Blessed Trinity Roman Catholic College, A Voluntary Academy

What Ofsted said

From the inspection on 17 March 2026

Pupils benefit from a warm and accepting school community, irrespective of their background or previous experiences. The pastoral and therapeutic support pupils receive help them to overcome personal challenges and be ready to learn. They value the care that staff afford them and the guidance they receive if they have a problem. Staff support pupils to understand the importance of compassion and mutual respect. This helps pupils to feel safe. Pupils’ behaviour has improved. Increasingly, well-practised routines help pupils to behave calmly in lessons and around school. Staff have forged supportive relationships with pupils. This means that typically, classrooms are places where pupils have the space and time to learn. Staff ensure that pupils who struggle to manage their own conduct receive appropriate support. This helps pupils to manage their emotions and make positive choices. Incidents of bullying are taken seriously by staff and dealt with swiftly. Pupils have access to a wide range of activities, such as theatre workshops, choir and dodgeball. Leadership opportunities such as being a prefect, an ambassador, or serving as a representative on the school council help to build pupils’ confidence. The personal development offer helps pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, to develop a sense of belonging. It prepares them for life in a diverse society. Although staff work with parents and carers to remove barriers to participation, some pupils do not attend school regularly enough. This means that these pupils do not make the most of what the school offers. Many pupils value learning, attend regularly and enjoy school. However, their experiences across classrooms remain uneven. Consequently, over time, some pupils do not build on their prior knowledge successfully. Inconsistencies in teaching hinder some pupils in applying their earlier learning to new concepts. This prevents them from achieving as well as they should.

What the school should improve

• Leaders should ensure they further reduce rates of persistent absence, including for vulnerable pupils, to ensure that all pupils benefit fully from the personal development programme and academic curriculum, achieving better outcomes.
• Leaders should ensure that staff deliver the curriculum in line with leaders' expectations so that pupils are supported appropriately to develop detailed knowledge and skills and achieve well across all subjects.
• Leaders should ensure that assessment systems are embedded and used to help teachers identify where pupils need support to address gaps in their knowledge and make strong progress from their starting points.
• Leaders should ensure that consistently effective teaching leads to improved pupil achievement in GCSE examinations, particularly in English and mathematics, so that all pupils, including those with barriers to learning, are well prepared for their next stage in education or training.

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