As you grow older, you will discover that you have two hands. One for helping yourself, the other for helping others.
The Art of Care / Page 10
How our Art Department nurtures creativity.
Mentoring Sports Scholars / Page 22
How Trinity's athletes are supported to thrive
Sir Gareth Southgate / Page 36
Speaks with Trinity students about resilience.
A look inside Trinity School
Maya Angelou
Tuki Rounds Senior Deputy Head
A note from the Editor...
Since our last issue, we have had our triennial school inspection. All schools hope that inspectors recognise in their community what they work so hard to nurture. It was therefore a pleasure that this was indeed the case, as the inspectors identified our community’s commitment to one other – and beyond – as a significant strength of our school. At the very heart of that strength lies a simple value that is celebrated throughout this issue: care.
Al Kennedy shares more about our successful inspection on the following page and reflects on how our culture of care is such a driver in school life. He explains how care involves challenge as well as comfort, and there is no better example of this at Trinity than through the academic stretch and challenge on offer to students. The power of academic engagement to bring about meaningful change is also highlighted in our article on the school’s ongoing success in securing prestigious Arkwright Scholarships.
Our caring culture is exemplified in our creative arts, particularly in Art itself; whether through the care an individual takes over a piece of work, or the peace found in our mindful art clubs such as ‘Knit and Natter’. This autumn’s theatrical production was another act of care brought to life, as the TCH was transformed into a winter wonderland, and we were transported to Narnia. All our productions require immense dedication from so many – students, teaching and operational staff –
and our strong sense of community is evident in their delivery.
The huge success of our boys’ choir is another example of this collective effort. In this issue, we offer a glimpse into one of their extraordinary tours, and the care our chaperones provide to make these experiences possible. These one-to-one, staff-to-student relationships are central to our culture, and nowhere is this more evident that in the individualised support our students receive – for example, from our sports mentors – or more broadly through our well-established Personal Development programme and wider pastoral strategy.
Care is ultimately centred around our people, delivered by our people. In this issue, we shine a well-deserved spotlight on some of the lesser-known areas where this is evident. The peace of our wellbeing room or the freedom of our fields offer a real sanctuary for many, and at the heart of both are our Nurses and Grounds Staff, whose often unseen – but never unappreciated – contributions embody care in action.
It feels fitting that this issue ends where it began: with a look at our work in the local community. Through areas of school life such as our Community Action programme, we ensure that our students learn the importance of caring for others, just as they benefit from the culture of care we so carefully cultivate. I do hope you enjoy this issue.
Sport: How Trinity's athletes are supported to thrive — on and off the pitch.
Art: How our Art Department nurtures creativity, confidence and connection.
Community: Sir Gareth Southgate speaks with Trinity students about resilience, leadership and
Headmasterʼs intro
Educating in Community
At Trinity, care, challenge, and connection shape not just how we teach, but who our students become.
Many of the messages bombarding us from advertising and social media in 2025 place a strong emphasis on materialism and individual validation. “Look after Number One!” we are told – the supposed route to health and happiness. Deep down, we know that this is a false promise. It overlooks the wisdom proven through the ages: that living in relationships of deliberate reciprocity with those around us is fulfilling, sustaining, and can be wonderfully and powerfully rewarding.
At Trinity, we want to model, explicitly, ways of living that are not centred on the self. We want all students to experience, and be shaped by, a culture that is openly committed to honouring and supporting those around us – both those we know well and those who may be strangers. Being a young person in the 21st century at Trinity means understanding yourself as part of a set of concentric circles of relationships: within our families, here at school, with the broader South London community, and with the wider world and our planet.
We want to talk about ‘care’ a lot at Trinity. Caring for ourselves is an important foundation: learning what habits and practices are healthy for our minds and our bodies; noticing when we, and those around us, need help or support; and actively working towards being the best versions of ourselves. But we do this in community – alongside friends, family, and staff members who bring empathy, wisdom, and camaraderie to the journeys we are each making through life.
