Trinity Church of England School, Belvedere

What Ofsted said

From the inspection on 3 March 2026

Leaders have worked to strengthen aspects of the school's provision, such as inclusion, teaching, behaviour and attendance. While many of the changes are positive, they are not currently applied consistently. As a result, pupils' experiences are varied. For example, sixth-form students generally achieve in line with national averages in external examinations. However, across the rest of the school, many pupils do not achieve well. They are therefore not prepared as effectively as they should be for their next steps. The school’s ethos of ‘reach higher, shine brighter’ is evident in leaders' intention to raise pupils’ aspirations and support them to achieve well. Leaders want pupils to grow into young people who make a positive difference to their community. Opportunities such as the ‘Trinitas Games Competitions’ give pupils a chance to shine. Pupils across the school, including those who attend the specially resourced provision for pupils with special educational needs and/or disabilities, are beginning to benefit from the changes being made. Leaders prioritise inclusion. Their recent actions mean that typically, pupils who need additional help receive support. Nevertheless, the impact on pupils' learning is variable and not routinely checked. The recently introduced ‘Oasis Room’ offers academic, social and emotional support for pupils who need it. Pupils attend more regularly than they once did. They enjoy coming to school and feel safe. Pupils appreciate that staff know them well. They are confident that staff will listen to any worries they have. While behaviour is inconsistent overall, bullying is uncommon. When it does occur, staff take steps to resolve it. Leaders support some aspects of pupils’ wider development well. The breakfast club provides a positive and nutritious start to the day, as well as an opportunity for staff to check pupils’ wellbeing. Enrichment activities, such as trips to the British Racing School, bake sales and theatre visits broaden pupils' experiences. Roles, including school councillors, sports leaders and campaigners, help pupils to develop a sense of belonging and responsibility. Pupils learn to respect others. They understand the values that underpin life in modern Britain.

What the school should improve

• Leaders and those responsible for governance should strengthen their strategic oversight and analysis so they can evaluate more precisely the impact of their work to improve teaching, behaviour and inclusion, including in relation to their strategic oversight of the effective use of part-time timetables.
• Leaders should ensure that all staff model high expectations for behaviour and apply the agreed behaviour policy consistently, including during unstructured times.
• Leaders should ensure that their approach to effective teaching is embedded across the school so that all pupils, including those who have barriers to their learning, achieve well.
• Leaders should ensure that staff have the right training and support to adapt their teaching effectively to meet the needs of all pupils, including those with special educational needs and/or disabilities.
• Leaders should embed and refine the attendance strategy so pupils' attendance continues to improve and these improvements are sustained over time.
• Leaders should ensure that older pupils build suitable knowledge through the personal, social and health education curriculum, preparing them for life beyond school.

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