Trinity Academy St Edward’s has a lot to be proud of, particularly given the fact they have only been in existence for four years. In this space of time, the school has shown a phenomenal commitment to inclusion, with a vast ranging support system on offer to all pupils. Staff are committed to raising aspirations for every young person, spearheaded by the inspirational leadership of their Principal. The Principal states that “I want children to be themselves, enjoy themselves, and we also look after each other”. Strategic planning is important at the school, but with inclusion as its motivating force, the school is able to merge sky-high expectations with a welcoming environment where all learners are supported and uplifted. All decisions, whether that be systematic or staffing, are made with children at the centre. This ensures subject specialist teaching is delivered to all students, with those pupils with additional needs being able to thrive in the same way their peers can. There is a universal attitude amongst the Trinity community that they have the opportunity to make something amazing in this newly created school. As the Executive Principal put it, “one chance to do it, let’s do it brilliantly!”.
A particular source of pride for staff and pupils is the Involve programme, that offers extra-curricular activities to every single pupil. What makes this programme accessible is the fact it is delivered as part of the normal school day over two afternoons for different year groups, meaning that irrespective of circumstances outside of school, every pupil can participate. There are nearly sixty different groups on offer, including coding, crafts, and Spanish. There is strong encouragement for pupils to engage with external visits and additional experiences. Examples include inviting the National Youth Orchestra to play at the academy to inspire the pupils, visiting Twickenham to see rugby, and encouraging students to speak French during the annual trip to Paris. The PSHE Lead ensures that money is found for the most vulnerable students to attend trips that can widen their horizons, such as a school trip to Rome to link up with an international school.
The academy provides a strong academic offering for its pupils, with a specialism in STEM. Literacy is at the heart of all subjects and reading skills are incorporated into all lessons. Teachers receive professional development in reading, including pre-teaching vocabulary and the use of reading rulers. This training is supported by guidance for providing the best support for a range of additional needs, to ensure all students feel included and supported in their learning environments. One-page SEND profiles are created for pupils to provide clear information to all teachers that can help to make ideal learning environments, including their reading age, learning needs, and tips for teaching. PSHE and RS are also given important places within the timetable so students can receive a holistic education, covering topics from financial education to basic health checks. Access to a fabulous library and brilliant technology ensure children have every resource available to aid their learning. Extending beyond academic achievement, all students can be rewarded with stars on a Character Card for demonstrating life skills, such as good manners and random acts of kindness. The Quantum Leap programme encourages students in all year groups to achieve a range of pastoral skills, such as attending parents’ meetings, cooking meals and home or volunteering in the community.
Parents and governors share a pride in the academy with its pupils. One parent told our assessor that “All the staff know all the children and their interests. They are not just a number”. A Parent Partner Leadership Group has been created, meeting every half term to help parents raise issues with senior leaders and share important feedback. Parents have been invited to also join their children on trips, and staff show appreciation for their enthusiastic involvement. Events like the Parental Engagement Evening allow parents to remain informed about topics discussed in RS and PSHE, making them feel included in discussions about their children’s education. Staff share this enthusiasm for the inclusive culture at Trinity. Taking lead from the Principal, every staff member shares a passion for a child-centred approach to education. Weekly meetings are held by the Assistant Principals for Pastoral and Inclusion to enable academic and pastoral staff to discuss attendance and progress. Teachers are encouraged to learn from each other and are supported to be creative in their teaching. The Principal for Teaching and Learning concluded that “we don’t restrict staff autonomy and we don’t stop them from flying”. Staff wellbeing is taken seriously, with every voice listened to and respected. Early Career Teachers are supported with mentors, encouraging the same levels of aspirations they would encourage from their students. There is a sense of whole staff community, fostered through coffee afternoons and badminton sessions. One teacher commented how “The community feeling is lovely”.
Trinity Academy St Edwards has used its four years of existence wisely – it places trust in staff and students alike to create an inclusive, welcoming learning environment for all. The school ensures that all pupils are given access to the best resources and real world experiences, so they are well equipped for life beyond the school. The unwavering commitment from staff to deliver the same high-quality education for all learners drives the strong sense of pride in the school, shared by everyone in the Trinity community. By striving for inclusion, the school provides an exemplary education for all its pupils.
