Senior Leadership Group

Nick Robinson

Principal

Our vision has always been to create a school that relentlessly focuses on helping every student meet their potential in order to open up a lifetime of opportunities.

Our vision has always been to create a school that relentlessly focuses on helping every student meet their potential in order to open up a lifetime of opportunities. Since opening in 2010, Trinity Academy’s staff and students have risen to this challenge and turned our vision into reality.
Today, Trinity Academy Halifax is one of the most successful comprehensive schools in the country. Our focus on outstanding teaching, meaningful pastoral care and a creative curriculum means that every student thrives.
We work hard to develop curiosity, a love of learning, resilience and kindness in our students. Trinity Academy’s success has been recognised with an outstanding judgement from Ofsted and this year we were proud to be accredited with the World Class Schools Quality Mark. We are also helping lead the education system through our work as the lead school of the Trinity Teaching School Alliance.
We are proud of our academic record and our results in Year 11 are outstanding. However, we are about so much more than just academic success. Day to day the academy is filled with students participating in vibrant music, arts and drama, as well as engaging lessons in science, maths and the humanities among others. As a school we offer an extensive range of sports, charity events, educational visits and residential trips, all of which combine to create a caring and highly successful academy.

Sarah Case

Vice Principal, Teaching and Learning

At the heart of any outstanding institution lies the quality of the teaching and learning.

At the heart of any outstanding institution lies the quality of the teaching and learning. My role is to ensure that the provision the students receive is of the highest standard.

I am proud to lead a team of outstanding practitioners. Together we ensure that teaching is outstanding across the academy. We regularly design and deliver a range of training activities which complement individual mentoring and coaching support packages and enhance the academy’s culture of continual development.

As a teaching school we feel that it is important to be at the cutting edge of teaching and learning strategies and research. We are involved in national studies and support staff in engaging with research which will support and enhance their classroom practice.

I am also fortunate enough to strategically lead the Literacy team in their work to ensure that all students have the skills to access the curriculum and be successful in their lives outside the academy. We have developed and implemented a structured programme of support for students of all reading abilities. We also ensure that the key skills of written and oral communication are central to the practices of all teachers regardless of their subject.

Tom Taylor

Vice Principal, Student Support

We are committed to ensuring that all students are provided with the very best opportunities...

At Trinity Academy, we are committed to ensuring that all students are provided with the very best opportunities that will form a platform for their future success.

My role as Vice Principal is to oversee the pastoral system, and ensure that students are supported in order to maximise their potential.

One of my responsibilities is to ensure that the academy’s Behaviour for Learning policy is applied consistently, both in and out of lessons. We use data to help us track student success and achievements and make sure that students are rewarded for meeting our high expectations.

My role also ensures that all students, regardless of background or special educational need or disability are able to achieve and receive the very best level of care, guidance and support available. This can vary from making sure that lessons are matched to the needs of the children, to dealing with Child Protection and Safeguarding matters.
I am also responsible for making the transition of students from primary school to the academy enjoyable and seamless. This is crucial to their academic progress in Phase One.

Catherine Cripps

Assistant Principal, Curriculum

Helping students to make the right choices in their education is key to their development and future success.

Helping students to make the right choices in their education is key to their development and future success.

Part of my role is to guide the process for choosing options, making sure that students have sufficient help and information they need to make the best subject decisions.

Another of my key responsibilities is Curriculum for Life – an initiative ensuring that students have firm knowledge of topics outside the curriculum, such as road safety awareness and careers guidance. This encourages students to develop wider skills, so that they are prepared for life outside Trinity Academy when they complete their education.

Clare McQueen

Assistant Principal, Teaching and Learning

Securing excellence in teaching, learning and achievement should lie at the heart of every school’s priorities.

Securing excellence in teaching, learning and achievement should lie at the heart of every school’s priorities. Here at Trinity, we don’t stand still. We continue to focus on how we can hone and develop our craft for the benefit of our students, supporting the academy’s ethos of continual professional development and reflection.
Due to the fast-paced, dynamic nature of education, part of my role is to ensure that staff are supported in their delivery of ‘Quality First’ teaching, providing varied opportunities for continual professional development at all levels, including through the introduction of bespoke, enhanced workshops for trainee teachers and those who are in their early stages of the profession. I am proud to lead on this key area for our academy, working alongside our Lead Teacher team to design and implement whole-school workshops and training sessions, tailoring them to support our dedicated team of practitioners.

