Trinity School, Carlisle Review 2026: Large Church of England secondary with a broad sixth form

For families in Carlisle who want a large, mixed secondary with a clear Church of England identity and a sizeable sixth form, Trinity School, Carlisle is a significant local option. The school has been through a period of change since its previous inspection; the most recent published inspection reflects that direction, with Good judgements across key areas including sixth form provision.

Leadership matters in a school of this size. David Samson became headteacher in September 2023, and the inspection evidence points to raised expectations around behaviour and consistency, alongside a sharpened curriculum focus.

Academically, outcomes sit broadly in line with the middle band of schools in England on the available measures. At GCSE, Trinity’s FindMySchool ranking places it in the middle 35% of schools in England (25th to 60th percentile), while still ranking first locally in Carlisle on the same measure. Sixth form performance also sits in that middle band nationally, with a third-place local ranking for A-level outcomes. (FindMySchool rankings based on official data.)

Trinity describes itself as a hopeful and compassionate community with a strong focus on high standards, rooted in its Christian ethos. That ethos is not presented as a bolt-on; it shows up through routines such as structured registration and assemblies, including a “Thought for the Week” slot referenced in published school documentation.

In day-to-day terms, the latest published inspection describes a school where behaviour has become more settled and purposeful under a newer behaviour policy, with routines that students generally follow well. A detail worth noting is the way expectations are framed as whole-school habits rather than isolated classroom rules, which matters in a large setting where consistency is the difference between calm corridors and constant disruption.

The scale of Trinity is also part of its character. Ofsted’s school profile lists a roll above capacity, which typically means busy year groups and a wide social mix. That can suit students who like variety and plenty of peer options; it can feel less comfortable for those who prefer a smaller, quieter environment where they are always known by every adult.

GCSE (Key Stage 4)

Trinity’s GCSE performance indicators suggest broadly typical outcomes compared with England averages on the measures provided.

• Attainment 8: 45.2, compared with an England average of 45.9.

• Progress 8: -0.14, which indicates progress slightly below the England benchmark for similar prior attainment.

• EBacc average point score: 4.02, compared with an England average of 4.08.

• EBacc grade 5+ measure (as provided): 14.9%.

On FindMySchool’s GCSE ranking (based on official data), Trinity is ranked 2,079th in England and 1st in Carlisle. This reflects solid, mainstream performance in a local context where Trinity appears to be the highest-ranked option on that specific measure.

Sixth form (A-levels)

The A-level grade distribution provided shows a mixed profile:

• A*: 4.66%

• A: 12.75%

• B: 25.25%

• A to B*: 42.65%, compared with an England average of 47.2% for A* to B.

On FindMySchool’s A-level ranking (based on official data), Trinity is ranked 1,532nd in England and 3rd in Carlisle, placing it in line with the middle 35% of schools in England (25th to 60th percentile).

What that means for families

The pattern here is not “exam-magnet” selectivity; it is a comprehensive setting where outcomes depend heavily on how well an individual student uses the structure available. Students who do best in schools like Trinity tend to be those who respond to clear routines, attend well, and use the support offered for gaps in knowledge, revision, and next-steps planning.

Parents comparing Carlisle schools should consider using the FindMySchool Local Hub Comparison Tool to view Trinity’s GCSE and A-level indicators alongside nearby alternatives in one place.

The most recent inspection evidence supports a picture of improving consistency: information is presented clearly, learning is checked regularly, and in most subjects activities build knowledge over time. That combination matters because it is the practical engine of progress, especially for mixed-attainment classes.

There is also a candid caveat in the published inspection: a small number of subjects at Key Stage 3 needed sharper sequencing of key knowledge, particularly in Years 7 to 9. This is not unusual in a school working through curriculum redesign; the impact for families is that younger students may experience more variation between subjects than they would in a school with a long-set, fully embedded Key Stage 3 model.

SEND support is described in practical terms, including the use of “pupil passports” to outline needs so teachers can adapt learning. In a large mainstream school, that kind of structured summary can be helpful when done well, because it increases the chance that support is consistent across different teachers and departments rather than depending on informal knowledge.

Where Students Go Next

Trinity has a sixth form, and destination data for the 2023/24 cohort gives a broad picture of post-18 pathways:

• 48% progressed to university

• 31% entered employment

• 6% started apprenticeships

• 7% progressed to further education

(Cohort size: 166.)

Oxbridge is a small but real part of the picture in the measurement period provided: two applications, one offer, and one acceptance, all to Cambridge. For a large comprehensive school, that reads as evidence of an academic “top end” being supported, even if it is not the defining pipeline.

For many families, the more relevant question is the strength of guidance across the whole ability range. The latest inspection describes careful support for sixth form students, with learning and enrichment built over time and staff who know students well. That matters for outcomes that are not always visible in headline grades, such as course fit, retention into Year 13, and realistic next-step decisions.

