Chilton Trinity School, located in Bridgwater, Somerset, underwent an inspection on September 24 and 25, 2024, and received a positive evaluation across several key areas. The school is led by headteacher Kathryn Deady and is part of the Futura Learning Partnership, which includes a board of trustees chaired by Malcolm Broad and overseen by CEO Gary Schlick. The inspection revealed that the quality of education, behavior and attitudes, personal development, and leadership and management were all rated as good, a significant improvement from the previous inspection grade of requires improvement.
The school has made notable strides in enhancing expectations for pupil learning and behavior. Students demonstrate positive conduct throughout the school day, maintaining focus during lessons and showing kindness to one another. Although the published examination results for 2023 were low, the school has swiftly implemented changes aimed at improving learning outcomes, particularly for disadvantaged pupils and those with special educational needs and disabilities. Pupils express enthusiasm for their learning, demonstrating the ability to recall and apply knowledge effectively.
The school environment is characterized by a strong sense of community, where bullying and derogatory language are rare. When incidents do occur, school leaders address them promptly. The pastoral team provides robust support, helping students manage their mental and physical health. Pupils appreciate the wide range of enrichment opportunities available, including various sports, arts, and clubs, fostering a vibrant school life.
Collaboration among trustees, school leaders, and governors has been instrumental in driving improvement. The school has established an ambitious and well-structured curriculum that equips pupils with essential knowledge and skills. In subjects like mathematics, teachers effectively identify and address gaps in pupils' understanding, ensuring a solid foundation for future learning. While the number of pupils pursuing the English Baccalaureate is currently low, there are signs of growth in interest among Year 10 students.
Professional development for teachers is prioritized, enhancing their ability to deliver the curriculum effectively. A consistent teaching approach supports pupil engagement and retention of knowledge. However, there are instances where adaptations for pupils with special educational needs are not implemented promptly during lessons, which can hinder their learning experience.
The school emphasizes early reading skills through phonics instruction, regularly assessing pupils' reading abilities to ensure fluency. Attendance remains a challenge, with some pupils missing too many school days. The school actively monitors attendance and collaborates with families to improve this aspect. An alternative provision on-site caters to a small number of vulnerable pupils, providing them with tailored support and a suitable curriculum.
Chilton Trinity School adopts a holistic approach to personal development, preparing pupils for life in modern Britain. Through assemblies and specialized lessons, students engage with moral and social issues, while the careers curriculum informs them about post-16 pathways. The safeguarding arrangements are effective, ensuring a safe environment for all pupils.
To further enhance its effectiveness, the school must ensure timely adaptations for pupils with special educational needs and improve the evaluation of its development actions. By addressing these areas, Chilton Trinity School can continue to build on its successes and provide an excellent educational experience for all its students.
