Trinity Church of England School, Lewisham

What Ofsted said

From the inspection on 25 November 2025

The school combines high expectations for its pupils with a deep sense of community and belonging. Pupils are nurtured and their talents are fostered. All pupils who join the school quickly feel part of the community. The school celebrates difference and there is a palpable celebration of diversity. The school's values are woven into the school's curriculum and through its outreach work. This means that pupils learn to be responsible, resilient and empathetic citizens. Pupils follow an ambitious and enriched curriculum. This begins from Reception Year, where children are constantly encouraged to develop their understanding and be curious learners. English and mathematics development are rooted in the teaching provided across the school. Older pupils choose from a broad diet of GCSE subjects, which are taught by subject specialists. Pupils achieve very well and are skilfully prepared for their next steps. There is a highly inclusive ethos at the school. Staff work thoughtfully together to support and care for pupils who may have barriers to their learning or wellbeing. Carefully thought- out physical spaces, such as sensory rooms, provide a place for emotional regulation when required. In class, discreet adaptations are provided to enable pupils to fully access learning. Pupils who are disadvantaged and those with special educational needs and/or disabilities flourish. Pupils want to attend school and take their education seriously. They work hard in lessons and respect one another. Conduct around the school is calm and bullying is not tolerated. Pastoral care is integral to the school's approach to personal development. Pupils are fully supported to play a part in their school and local community. They benefit from an extensive range of opportunities, as well as an excellent careers programme.

What the school should improve

• Leaders and those responsible for governance should sustain the effectiveness of their work in all areas. They should seek continued improvement, overcoming barriers and challenges, in order to drive a transformational impact for all pupils. This includes disadvantaged pupils, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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