Trinity Academy Cathedral

What Ofsted said

From the inspection on 2 June 2026

Everyone is welcome at Trinity Academy Cathedral. The school’s ‘no lost sheep’ ethos, helps to ensure that all pupils feel seen and supported. Pupils enjoy coming to school. They enjoy the positive relationships they have with staff and each other. Pupils speak highly of their teachers and the support they receive. Pupils' individual needs are accurately understood. They receive expert support which, where necessary, helps to reduce barriers to learning. Pupils, including those with special educational needs and/or disabilities (SEND) value this support. Leaders make decisions that are routinely in pupils’ best interests. Pupils attend well. They engage well in lessons and consistently demonstrate focus and high levels of concentration. Clear routines throughout the school day support pupils to show self-discipline. The school’s ‘base’ provides a vibrant space where pupils, such as those with SEND, can go to take part in supported activities. Leaders have high expectations of pupils. Pupils meet these and have the same expectations of each other. Pupils benefit from a well thought out and high-quality personal development programme. They take on meaningful leadership roles. They contribute to their community through activities, such as donations to the nearby food bank and hosting celebrations for local elderly residents. Pupils develop confidence, resilience and independence because of their experiences in school. The school welcomes pupils from a wide range of faiths and cultures. Pupils celebrate this diversity and develop a deep understanding of fundamental British Values. Bullying and derogatory language are rare. If this does happen, pupils are confident to ‘call it out’ using the online reporting system or through conversation with a trusted adult. Pupils achieve well. Pupils who are disadvantaged perform particularly well. Pupils take pride in their learning. They are keen to ask questions and seek clarification to deepen their understanding. They leave school ready for their next steps with the knowledge and skills that they need to be successful.

What the school should improve

• Leaders should continue to rigorously identify and tackle barriers to attendance to further improve attendance for pupils, including those with special educational needs and/or disabilities.
• Leaders and those responsible for governance should continue to strengthen the implementation of the school’s curriculum, to establish and sustain exceptional standards of teaching which have a transformational impact on the achievement of all pupils, particularly those with high prior attainment.

Read the full Ofsted report (opens in a new tab)