It is important that good care does not become limiting for our students. It is good to be relational, pastoral, and nurturing, but we must not protect too much from challenging or adverse experiences. Our young people need these to grow, to build resilience, and to develop the ability to problem-solve. Part of preparing them for the realities of life beyond school is encouraging them to face difficulties themselves: to let them know that we see the challenge, but we believe they have the strength within them to both cope –and to thrive.
Likewise, if we are truly ambitious for our students, we must sometimes push them into uncomfortable and stretching places. It can seem as though schools must choose between care and challenge –but I believe these two go hand in hand: one is the necessary foundation for the other. When the right relationships are in place – when students believe that their teachers know them well and act in their best interests – they can approach ambitious and demanding learning with confidence.
In our recent inspection, we were delighted that our community, and the relationships within it, were recognised as a ‘significant strength’ of Trinity. This benefits everyone. As we grow the school over the next few years, I have great confidence that we can extend our care and give more students the same experience of Trinity. I hope that, as you read this edition of In Trinity, you gain a strong sense, not only of the care we provide, but also of the wide range of ambitious activity that flows from it.
Alasdair Kennedy
ISI Report 2024
Trinity’s community was recognised as a significant strength of the school, with the report stating that “pupils’ interaction with, and support of the local community, alongside their commitment to their own community” helps them “develop highly beneficial life skills [including] a deep sense of social responsibility, cultural insight and leadership.”
Find out more:
Additional highlights include:
“Pupils expand their deeper intellectual curiosity, creativity, and well-formed analytical and technical skills.”
“Pupils are often encouraged to think critically and as a result, are highly motivated and take responsibility for their own learning.”
“An extensive and diverse co-curricular programme complements the curriculum.”
“Effective pastoral care supports pupils’ emotional wellbeing and encourages them to be resilient and confident.”
There is an “inclusive and collaborative culture within the school” and an “atmosphere of warmth, friendliness and teamwork...that supports pupils’ wellbeing.”
“All pupils are provided with a platform to develop a deep sense of social responsibility, cultural insight, and leadership.”
“Pupils are encouraged to be the best version of themselves.”
Care +
At Trinity, care doesn’t mean keeping students comfortable. It means seeing their potential — and encouraging them to explore it fully. Across the school, our academic provision is rooted in a belief that care involves challenge: helping students grow in confidence, curiosity, and independence.
As educational psychologist Dr Carol Dweck notes, “With a growth mindset, challenges are exciting, not threatening — you see them as a chance to grow, not expose weakness.”
Each year, students pursue independent study projects — building research skills, creativity and confidence, while exploring the ideas that matter most to them.
“Seeing the world through different eyes can help you appreciate things you take for granted.”
Winner Trinity Extension Award 2024
Trinity Extension Award 1
The Trinity Extension Award (TEA) is open to students from the Junior up to the Fourth Year. Students choose their own topic within a theme — last year’s was Alternative Perspectives — and explore it through whatever medium suits them best. The result? A remarkable range of responses, from podcasts and paintings to board games, essays and original music.
Noah created a painting imagining how his autistic brother sees the world.
“My parents and I have always tried to understand how Xavier sees things, and the process of planning a piece of art and learning his interests, likes and dislikes ultimately brought me closer to him. It was fun to create, although surprisingly hard to plan the composition, and bringing in the mixture of things like planets or colourful fruit and his portrait. It was a great topic as seeing the world through different eyes can help you appreciate things you take for granted. Winning was a surprise, but I was excited to tell my parents as it felt like such a personal project for our family.”
“This kind of project shows how academic work can lead to a more nuanced understanding of the world,” Dominic Halliday, Head of Academic Scholarship, explains. “It’s personal, but it’s also rigorous.”
The TEA is open to all, not just scholars. This year, over 160 students took part, including 32 from outside the scholarship programme. That figure represents more than a quarter of eligible pupils — a rise of 20% on last year’s cohort.
Inspired to go further
This year, Third Year scholar Jason entered The Perse Aristotelian Award, a national independent study competition.
