URN): 148362

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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.

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How we evaluate safeguarding

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

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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.

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Attendance and behaviour Expected standard

Leaders have established and sustained a highly effective approach to improving attendance, underpinned by clear expectations. Staff consistently promote these expectations well. Staff receive high-quality training that enables them to hold supportive, purposeful conversations with pupils and families. This ensures that concerns are identified early and addressed constructively. Over time, overall attendance continues to improve year on year and, for pupils with special educational needs and/or disabilities, attendance is close to national average figures.

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Attendance and behaviour Expected standard

Pupils’ behaviour is typically orderly and purposeful. Leaders' high expectations are understood well by pupils and staff. Staff typically reinforce these expectations so that routines are embedded in daily practice. This contributes to a calm environment. Leaders have created a culture where staff typically know, support and care for pupils well. Pupils’ attitudes to learning are improving. Most pupils, in most lessons, consistently show dedication to their learning.

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Attendance and behaviour Expected standard

Previous inconsistent approaches to managing pupils’ conduct led to increased disruptive behaviour across school. In turn, this led to a high number of suspensions. However, with the new trust’s support, leaders have rapidly refined the school’s behaviour management strategy. This has helped to reduce the number of suspensions and significantly improve behaviour. Pupils are confident that any issues with bullying would be swiftly dealt with.

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Curriculum and teaching Expected standard

Leaders have established an ambitious curriculum that is taught well across year groups. Since the last inspection, leaders have developed a precise understanding of the quality of curriculum and teaching and continue to refine provision to strengthen pupils’ learning further. Leaders are highly ambitious for all pupils.

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Curriculum and teaching Expected standard

Leaders and staff understand pupils’ needs and generally adapt learning effectively to enable pupils to achieve well. However, these adaptions are not consistently in place in all subjects and for all pupils. As a result, not all pupils, in all subjects, achieve as well as they could. Generally, teachers use checks on pupils' learning precisely to identify and address gaps in pupils' knowledge or skills. However, some pupils are not always clear about how to improve their work or deepen their understanding.

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Curriculum and teaching Expected standard

The school supports pupils to build their basic foundational knowledge, including vocabulary, well. Checks on reading knowledge, for example, ensure staff know who needs extra support so that reading is not a barrier to accessing the curriculum. Well-trained staff also effectively help pupils catch up and develop the necessary handwriting, spelling and mathematical knowledge. This enables pupils to access the full curriculum and keep up with their learning.

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Inclusion Expected standard

Inclusion is central to the school’s ethos and vision. Leaders have prioritised their work on inclusion effectively. The school has a very high proportion of pupils who are disadvantaged and pupils who speak English as an additional language. Pupils show a sense of belonging to this nurturing school community. Staff are deeply committed to supporting pupils with special educational needs and/or disabilities (SEND), those who are disadvantaged and those known to children's services. Leaders identify pupils' individual needs quickly and ensure staff know how best to support their academic and pastoral education well. Leaders review pupils' progress through the curriculum regularly and they make appropriate adaptations to the support pupils receive.

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Inclusion Expected standard

The school's approach to supporting pupils with social, emotional and mental health needs is focused on building positive relationships. The school’s specially resourced provision, ‘Peter’s Place’, helps pupils successfully achieve well. Pupils with SEND, who access this provision, mix well with their peers across the school. The school works proactively with parents and a range of professionals to ensure pupils' needs are met.

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Inclusion Expected standard

Leaders have ensured that the pupil premium grant they receive is used appropriately. This has contributed to improvements seen in pupils' attendance, behaviour and achievement. The school uses alternative provisions in pupils' best interests. It is having a positive impact on pupils.

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Leadership and governance Expected standard

Leaders, including the trust and governors, promote high aspirations for all pupils to achieve well. A positive and inclusive culture runs through daily school life. Recent changes, including the school joining a new trust, have strengthened the governance support and challenge towards continuous improvement. Working closely together leaders, many of whom are recently appointed to the school including the headteacher, know precisely what is working well and where further action is needed. They continue to sharpen their understanding of the quality of curriculum and teaching to target improved attainment rapidly.

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Leadership and governance Expected standard

Leaders understand the school’s changing context. Their decisions are mindful of the needs of the growing number of pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and those who join later in their secondary education, including from outside the country. Staff training and information sharing builds their understanding of pupils’ needs effectively, including those known or previously known to children’s social care. This means that, generally, more pupils are making positive progress from their wide- ranging starting points.

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Leadership and governance Expected standard

Decisive actions are grounded in ensuring that pupils build the skills and confidence they need for future success. The delivery of the curriculum is improving overall. Further work focuses on securing consistently high-quality teaching and learning, to raise standards, and to ensure that all pupils maintain regular school attendance.

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Leadership and governance Expected standard

Staff are proud of their school, the strong sense of community and belonging. Leaders are considerate of their workload and wellbeing. Staff value this support, as well as the

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Needs attention

professional development they access in school and through the trust. Parents and carers are typically positive about the school’s work. Many parents recognise the improvements made in recent years, including for pupils with SEND.

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Personal development and wellbeing Expected standard

Leaders have a carefully planned programme for pupils' personal development. The personal, social and health education curriculum teaches pupils important elements, such as healthy relationships and online safety in an age-appropriate way. Pupils welcome the regular opportunities to debate and discuss relevant issues such as being able to drive and vote. Pupils are taught how to demonstrate respect for others and support younger pupils and those who are new to the country. A significant strength of the school’s community is seen where pupils recognise and welcome the importance of learning about different cultures. The school promotes equalities effectively alongside the school’s core values of respect, resilience, integrity and aspiration. Pupils and staff challenge derogatory language on the rare occasion it is heard.

