Trinity Academy

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Key Information

Welcome to the Key Information Page. Here, you will find everything you need to support your child's journey at Trinity Academy. 

If you wish to contact us, please click.

School Day

Please see below for school day timings:

07:45 - 08.10

Breakfast Club

08:10 - 08:30

Gates Open - Arrival and morning meetings

08:30 - 09:00

Tutor Time

09:00 - 09:50

Period 1

09:50 - 10:40

Period 2

10:40 - 11:00

Break

11:00 - 11:50

Period 3

11:50 - 12:40

Period 4

12:40 - 13:25

Lunch

13:25 - 14:15

Period 5

14:10 - 15:05

Period 6

15:05 - 16:00

Afterschool Clubs

Reporting a Safeguarding Concern

Safeguarding at Trinity is the responsibility of everyone. We ensure that all children are known to staff, and we work closely with families and external agencies to ensure that the needs of all children are met. We recognise our moral and statutory responsibility to safeguard and promote the welfare of all children with their best interests at the centre of our work. At Trinity Academy we have a school ethos ‘Freedom through education’ and recognise that this can only be achieved by providing children with a safe and secure learning environment. Our staff are trained on how to recognise early signs of abuse and neglect and know how to respond to concerns regarding any child.

Our children are encouraged to use their voice to speak up because they know they will be listened to and supported. We have a dedicated wellbeing team and pastoral team who provide our children with safe spaces and the opportunity to be heard and respected.  At Trinity we model our values of knowledge, aspiration and respect so that all our children can reach their full potential in a safe and supportive learning environment.

If you have a safeguarding concern about a student, please speak to Mr Grabowski, Ms Enegul, Ms Stephen, Ms Briggs or any other member of staff.

 

The Safeguarding Team:

Important Phone Numbers and Websites:

Safeguarding and Child Protection Policy

Please use this link to access our Safeguarding and Child Protection Policy.

If you wish to make a referral to our safeguarding team online

Please use the following form to make an online referral to our safeguarding team:

https://forms.office.com/e/RxJBgX9Vs3

Inclusion (SEND)

At our academy, we believe in creating inclusive environments that aim to meet the needs of all students.

We want to ensure that our Special Educational Needs and Disability (SEND) provision offers appropriate support for those facing barriers to their learning.

We provide support within all four broad areas of SEND: 

  • cognition and learning
  • communication and interaction
  • sensory and physical
  • social, emotional and mental health

Our school SENDCO leads on the provision for students with SEND to ensure that it is of the highest standards. Contact our SENDCo. 

External Agency Partnerships

The Academy works with a range of professionals to support all its students. These include Speech and Language Therapists, School Counsellors, Educational Psychologists, Social Workers and a range of other SEND specialists. We frequently meet with practitioners from statutory, community and voluntary groups to ensure that our SEND services meet the diverse needs of our student population.

For more information on local services, please see the Local Offers from Lambeth local authority, please click here.

Teaching at Trinity

We believe that good teaching is teacher-led, and we are therefore unashamedly a school that leans on evidence-informed pedagogy and direct instruction. This means we value our teachers as the experts in the subjects they teach, and they support children in acquiring new knowledge. We therefore talk about lessons at Trinity as being bound by a common set of 5 principles. We call this our House Style. 

  1. Exceptional learning environments built on high standards and consistent routines 
  2. Clear, precise, scripted instruction (inclusive of modelling in certain subjects) 
  3. High-ratio teaching sequences using a range of tools  
  4. Responsive teaching  
  5. Infectious enthusiasm  


Sitting above and alongside these are regular passages of independent practice, which we frame as “silent solo.” So what does this mean a Trinity lesson looks like? Children arrive in lessons and immediately begin a low-stakes quiz based on the learning of previous lessons and weeks. Teachers review this before moving into new lesson content, making a deliberate effort to link new information to old information as they do so. Teachers explain new concepts clearly and ask a high volume of questions so that children are thinking all the time. Children have many opportunities to share ideas and to talk through what they learn in the lesson. Teachers check students have learnt things properly using mini whiteboards, before asking students to complete silent independent practice. 

The above helps students become confident in abstract subjects and concepts, and acquire new knowledge in a dynamic, supportive, and inclusive learning environment. 

Curriculum at Trinity

Our Trust-wide curriculum is rich and knowledge and provides students with what we call powerful knowledge. This knowledge helps students to see and understand the world, and includes the very best of what has been thought and said by figures throughout history. In this sense, we do not shy away from Y8 studying Shakespeare in English, or Y7 reading ambitious texts in History. We think it is vitally important that children are given access to this knowledge. 

Our superb teachers and Heads of Department take our Trust curriculum and localise it. In this way the curriculum is centrally planned but locally owned. All Trinity teachers are connected to the curriculum and think hard about what it is they want their pupils to know and why. 

Homework at Trinity

Main details listed here - Trinity Academy - Independent Learning, the following can be added to the relevant page: 

At KS4, homework picks up in intensity. We provide all Trinity students with folders to support with their organisation of homework and students receive weekly homework from all subjects. This builds as we move through Y11, to the point where children receive roughly 2 hours of homework per day. We believe that is a good thing, and that our children should be engaging in work outside of school. If it is good enough for the children at the top private schools, then it is good enough for the children at Trinity. Examples here - Trinity Academy - Year 11 Weekly Work. 