He said, “I wanted to step out of my comfort zone, and challenge my research skills. I chose the topic of whether globalisation is influencing the rate of economic development of countries, as I find it really interesting and enjoyed researching and learning more. I believe everything I learn along the way can be applied to future tasks and enjoy the new experiences.”
“We've increased the expectations for the TEA slightly this year and even the Junior Year are expected to include sources and reference them. This gives them a basis of understanding to prepare them for Sixth Form,” says Dominic.
When students feel safe to be curious, challenge becomes a launchpad — not a limit.
Third Year student Jason
Extended Project Qualification Mitre Lectures
In Sixth Form, students can opt for an Extended Project Qualification (EPQ), honing academic independence and intellectual ambition, while preparing for university with skills like referencing and presenting. This year, Trinity students explored an impressive breadth of topics — from the ethics of AI in medicine to the impact of gentrification on urban communities.
Adhi, an Arkwright Engineering Scholar, used his EPQ to develop a robotics project: an unmanned ground vehicle for space exploration. “Despite the late nights,” he said, “it was worth it. Engineering is my passion, and this gave me both the freedom and motivation to push my ideas further.”
Emily explored equity in AI diagnostics, Grace critiqued fast fashion through wearable sculpture, and Aidan analysed media portrayals of refugees in the UK and France. These projects weren’t just challenging — they were driven by each student’s passions and values.
What makes these opportunities so powerful is not just the academic challenge they present, but the environment in which they take place. Whether through the TEA, EPQ or Sixth Form Projects, students are invited to take risks in a supportive setting — one that encourages experimentation, originality and resilience. Dominic says, “We want students to make mistakes in low-stakes environments, so they’re ready when the stakes are higher.”
Outside of formal project work, intellectual community is nurtured through events like the Scholar’s Breakfasts and the Mitre Lectures, inspirational talks from external speakers. These create moments of shared curiosity, where ideas are explored across year groups and disciplines.
One recent Mitre Lecture, delivered by best-selling author and campaigner Laura Bates, left a lasting impression. Speaking on sexism, institutional bias and online harm, Laura challenged students to reflect on the world they’re growing up in — and how they might change it.
“Laura connected with everyone in the room,” said Lower Sixth student Anna. “She gave us a refreshing insight into the invisible ways sexism is instilled systemically.” Fellow student Beni added, “The talk was powerful. Hearing these experiences in person was completely different to reading about them. I won’t forget it.”
The right level of challenge...
This focus on stretch and challenge isn’t confined to special programmes or events. Trinity’s teaching staff have regular CPD to ensure we are supporting the most able students in the classroom — including those with SEND — so that every student is challenged at the right level, in the right way.
Stretch and challenge at Trinity means more than going further — it’s about doing so in a way that reflects each student’s interests and individuality. Whether students are analysing global economics, designing robots, or painting from a sibling’s perspective, they’re not simply ticking academic boxes — they’re learning to think deeply, take risks, care about the world around them, and express who they are.
Dominic says, “The community and positive environment we build means no topic is off-limits, anything is okay. It’s about saying, ‘I’m really interested in this,’ and being supported in that.” When students feel safe to be curious, challenge becomes a launchpad — not a limit.
Engineering with purpose
Each year, Fifth Year students with a passion for engineering apply for the prestigious Arkwright Engineering Scholarship programme. At its heart, engineering is an act of applied care — shaping solutions that improve lives, whether in healthcare, sustainability, education, or everyday problemsolving. More than just technical skill, engineering is about using knowledge to support others and make a lasting impact.
Arkwright Scholars 2025 Left to right: Elliot, Aarav, Oscar, Daniil, Caleb
Elliot, aged 10 With his go-kart
Date 04/25
Article topic Engineering
After a rigorous application and interview process, successful applicants receive industry sponsorship, financial support for a project, mentoring, and access to a network of engineers. The scholarship is not only a valuable experience which enhances university applications, but also an opportunity to develop as problemsolvers who contribute to wider society.