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Personal development and wellbeing Expected standard

Leaders offer pupils high-quality pastoral care. This is tailored to meet pupils’ individual needs. For example, appropriately trained staff provide pupils with targeted support to help them manage their anxiety, wellbeing and emotions. Pupils welcome this and are confident that staff will deal with any concerns they have. Leaders offer pupils a range of inclusive opportunities for them to develop their interests and talents. Disadvantaged pupils receive support so they can access trips that are further afield. Pupils build their confidence and teamwork skills in debating, film and photography and a number of sports teams. Leaders work diligently so that pupils maximise the benefits of the school's wider offer.

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Personal development and wellbeing Expected standard

The school has an established careers programme. Over their time at the school, pupils learn about a wide range of careers and post-16 options available to them. However, some pupils are unable to explain how the careers programme supports their ambitions for the future. Leaders continue to review the effectiveness of the careers programme so that pupils gain further opportunities to enhance their choices.

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Achievement Needs attention

Historic weaknesses meant that pupils’ achievement was significantly below the national average. Leaders have acted swiftly and effectively to address these issues. Their work is having a positive impact. However, many pupils are still affected by past weaknesses. As a result, outcomes in national examinations do not reflect the more successful quality of education pupils now receive.

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Achievement Needs attention

Leaders' actions mean that teaching is now typically effective across the school and the curriculum is ambitious. Leaders have significantly improved pupils' attendance so that it is now closer to national figures. They have increased staff specialists and reduced the reliance on supply teachers. This has brought much greater stability and consistency to pupils’ learning. As a result, pupils benefit from high-quality teaching and are progressing well through the curriculum from their individual starting points. Leaders are working at pace to ensure improvements translate fully into stronger examination outcomes for pupils.

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What it's like to be a pupil at this school

Trinity Catholic School is rapidly improving. Pupils are proud of their school and the friendly, welcoming community. They speak highly of the care and support they receive. They feel safe and well looked after, including many who join the school later in their secondary education.

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What it's like to be a pupil at this school

The school is increasingly successful in reducing the barriers that pupils face so that they receive an inclusive, high-quality education that improves their life chances. Pupils enjoy the improved experiences of school. Many pupils, including the most vulnerable, achieve well from their various starting points. However, some pupils, in some subjects, do not achieve as consistently well as they should. Pupils say they learn much better than in previous years because teaching is clearer to understand and pupils engage with their teachers well.

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What it's like to be a pupil at this school

Pupils' behaviour is positive and highly respectful. The school is calm and orderly. Lessons are productive and there are clear routines that most pupils follow. At social times, pupils from different year groups mix well. Respectful relationships are embedded in daily school life. Occasionally, when some pupils’ behaviour does not meet the high expectations set, they are supported effectively to improve. Bullying is rare and managed appropriately if it happens. Vulnerable pupils and late joiners quickly grow in confidence and self-esteem. They, including disadvantaged pupils and those who have faced previous disruption to their education, settle well alongside their peers.

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What it's like to be a pupil at this school

The school supports pupils' personal development well. Morning ‘tutor time’ provides the school with the chance to check pupils' wellbeing at the start of every day. Pupils appreciate individual differences in society and in the school community. The challenges of social media and online misinformation are well understood. Pupils value the chance to build leadership skills and to contribute to school life, for example as Prefects. Most pupils take part in a range of activities including STEM, debate and eco clubs.

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Next steps

Leaders should ensure that all staff continue to adapt their teaching and assessment, further enabling pupils to deepen their knowledge and key skills and leading to raised achievement for all. Leaders should embed their positive work with parents and external agencies to continue to secure more regular attendance for all pupils. Leaders should analyse the impact of the careers programme, to ensure it builds pupils’ knowledge effectively over time and prepares them well for their next steps.

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About this inspection

The chair of the board of local governors for this school is Christopher Beaumont.

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About this inspection

This school is part of St Raphael The Archangel Catholic Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Sinead Smith, and overseen by a board of trustees, chaired by Una Bennett.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, and other senior leaders; members of the trust board, including the chair and vice-chair of the trust and CEO; chair of the local governing board and two foundation governors; designated safeguarding lead; SENDCo; heads of subject; staff and pupils.

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About this inspection

The lead inspector also spoke with the director of education for the Archdiocese of Birmingham; a national RISE leader supporting the school; local authority representative of ethnic minority education; and a leader from alternative provision.

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About this inspection

Inspectors visited lessons and looked at pupils’ work. They spoke with pupils at different times across the school day and observed behaviour in lessons and around the school site.

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About this inspection

To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

Inspectors considered the responses to Ofsted’s staff survey. They considered the responses to the online survey, Ofsted Parent View, including parents’ free-text comments.

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About this inspection

The school is registered as having a Roman Catholic religious character. It is in the Archdiocese of Birmingham. Its last section 48 inspection was in February 2022.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school uses two, registered, alternative provisions for a small number of pupils.

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About this inspection

The school does not offer a Post-16 provision. The small number of 16-18 year old students are supported within mainstream lessons and follow a bespoke, individualised, curriculum.

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Lead inspector:

Stuart Clarkson, His Majesty's Inspector

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Team inspectors:

Sara Arkle, Ofsted Inspector Sarah Steer, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 22 September 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

National average: 1,154 Headteacher: Beth Sharpe

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2021/22 (final) -0.25 -0.03 Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2023/24 (final) 19.5% 25.8% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.68 -0.57 Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 26.8% 23.4% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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