Senior Leadership Team

Trinity Academy’s Senior Leadership Team is responsible for the day-to-day running of the academy and ensuring that it is led in a way that enables it to make a difference to students.

Nick Robinson

Nick Robinson

Senior Vice Principal

The academy’s pastoral system is central to everything we do. My role is to oversee this and ensure that we create an environment where students are supported to overcome any issue that may affect their learning experience; this means I deal with matters ranging from attendance to Rewards Weeks. A key responsibility of mine is to ensure that the academy’s Behaviour for Learning policy is applied consistently, both in and out of lessons. I make sure that the data we collect throughout the academic year is used to help us celebrate student success and achievements, and that students are rewarded for meeting our expectations. The design of our curriculum is vital to student success – my role ensures that the learning opportunities we offer are responsive to the needs of learners, and help to prepare them for life well beyond their time at the academy.

Rob McGinty

Rob McGinty

Vice Principal, Curriculum

Supporting young people to make important subject decisions is essential to their enjoyment and engagement. My role as Vice Principal is to ensure that the academy’s curriculum meets the needs of all our students during each phase of their education; preparing students for life beyond their time at the academy and enabling access to learning that is imaginative, enjoyable and challenging, both inside and outside of the classroom. This includes the creation of lesson and homework timetables and working closely with the various curriculum teams at the academy to ensure that learners enjoy a fantastic experience across all subjects.

Sarah Case

Sarah Case

Vice Principal, 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 lead a team of outstanding practitioners who support me in ensuring that teaching is outstanding across the academy. To do this, we design and deliver a range of training on a regular basis. We also offer staff mentoring, coaching and bespoke support packages which enhances the culture of continual development. As a Teaching School we also feel that it is important to be at the cutting edge of teaching and learning strategies and research, and as such 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 who ensure that all students have the skills to not only access the curriculum but also be successful in their lives outside of 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.

Richard Tipler

Richard Tipler

Assistant Principal, Assessment and Tracking

The outstanding progress your child makes at Trinity Academy is crucial in securing their future.  My role at Trinity Academy is to support student progress across the whole academy, to ensure that we set aspirational targets for students and that we maintain the highest academic standards. I am responsible for assessment and data to ensure the students are aware of the level they are currently attaining and crucially how they can make improvements to achieve their target.  Accurate and informative data plays a pivotal part when delivering outstanding Teaching and Learning. In addition to this, I am responsible for reporting students’ grades and their progress to parents and carers from Year 7 to Year 13.

Charlotte Seedall

Charlotte Seedall

Assistant Principal, Teaching and Learning

When students and teachers have a growth mindset, they understand the importance of improvement. My role uses evidence based practice to develop growth mindsets throughout the academy community. Informed by the latest research, I ensure that the academy uses successful theories to shape our pedagogy, CPD programmes and improve teaching methods. Another strand of my role is to coordinate the Student Voice process which allows students to share their perspective on academy life. This process drives improvement and assures high standards of teaching and learning. In addition, I coordinate the Quality Assurance Programme which involves work inspection and lesson observations to measure the quality and impact of teaching and learning on student achievement.

Tom Taylor

Tom Taylor

Assistant Principal, Behaviour and Learning

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 successes. My role as Assistant 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. Crucial to this is the use of data and its applications across the academy, in order to ensure students are 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.

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Michael Fitzsimons

Assistant Principal, 6th Form

As Assistant Principal, 6th Form, my role is to oversee the achievement and support of all our post-16 students. As well as ensuring that they receive comprehensive support through our Personal Progress Tutors, I also oversee the wide range of opportunities they can access such as our Enrichment Programme. Our 6th Form is an inspiring and motivational place to be, with students and staff who are determined to succeed and achieve. I am excited to be building upon this,  and a key focus of my work will be to ensure that all our young people access the right support and guidance at Year 11 to ensure that they are choosing the right courses for their future plans.

Kate Wilson

Assistant Principal, Teaching and Learning

My Assistant Principal role is to monitor the academic progress of ‘SEN’, ‘Disadvantaged’, ‘Disadvantaged High Ability’ and ‘Looked After Children’ students at Trinity Academy Halifax and take necessary steps to ensure that they achieve in line with other students at the Academy and meet or exceed their target grades.  I am proud to say that, in terms of 5 A*-C count, our SEN students outperformed their SEN peers nationally by 48.2% last year.  Disadvantaged students not only outperformed their disadvantaged peers by a considerable margin, but they also did better than all students nationally!

Jo Heyworth

Jo Heyworth

HR Director

The academy understands that the right people are crucial to achieving our vision and my role is to look at how we attract and retain the best quality of staff. My role enables me to develop a range of employee policies and procedures that make the academy an employer of choice, for those looking to work in teaching, or with young people. I am also responsible for the support resources within the academy, and making sure that a structure is in place that enables teachers to do what they do best – teach.

Catherine Cripps

Associate Senior Leader

Helping students to make the right choices in their education is key to their development and future success. Part of my role as Associate Senior Leader is to guide the process for choosing options, making sure that students have sufficient help and are well-informed so that they can make the correct 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.