Reading at Trinity

Our universal offer: 
We use NGRT across the school to establish reading ages, place pupils on clear pathways, and schedule post intervention testing. CATs and diagnostic screeners are used where appropriate to inform decisions. Assessment data is shared with teachers, and staff are trained to use reader profiles and categories to guide classroom planning. Our classroom teaching comprises part of our universal offer, which ensures all children are supported in their reading at all times. We do this by: 

  • Having clear routines around reading in class 
  • Regularly reading ambitious, extended texts in class 
  • Explicitly teaching new vocabulary  
  • Using choral response to support in the acquisition of new vocabulary  
  • Specifying tier 2 vocabulary in medium term plans  

We support and train our teachers to be effective in all the above via a weekly 10-minute training session on reading, and via wider training on key areas of our pedagogy. 

The above supports all children in their reading. 

Targeted support: 
We run a robust phonics programme that is fully embedded, closely monitored and has graduated seventy two students in eighteen months. Pupils are identified through NGRT and phonics screeners and receive high-quality taught sessions during the school day in a quiet, purposeful space. Delivery is protected, and quality assurance and follow up testing are routine so that progress is accurately understood and next steps are responsive. 

Alongside phonics, we run Lexonic Leap for pupils who have secured initial decoding and who require structured support to strengthen vocabulary and fluency. Lexonic Advance is also being delivered as a six-week programme. Allocation to each programme is guided by NGRT outcomes and additional diagnostic screeners, and pupils are re-tested at the end of each cycle so that teaching remains precise and targeted. 

We maintain a systematic cycle of assessment to ensure that progress is accurately understood and acted on. We use NGRT B and NGRT C across the year to build a detailed picture of reading development. We place a premium on these tests running smoothly and so senior leaders are involved in the process at every level. 

A small proportion of students also receive additional support via the Expressive Writing programme. They are withdrawn from options subjects and take part in a targeted programme of support. 
 
All the above ensures that children who arrive at Trinity below their chronological age are making significant strides in their reading.

EAL at Trinity

Trinity’s EAL profile is atypical when compared with national patterns. A substantial proportion of our pupils are bilingual or multilingual, and many are in the process of strengthening the language foundations required for full access to the curriculum.

Research often assumes that immersion accelerates language acquisition through frequent interaction with fluent speakers. We promote immersion across the school, and we engineer it deliberately. The size of our EAL cohort means pupils sometimes gravitate towards peers who share their first language, so immersion must be continuously and intentionally promoted. This, alongside in year arrivals and varied prior education, means our context requires a highly responsive and expert approach.  

Our Approach 

1. Accurate and Frequent Assessment. We assess proficiency on arrival and at multiple points throughout the year. This ensures pupils are placed in the correct band and moved promptly when progress is secure. Reading and writing assessments sit alongside mainstream data to create a full picture of each learner’s needs and strengths. 

2. Universal classroom offer. We maintain the expectation that EAL students will access the full curriculum. High quality language focused routines are embedded in every lesson. These include guided reading with expert modelling, choral response, “I say, you say” listening checks, scaffolded checks for understanding, warm call, chunked independence and turn and talk routines that allow for oral rehearsal. Teachers use scripted and concise exposition to support clarity, and seating plans are crafted deliberately to place EAL pupils with strong English role models. These approaches provide repeated exposure to academic language and secure access to core knowledge. 

3. Highly Quality Bespoke EAL intervention. Pupils in Bands A to C receive a specialised programme of EAL intervention delivered by an EAL expert. These sessions run between two and five times each week depending on need and operate in every year group. The focus is on developing functional English, strengthening vocabulary and building the foundations that prepare pupils for full curriculum access. This provision is supported by targeted literacy programmes. Fresh Start Phonics benefits pupils in Bands A and B by strengthening decoding and blending. Lexonic Leap supports pupils in Bands A and B through early vocabulary and fluency development. Lexonic Advance supports pupils in Band B and higher, building morphology, comprehension and confident reading. This layered model ensures that pupils with the lowest starting points receive the precise teaching required for rapid progress. 

Impact:  
Our approach is securing clear improvements in language development across the EAL cohort. Assessment shows that pupils in Bands A to C make meaningful gains in reading accuracy, phonological awareness and written control. Pupils move through proficiency bands within the year, and teachers report increased confidence, participation and independence in lessons. The consistency of classroom routines, the quality of bespoke intervention and the deliberate promotion of immersion ensure that pupils access more of the curriculum each term. This reflects our belief that language is a gateway to academic success and that every pupil, regardless of starting point, can thrive when teaching is deliberate, expert and ambitious. 

Enrichment at Trinity

At Trinity Academy, enrichment is a core part of our commitment to developing the whole child. As part of the Trinity Promise, we believe every student deserves access to a first-class enrichment programme that broadens horizons, builds character and strengthens a sense of belonging.

Our enrichment programme complements the academic curriculum and plays a vital role in our wider Personal Development offer. Through clubs, trips, cultural experiences and leadership opportunities, students develop the knowledge, skills and confidence they need to thrive both in school and beyond.

Enrichment helps students embed the habits and values developed through our character curriculum, allowing them to practise teamwork, resilience, leadership and creativity in meaningful ways. It also ensures that every student experiences opportunities that raise aspirations and open doors to future pathways.

Through enrichment at Trinity Academy, we aim to help students:

  • develop confidence, resilience and independence
  • explore new interests, talents and career pathways
  • build positive relationships and teamwork skills
  • experience culture, creativity and the wider world
  • grow as active members of their community

Participation in enrichment is captured through the Trinity Character Passport, which celebrates how students grow as individuals through the opportunities they take part in during their time at Trinity.  

  

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