Hannah Tuffnell

Assistant Principal, Curriculum

I am responsible for ensuring that students have access to a broad, balanced and rich curriculum.

I am responsible for ensuring that students have access to a broad, balanced and rich curriculum. I work with our middle leadership team to shape the content and sequencing of the experience of students in the classroom.
I guide students through the subject options process, making sure they have the help and information they need to make the best decisions for their future studies.
Another of my key responsibilities is Curriculum for Life – an initiative ensuring that students have firm knowledge of topics outside the curriculum, such as online safety and relationships, sex and health education. This encourages students to develop wider skills, so that they are prepared for life outside Trinity Academy when they complete their education.

Kate Wilson

Assistant Principal, Inclusion and Intervention

As intervention and inclusion lead, my role is to have the strategic overview of PP and SEND student provision..

As intervention and inclusion lead, my role is to have the strategic overview of PP and SEND student provision and to ensure that the day to day care of students in these key groups is world class. A quote that sums up the fantastic work we are doing in this area is; “Trinity wants to find every possible way to help pupils overcome the barriers to learning that they bring with them” (SSAT curriculum design award, 2019). The impact of student and staff hard work can be felt around the school building. 41% of our student cohort is pupil premium, we have the largest number of looked after children in Calderdale and our SEN K and E numbers are higher than national average. What makes me proud is that when any student walks through our school doors, they succeed, no matter what. Everyone is equal and everyone is special in the Trinity family. Students have trusted adults they can depend upon whether that be teaching staff, VT tutors, College Managers, the Student Wellbeing team, the Teaching and Learning Assistant team or in school counsellors. Consequently, results for SEND and PP students are high. SEND outcomes have been higher than national non-SEND for 3 years, PP attainment is rising and PP progress 8 has increased from +0.02 to +0.28. We track student progress carefully to pick up on trends in absence, academic attainment, wellbeing, co-curricular progress, extra-curricular participation, achievement and behaviour points. No stone is left unturned and the World Class Schools team verified this when they said “students have the space and the opportunity at Trinity, at every point of the day, to be their best selves” (World Class Schools, 2019).

Nicki Clarke

Assistant Principal, Data

My role at the academy is to work as a member of a much wider team to ensure our ethos pervades

My role at the academy is to work as a member of a much wider team to ensure our ethos pervades and that is to enable every student to achieve success and become a high achiever.
I am delighted to work alongside all stakeholders students, parents, Governors, and staff to ensure the academy upholds a supportive yet challenging culture that establishes high performance for all.
Pivotal to my role is ensuring excellent outcomes for learners through close monitoring of student performance via target-setting and review, student tracking, and individualised support plans, to ensure that every student achieves to their fullest potential;
I am responsible for making sure our academic reporting to parent/carers is accurate, clear, informative and develops a culture of teamwork with the common goal being the best interest of the student.

Richard Tipler

Assistant Principal, Assessment/Data

Since joining Trinity in 2013 I have had a number of areas of responsibility and I am currently leading our project...

Since joining Trinity in 2013 I have had a number of areas of responsibility and I am currently leading our project to promote Higher Education opportunities for our students on a national outreach programme called Go Higher. It is crucial we have high aspirations for our students and programmes such as this allow us to provide engaging opportunities to encourage our young people to go to University or enrol on a higher apprenticeship. In addition to this I lead on the curriculum, with a recent focus working with Trinity Sixth Form Academy to ensure they have a rich, rigorous and thriving curriculum that will prepare our 16-18 students for life beyond the Trinity family of schools.

Kathryn Walker

Associate Senior Leader

At Trinity Academy Halifax we ensure that the needs of all students are met; both inside and outside of the classroom

At Trinity Academy Halifax we ensure that the needs of all students are met; both inside and outside of the classroom and that they are given a variety of opportunities to expand on their cultural capital. We have the highest of standards for students academically and this, coupled with the emphasis placed on developing our young people to be confident, resilient, work ready and culturally aware, ensures that students leave us with many opportunities open to them.
Part of my role is to support our students to develop both inside and outside the classroom through the extra-curricular opportunities we offer at Trinity, the Trinity challenge and student leadership opportunities.
Another of my key responsibilities is to support the enhanced CPD provision we offer to our staff through the ‘Coaching for excellence programme’ and ‘10 minute mentors’. Both enable our staff to further develop their teaching craft to ensure that the provision we offer our students is of the highest standard.

Ofsted Outstanding Provider