Trinity Academy New Bridge

Overview

Pupils have received a "mixed quality of education" as staff have not consistently set high expectations, though recent steps to improve learning and pastoral care are underway. While most regular attendees are "happy and safe" with positive staff relationships, persistent low attendance creates significant gaps in knowledge and limits achievement. The school is strengthening curriculum design and support for pupils with complex needs, but the impact of these changes is not yet fully evident.

Strengths

• Pupils benefit from a "comprehensive careers programme" and cultural experiences, such as trips and outdoor activities, which "strengthen[s] pupils’ self-esteem."
• Staff respond to disruption with "skill and kindness," and pupils value focused activities like mindfulness and gardening therapy for managing emotions.
• The school has established a "new reading hub" and checks reading skills thoroughly, leading to effective support for some pupils to catch up.
• Recent stability in leadership is helping to rebuild relationships with parents, and staff feel well supported by the trust’s well-being initiatives.

Areas to improve

• Ensure pupils receive support to become "fluent and confident readers," as current efforts are in early stages and a lack of reading confidence slows progress.
• Align pupil tasks with shared curriculum goals and maintain "high ambition for all," as some tasks are too easy or do not build on existing knowledge.
• Implement robust strategies to improve attendance and address barriers, as absence contributes to significant gaps in core skills like English and mathematics.

Safeguarding

The arrangements for safeguarding are effective.