TRINITY School has finished 2023 on a high after Ofsted praised a transformational change in pupil behaviour.
The one-day visit from the school’s inspectorate follows on from graded inspection place in January of this year, where the Leamington secondary school was judged to have serious weaknesses.
John Pye, executive headteacher at Trinity, said: “We are incredibly heartened to see the hard work that has taken place over the last 11 months acknowledged by Ofsted. “The monitoring report confirms that we have made exceptional progress in transforming the culture of the school, which is clearly reflected in the improved behaviour of the pupils, along with increased engagement from parents and a staff supported in their personal wellbeing and professional development.”
Samirah Roberts, the school improvement lead, was also an instrumental part of the team which has led the changes.
She added: “While we are aware there are further improvements to be made, we are proud to have laid the foundation for lasting change and are confident that our next graded inspection result will be one that our community rightly deserves.”
The monitoring report praised the quick action of the Our Lady of the Magnificat Multi-Academy – of which Trinity is a part – in restructuring the school’s leadership after the last inspection and how this resulted in a “strong a stable leadership team” with “high ambitions for the pupils” who are working hard to meet the “challenging targets to achieve these ambitions”.
The “key changes that have led to significant improvement across the school” were praised, along with the deep understanding by school staff and the trust of the school’s strengths and needs, leading to the creation of “strong and sustainable foundations on which to further improve the school”.
The report goes on to highlight how pupils have reaped the benefits of the work with behaviour “transformed since the last inspection”, leading to a “calm and purposeful atmosphere in classes and around the school” and “warm, positive and respectful relationships between pupils and staff clearly evident”.
Pupils are described as being “proud to be a member of the school community and they enjoy coming to school”.
As a result, the number of exclusions and suspensions at the school have significantly reduced and pupils are well supported in regulating behaviour and improving classroom attendance, with staff ‘tenacious’ in tackling poor attendance, truancy and punctuality.
Also highlighted in the report were the improved SEND provision, and the systems and processes being developed to support this, and the increased efforts being made to engage positively with parents and carers.