Year 7 admission is coordinated through the local authority route, with the school’s published admissions policy setting out the timeline clearly for September 2026 entry:

• Applications are completed between 01 September 2025 and 31 October 2025.

• Outcomes are issued by the local authority on 01 March 2026.

• The published admissions number for Year 7 is a maximum of 270 places.

Where Trinity is oversubscribed, the policy lists priority criteria including looked-after and previously looked-after children, serious medical or social need, siblings, and catchment. It also names a set of primary schools whose pupils usually transfer to Trinity, which includes Stanwix Primary School, Kingmoor Junior School, Houghton CE School, Rockcliffe CE School, Blackford CE Primary School, and Robert Ferguson Primary School.

Distance is used as a tie-break within criteria where rank order is needed, measured in a straight line from the child’s home address to the main entrance on Strand Road (as defined in the policy). If you are weighing catchment realism, the FindMySchool Map Search is the practical way to sense-check proximity.

Sixth form entry (Year 12)

The admissions policy indicates a maximum of 270 places for Year 12 in September 2026 and notes that internal students receive a personalised application form in November, with an external applicants form available via the school website. Specific closing dates are not stated in the admissions policy, so families should check the school’s sixth form information early in the autumn term of Year 11.

The latest published inspection places weight on relationships and a supportive culture, alongside raised expectations around behaviour. The practical implication for families is that pastoral care and behaviour are not treated as separate tracks; the behaviour policy is framed as part of creating an environment where learning can happen.

Attendance is an area where the inspection evidence is mixed. The report describes prompt action on absence, but also notes a small number of pupils who miss too much school and therefore miss learning. This is not simply a compliance issue; in a school with a structured curriculum, absence quickly turns into gaps that are hard to close.

Published school guidance also makes expectations about punctuality explicit, including morning registration timing and the stated end of the school day. For students who benefit from predictable structure, that clarity can be reassuring.

Trinity’s extracurricular offer is best understood as breadth plus some distinctive options rather than a short list of traditional clubs.

A concrete example is the inclusion of Parkour and a Culture Club, both referenced in published materials. This is useful because it signals that enrichment is not only sport-and-music by default; it includes activities that can draw in students who might not otherwise join after-school provision. The implication for parents is that a wider range of personalities can find a “hook” that improves belonging, attendance, and confidence.

The wider activities list also includes options such as Chess Club, Quiet Reading sessions in the Chapman Library, Retro Games Club, Rap Club, and practical creative sessions like Design and Technology 3D art and design and Textiles workshop time. These details matter because they indicate use of subject spaces and specialist rooms beyond timetabled lessons, which is often where confidence grows for students who are more hands-on.

Trips are referenced in inspection evidence as part of personal development, including trips abroad. In a large school, trips can serve as “accelerators” of maturity and peer relationships, particularly for students who are quieter in day-to-day lessons.

Published school documentation sets out a structured day: morning registration runs 08:35 to 08:55, afternoon registration runs 14:40 to 15:05, and the normal school day ends at 15:05. Term dates for 2025/26 and 2026/27 are published on the school website.

Transport guidance in published materials suggests many students travel on foot, with provision such as bicycle sheltering referenced. As with most large secondaries near a city centre, families should assume peak-time traffic and plan for punctual arrival, especially for younger Year 7 students adjusting to a new routine.

• Key Stage 3 consistency: The latest published inspection notes that a small number of subjects in Years 7 to 9 needed clearer sequencing of key knowledge. For some students, this can feel like uneven challenge across the week, particularly during the transition from primary.

• Attendance sensitivity: Inspection evidence points to stronger systems for tackling absence, but a small number of pupils still miss too much school. If your child has health needs or anxiety-related absence, ask direct questions about reintegration support and catch-up routines.

• Scale: Ofsted’s published profile shows a roll above the stated capacity. Large schools can offer variety and course breadth; they can also feel busy. The right fit depends on whether your child is energised or drained by a big peer group.

• Competitive criteria where oversubscribed: The admissions policy is clear on catchment, siblings, feeder primaries, and distance tie-break. If you are outside catchment, treat entry as uncertain and plan alternatives alongside this option.

Trinity School, Carlisle is a large, mixed Church of England secondary with a broad curriculum and a sixth form that supports a wide range of next steps. Recent inspection evidence supports a picture of improving behaviour and raised expectations, with Good judgements across inspected areas under the post-September 2024 framework.

This school suits students who respond to structure, benefit from a wide peer group, and are likely to take advantage of enrichment that includes options beyond the usual headline clubs. Families seeking a smaller setting, or those who need guaranteed curriculum consistency across every Key Stage 3 subject from day one, should probe carefully and compare alternatives.