Mr Currigan, Head of Design and Technology, has been managing the successful programme at Trinity for over 10 years. He says: “The Arkwright Engineering Scholarship is the most esteemed scholarship of its type in the UK, designed to inspire students to pursue their dreams and change the world as outstanding engineers of the future. A successful Arkwright Scholar will have a strong desire to be a leader in the field, applying technical and practical skills to develop effective solutions while also supporting and nurturing others’ ideas as part of a team.”
This year, a record five Trinity students were among 65 across London South and the South East region to be awarded a scholarship. Lower Sixth student Elliot demonstrated his passion for engineering in his application by sharing details of personal projects.
“I’ve always had a passion for building and creating, and I was very fortunate that my grandad had a lot of experience and skills he was keen to pass on to me. He spent much of his life repairing typewriters before maintaining medical equipment in hospitals. One of my favourite memories is when we built a soapbox go-kart together when I was 10 – it was a fun project, and I learned a lot from him.
“My parents divorced when I was younger, and building projects became a way for me to spend more time with my dad too. One of our biggest projects was constructing a Ninja Warrior-style warped wall, inspired by a YouTube video. It took a lot of planning and calculations to get the shape and layout right, especially with resource limitations, but it taught me so much about problem-solving and engineering techniques.”
Elliot plans to pursue Design Engineering at university, a field requiring creativity and innovation, which he enjoys. He is also applying for an army scholarship and is keen to gain valuable experiences in the military after university.
Another of this year’s Arkwright Scholars, Oscar, was the only student who had not taken DT at GCSE. Instead, he demonstrated his knowledge and passion for Computer Science and Mathematics to solve problems, using his application to showcase a user-friendly educational tool he designed to make encryption and data security more accessible.
Oscar said, “My motivation came from struggling to visualise cryptography concepts while taking an online course. Existing resources were either too simple or too complex, so I created a tool that simplifies encryption while using real-world concepts. Designed for schools and online learners, it guides users with clear explanations and visual support, helping others who, like me, learn best through visualisation.”
A core part of engineering is solving problems and sharing knowledge to help others grow, and Oscar has embraced this by mentoring next year’s applicants, offering guidance on their projects. He hopes to pursue Engineering after Trinity – either through further study or a degree apprenticeship.
Harry Cookson (Class of 2019) was an Arkwright Scholar in 2017 and went on to achieve a Master's in Engineering from Cambridge University.
“My curiosity around engineering definitely started in the DT labs at Trinity, thanks to the infectious enthusiasm of Mr Price; his consistent indulgence of all my half-finished projects helped spark my passion for finding creative solutions to real-world problems.
“The school provided the right environment to foster the skills and passion necessary to apply for the Arkwright Scholarship, and it was something I aspired to from a younger age. With the encouragement, care and oversight of Mr Currigan, my GCSE DT teacher at the time, I was successful in my application. The process helped me refine the relevant skills I needed to take the next steps as an engineer, and it was a big part of my journey towards studying a general engineering course at university.
“Engineering, the desire to innovate and solve problems can lead to so many different career opportunities, it’s important to take opportunities available to you and try new things.”
ALUMNI STORY H.COOKSON QUOTES INCL.
The Art
“We know that the Art Department is both a refuge and an ongoing inspiration for our son. Mr Robertson, Mr Coma and Ms Fulker are more than teachers — they are role models and mentors."
Trinity parent
of Care.
How our Art Department nurtures creativity, confidence
and connection
From quiet sketching at break to bold installations in the Shaw Gallery, the art studios at Trinity are spaces where students explore, reflect and take creative risks — often long after lessons end. That process demands students’ time, thought and attention — not just in getting the technique right, but in communicating meaning. Underpinning it all is a culture of support: one that values artistic effort, encourages honest expression, and helps students feel confident in exploring what matters to them.
The studios are busy, open spaces with a calm energy. “Students pop in at break or lunch just to carry on with something — not because they have to, but because they want to.” – Wil Coma, Teacher of Art.
Sixth Formers work in the heart of the department, where their process is visible to others. “They don’t just use the space — they own it,” says James, “and their work inspires other students.”
