Trinity Academy Leeds

Highlights from Latest Inspection

What is it like to attend this school?

The school has extremely high aspirations for pupils. Through deliberately planned care and support it helps pupils to realise these.

Pupils are well rounded and mature. Highly effective implementation of the curriculum helps pupils to become increasingly expert in the subjects that they study.

Pupils significantly benefit from a thoughtfully designed personal development curriculum.

Leaders are determined that pupils should experience a rich and diverse range of opportunities that enhance their education. The school seeks these out through partnerships with businesses and elsewhere in the community. Pupils link with organisations such as Leeds Rhinos and Nor...thern Ballet to access opportunities they may not otherwise.

Others pursue interests in other fields. For example, some pupils participate in the Model United Nations programme or leadership coaching delivered by leading businesses. Opportunities are targeted and timely to ensure that each pupil receives the support that they need.

Pupils' behaviour is exemplary. The school, through its behaviour curriculum, teaches pupils about the importance of positive behaviours. It helps pupils to develop into respectful citizens who it hopes become role models in the local community.

Pupils and staff greet each other warmly as they move quickly between lessons. Pupils understand why the school's routines for behaviour exist. They recognise that these ensure that no learning opportunities are missed.

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

Staff who work in the school are united in their ambition and drive to provide pupils with an exceptional education. They are relentless in their pursuit of this. The school removes barriers that may prevent pupils from achieving well.

This supports pupils to realise the school's vision to reach higher, see further and shine brighter.

Pupils learn a highly ambitious curriculum across a range of subjects. The school has considered what the most important knowledge is that pupils need to learn.

All pupils work towards these same aspirational end points. Pupils who need additional help to reach these are well supported through skilful teaching. Pupils with special educational needs and/or disabilities (SEND) achieve just as well as their peers.

Teachers are experts in the subjects that they teach. The school provides staff with highly effective training. This enables them to teach the curriculum well.

Teachers present new learning clearly. They check on what pupils know and use this to adapt their lessons. The school prioritises the development of pupils' vocabulary.

In lessons, teachers support pupils to use ambitious, subject-specific terminology accurately to improve their responses.

Pupils who are in the early stages of learning to read or who speak English as an additional language are well supported. Expert staff provide them with additional help that enables these pupils to catch up.

Leaders have carefully sequenced the school's curriculum to highlight connections between different subjects. What pupils learn in one subject reinforces what they know from another. For example, pupils connect their learning about George Orwell's novel `Animal Farm' in English and the themes of power, politics and rhetoric when learning about the Russian revolution in history.

The school's approach to pupils' personal development is carefully designed to link through each aspect of a pupil's time at the school. Learning from the personal, social and health education curriculum is reinforced regularly in other subjects. The school's character curriculum explicitly teaches and rewards pupils for displaying positive behaviours and helping others in the community.

Pupils attend school more regularly than pupils nationally. They are resilient to barriers that may prevent absence. The school scrutinises attendance information to identify patterns or opportunities to improve this even further.

Everybody understands the importance of regular attendance and its impact on pupils' education.

Leaders have an exceptionally clear vision of how they can provide pupils with a high-quality education. The school supports staff well to enable this to be realised.

Many staff reflect that they have improved in their roles through the support and training provided. Those with responsibility for governance know the school well and share in the school's vision.

Safeguarding

The arrangements for safeguarding are effective.

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