Trinity Academy New Bridge

What Ofsted said

From the inspection on 1 July 2025

Over time, pupils have received a mixed quality of education and school experience. Staff have not consistently set high enough expectations for what pupils can achieve. In recent months, the school has taken positive steps to improve pupils' learning and pastoral care. However, this is not yet fully realised in pupils' achievement and engagement. Most pupils who attend school regularly are happy and safe. They speak positively about their relationships with staff. While some pupils occasionally disrupt lessons, staff respond with skill and kindness. Too many pupils do not attend school often enough. This pattern has continued over time. Low attendance leads to significant gaps in pupils' knowledge and skills. As a result, pupils' achievement in the curriculum has not consistently matched what they are capable of. For many, this includes missing out on achieving nationally recognised qualifications. Some pupils' special educational needs and/or disabilities (SEND) mean that they find social situations hard. The school actively provides a range of cultural experiences to support pupils' development. For example, many pupils take part in trips and visits. They also enjoy new activities such as boxing and learning outdoors. This pushes pupils out of their comfort zone and strengthens their self-esteem in meaningful ways.

What the school should improve

• The school has only recently begun to effectively make improvements in reading. A lack of reading confidence and fluency is a barrier for some pupils and slows their progress through the curriculum. The school should ensure that pupils receive the support they need to become fluent and confident readers.
• In some subjects, the tasks set for pupils do not match the curriculum's intended goals or build effectively on what pupils already know. This hinders some pupils' progress through the curriculum and how well they can achieve in the subject. The school should ensure staff align pupils' work with shared curriculum goals, adapt it to pupils' starting points, and maintain high ambition for all.
• There remains work to be done for the school's attendance strategies to overcome the barriers that some pupils face. Absence from school contributes to significant gaps in learning for some pupils who consequently struggle with core skills such as reading, writing, communication, and mathematics. The school should carry out further work to improve attendance and implement robust catch-up strategies to prepare pupils for future success.
• Many school leaders are either new to their roles or are currently implementing changes. As a result, there has been limited time to evaluate the impact of recent initiatives. The school should ensure that continued leadership development leads to effective impact evaluation and timely refinements to their work where necessary.

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