Trinity Catholic School Review 2026, Catholic secondary with sixth form in Leamington Spa

Performance data presents a clear improvement agenda. In FindMySchool’s GCSE outcomes ranking (based on official data), the school is ranked 3,300th in England and 5th in the local Leamington Spa area. That places it below England average overall, within the lower-performing 40% of schools in England on this measure.

At GCSE, the Attainment 8 score is 37.4. Progress 8 is -0.39, which indicates students, on average, make less progress than peers nationally from similar starting points. In the English Baccalaureate measures, 6.4% achieve grades 5 or above in the EBacc, and the EBacc average point score is 3.31, against an England average of 4.08.

For post-16, FindMySchool’s A-level outcomes ranking places the school 2,570th in England and 5th locally. The A-level grade distribution shows 3.57% at B and 3.57% at A* to B combined, compared with an England average of 47.2% achieving A* to B.

Two implications follow. First, GCSE and A-level outcomes, as measured here, indicate that many students would benefit from tighter teaching routines, stronger curriculum sequencing, and more consistent intervention. Second, the fact that behaviour, personal development, leadership, and sixth form were graded Good in the latest inspection suggests the platform for improvement is already partly in place, with the priority being classroom impact and outcomes.

Parents comparing schools locally should use the FindMySchool Local Hub page and the Comparison Tool to view these outcomes alongside nearby alternatives on the same basis, rather than relying on anecdotes.

A school rated requires improvement for quality of education is usually dealing with a mix of curriculum and implementation issues. The practical question for families is whether learning is becoming more consistent across subjects and year groups. The current profile suggests that leadership structures are judged positively, so the next stage is sustained improvement in how lessons are designed, delivered, and checked for impact.

For students, what this tends to look like in practice is a stronger emphasis on foundational knowledge in Key Stage 3, clearer routines for retrieval and practice, and more deliberate sequencing so that assessment is measuring what was actually taught, in the order it was taught. In schools where behaviour is stable, these changes often land more quickly, because teachers can spend lesson time on learning rather than crowd control.

At sixth form, the Good grade for provision indicates a generally positive structure and support around students’ programmes of study, even if headline outcomes remain an area to watch. In many settings, sixth form quality depends heavily on subject-level staffing stability and the precision of academic monitoring, including early identification of students who need to reset study habits after GCSE.

Where Students Go Next

Destination data for the 2023 to 2024 leaver cohort (18 students) indicates 17% progressed to university, 11% to further education, and 28% to employment. Apprenticeships are recorded at 0% in this cohort. Percentages in destination data can vary sharply year to year when cohorts are small, so it is sensible to look for multi-year consistency where available and discuss current guidance with the school.

For families, the main implication is that Trinity appears to serve a genuinely mixed set of next steps, not a single pipeline. That can be a positive if your child’s best route is still emerging, but it also places a premium on careers guidance, work experience, and clear sixth form entry pathways that match students to realistic programmes.

For Year 7 entry, applications are coordinated by Warwickshire County Council. For September 2026 entry, the application window opens on 1 September 2025 and closes on 31 October 2025, with offers issued on 2 March 2026. Late applications are processed after national offer day, which can materially reduce the chance of receiving a preferred school once places are allocated.

Trinity is Catholic, so families should expect faith-based criteria to feature in admissions arrangements, commonly through a supplementary information form and parish evidence where relevant. The practical step is to read the published admissions arrangements in full and ensure documents are submitted correctly and on time via the required route.

Pastoral care is best judged through structure and follow-through. The inspection judgements for behaviour and personal development indicate a generally positive baseline for student experience, including how well students are kept safe and supported to develop socially and ethically.

In Catholic schools, pastoral systems often integrate faith-based reflection and service with standard safeguarding and wellbeing practice, so families should look for a clear tutor system, consistent behaviour processes, and accessible routes for students to raise concerns. Where these work, they reduce low-level disruption and help students develop stable routines, which is especially important during improvement cycles.

A strong enrichment offer can make a measurable difference in attendance, belonging, and aspiration, particularly in schools working to lift outcomes. Trinity’s inspection profile points to strengths in wider development, which typically sits alongside structured extracurricular and leadership opportunities.

For families evaluating fit, the key is whether enrichment is genuinely accessible, not just technically available. In practice, that means opportunities that do not depend on families paying for expensive equipment or transport, and that encourage participation from students who are not already confident joiners. A Catholic context can also bring service and outreach into this space, such as charity initiatives, community volunteering, and student leadership linked to social responsibility, all of which can be meaningful when well organised.

If enrichment and personal development are priorities for your child, ask specifically how the school tracks participation, and how it supports students who want to join but struggle with confidence, routines, or competing responsibilities at home.

This is a state-funded school, so there are no tuition fees. Families should still plan for the usual secondary costs, such as uniform, transport, and optional trips.

Precise start and finish times and wraparound arrangements are not consistently published in accessible official sources for this school. Families should confirm the current school day, breakfast provision, and after-school supervision directly with the school before committing to childcare plans.

For travel, the school’s Leamington Spa location makes it plausible for many families to use a mix of local bus routes, walking, and cycling depending on where you live. Build your plan around the reality of winter travel and after-school commitments, not just the morning run.

• Outcomes are an improvement priority. GCSE and A-level measures sit below England average, and Progress 8 is negative. Families should ask what has changed since the latest inspection, and how progress is tracked subject by subject.

• Leadership transition. The principalship has been in interim leadership since September 2025. Transition periods can be positive, but they also mean families should ask about stability of staffing, curriculum plans, and how improvement work is being sustained.

• Sixth form outcomes need close scrutiny. The sixth form is graded Good in the latest inspection, yet the published A-level grade distribution is very low. Ask how academic monitoring works, what entry requirements apply, and what support is in place for independent study.

• Catholic ethos is integral. Faith identity is not an add-on. Families should be comfortable with a school culture where Catholic life, values, and service are woven into routines and expectations.

Trinity Catholic School offers a structured Catholic secondary education with a sixth form, and the latest inspection points to a stable platform in conduct, personal development, leadership, and post-16 provision. The central challenge remains outcomes, with GCSE and A-level measures indicating that academic improvement is the priority.

This school suits families who value a Catholic setting and want a community-oriented school that is working through an improvement journey, and who are willing to engage actively with progress updates, subject-level support, and realistic post-16 planning.