Senior Leadership Team

As Principal, not only will I provide this, but I will not waver from my belief that every single child matters, no matter their background or ability. At Trinity Academy Grammar we want all students to feel known, valued and understood and to leave the Academy equipped for the next stages of their lives. This is absolutely our sole purpose. Working alongside staff and students, I am committed to ensuring the young people of Trinity Academy Grammar, receive only the very best.

I do not underestimate the value of working in collaboration with our parents, carers and other members of our community. In fact, I very much welcome it and look forward to having the opportunity to meet in the very near future .

Holding the position of Principal is a privilege. I am surrounded by talented and extremely skilled staff, who together, make a huge difference to the quality of education our young people receive. We are a very welcoming Academy, doing some great work. Please feel free to pay us a visit!

The quality of teaching and learning is paramount to the success of any school. My role at Trinity Academy Grammar is to ensure that our teaching constantly strives to transform the lives of our students. We believe passionately that teachers are seen as the experts in their subject; that they are strong role models of literacy; that they focus on recall of prior knowledge as well as acquiring and integrating new knowledge; that no learning time is wasted by having consistent routines and that teaching is fully responsive identifying misconceptions accurately as well as providing clear, direct feedback.

We achieve this by engaging with a wide range of CPD opportunities underpinned by the latest academic research, which meet the needs of staff at varying career stages and all of which provide staff with regular opportunities to reflect on their practice, thus creating a culture of continual self-improvement.

Another significant strand of my role is to lead on the quality assurance processes. These include Teaching & Learning data collections, standards visits and curriculum reviews including lesson visits, work scrutiny and staff and student voice. All of these elements enable us to regularly measure the quality and impact of teaching and learning on student achievement and support us in achieving our goal of transforming the lives of our students.

Working closely with staff, families, and external partners, I lead our strategic approach to inclusive education - championing high-quality provision for learners with SEND, Pupil Premium and EAL promoting equity across all aspects of school life, and fostering a culture where diversity is celebrated.

I oversee the development of inclusive practices in teaching and learning, guide our pastoral and safeguarding teams, and ensure that barriers to participation are identified and removed. My commitment is to make sure every child not only has access to an excellent education, but also feels a strong sense of belonging within our school community.

Together, we strive to create an environment where all students can thrive academically, socially, and emotionally.

We have a large team of highly skilled, experienced and effective Pastoral staff, including Year teams, Wellbeing, Attendance and Safeguarding; all make a vital contribution to building a safe and secure environment in which our students can thrive.

In addition to supporting the Pastoral teams in school, I am the Designated Safeguarding Lead, involved in all aspects of work to ensure the safety of our students in and out of the academy. I also work in attendance, ensuring that students attend on time every day, giving them the best possible chance of academic success, and therefore improved life chances in the future.

Enabling students to access a broad, balanced and rich curriculum, which opens doors to further opportunities, is a key part of my role as Assistant Principal. I am proud to work with our talented middle leadership team to shape the content and sequencing of the experience of students in the classroom.

Part of 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.

At Trinity Academy, we teach world class curriculums with the aim of supporting students to become confident, resilient, life-ready learners. It is my job to support students in choosing the right path for them, so they are able to develop and be successful in their futures. This involves ensuring that students transition from primary to secondary successfully, then helping students to make the right options choices in Year 9 (following a period of information, advice and guidance). This information, advice and guidance then continues through Key Stage 4, whilst we open our students' eyes to the world of work and help all our learners make plans for further study or training Post-16.

This comes through a plethora of reading and writing projects which are carefully woven throughout students’ lives at TAG. Whether this is their termly Rich Reading lesson where students will explore exciting and current affairs in each of their subject areas, The Extended Reading Project where students are provided with their own reading books and critical thinking questions or even one of our bespoke reading and writing interventions, students will always have reading and writing at the forefront of their curriculum. Where students need additional support with reading and writing, the Literacy Hub offers a practical approach to bridge the gap between students in the Literacy Hub and their peers to allow them to readily access the challenging KS3 curriculum and literacy demands of mainstream lessons: phonics, spelling, morphology, sentence structure, grammar and letter formation. Furthermore, our EAL provision ensures that all students who arrive at TAG with English as a second language are supported both pastorally, and academically, with their acquisition of the English language and culture. Our bespoke programmes and curriculums aim to ensure all students at TAG are quickly, efficiently and effectively accessing our mainstream lessons within 12 weeks of arrival. Here at TAG, reading and writing really does sit at the heart of all we do.

I work closely with Curriculum Leaders and classroom teachers to design knowledge rich curricula that support students in deepening their understanding and equip students with the skills they need for future success.

I lead our strategic approach to curriculum design and data analysis, supporting staff and students to identify learning gaps, plan meaningful next steps, and celebrate achievements. I also collaborate with pastoral teams to support the transition into KS4 through the Year 9 options process, promoting a culture of continuous learning.

Together, we strive to create an environment where all students are known, valued, and understood, a place where every young person can thrive academically, socially, and emotionally.

I oversee our behaviour strategy, leading on consistent systems and restorative approaches that help students make positive choices and grow in confidence. By nurturing a culture rooted in respect, responsibility, and ambition, I aim to create an atmosphere where excellent behaviour enables excellent learning.

Our goal is simple: a school community where every student feels safe, valued, and able to thrive - both academically and personally.