“We develop really good relationships with the students,” says James Robertson, Director of Art, “and they feel safe making work about things that matter to them. One student recently creates a print series about his Turkish Cypriot heritage, including portraits of family members he’d never met. Last year, an A Level student responded to the misogyny she encountered online with a series of sculptural forms that were incredibly powerful and personal. Projects like that only happen when students feel safe enough to be honest in their work.”
“It meant a lot to me that I was able to paint my grandad on such a large scale,” said Ananya, Upper Sixth, on a project exploring generational relationships.
It’s not just the studio environment that is important; student work is hung professionally in the Shaw Gallery under the studios. “We try to create a space where students feel valued – and when we treat their work seriously, they treat it seriously too,” continues James.
In that spirit, the annual Open Art Awards invite entries from students, staff and families across the Trinity community, with no set theme or restrictions on medium. The gallery also hosts work from our partner primary schools, sparking creativity – and recognition –at every stage.
That openness extends to co-curricular life too. Clubs like Ceramics, Drawing, and Knit and Natter bring students together across year groups, whether they study art or just need a creative outlet. Older students are often seen helping younger ones too.
“Art has become my favourite creative escape at school and has taught me so much, including patience,” says Fourth Year student Shiv.
For many students, art becomes the subject where they feel most able to think independently — and most encouraged to express something real.
“Art gives students a different kind of freedom,” says Wil. “It’s not about getting it right — it’s about exploring something fully, even if it means taking a few wrong turns along the way.”
Upper Sixth student Jonathan agrees, “I have the freedom to do what I want for my project… it feels less like a chore, and more of a personal interest.”
Whether through large-scale charcoal landscapes or delicate ceramics, students are supported to take risks, think deeply and express something entirely their own. Creativity is never just a skill — it’s a conversation built on trust, encouragement and care.
Ananya, Upper Sixth Wil Coma, Teacher of Art
The Lion,The The Wardrobe
The Witch and Wardrobe
Trinity School’s whole-school production this year transported audiences to the magical world of Narnia with a breathtaking adaptation of The Lion, The Witch and The Wardrobe. A true testament to the creativity and dedication of our drama community, this production brought together students from every year group – on stage and behind the scenes – to bring C.S. Lewis’s beloved story to life.
Miss Robinson, Director of Drama, captured the spirit of the show:
“The autumn production is often largerthan-life, ambitious and slightly chaotic, and this year was no different. We had more than 70 students involved from JBug to Upper Sixth, a student band, and a student crew operating lights, sound, props, and assisting with hair and make-up. Upper Sixth A Level Drama student Dhyan and Mr Chambers even wrote their own adaptation of the story, with Mr Chambers composing several original songs.”
The cast was both diverse and dynamic, with standout performances across the board. Lower Sixth student Beni played the formidable Jadis, the White Witch.
“I liked the fact this was a very different role. Being a villain meant I was free to be as dramatic as I wanted, which was fun. The whole production was a really positive experience and not only brought me closer to people in my Drama class, but to students of all ages from across the school.”
First Year student Oscar was part of the chorus and found stepping onto the stage both exciting and transformative.
“Although it was daunting, it was also an excellent starting point for all future drama and acting, so I am glad I just went for it. The experience has been a whirlpool of laughs and deep insights into the minds of actors and directors alike. Drama at Trinity is a joy – you just have to dive in!”
We must also mention Upper Sixth Ashvin as Aslan, whose commanding stage presence embodied the courage and wisdom of the legendary lion, and Upper Sixth Mimi, whose stunning vocal performances as the songstress added an emotional depth to the production. Lower Sixth Abigail's portrayal of Mrs Beaver was another highlight, bringing humour and warmth to the stage.
The art of transformation
A Trinity whole-school production means collaboration between students and staff across disciplines. Hair and makeup were led by Ms Catling, Alumni and Engagement Manager and former wig and make-up artist for the Royal Opera House. “I was inspired by Sally Cookson’s production, which I saw in 2019 at the Bridge Theatre, particularly her portrayal of the Witch and Aslan.”
Miss Eminsang (Teacher of Maths) designed Aslan’s stunning braided wig — a creative interpretation of a mane rather than a literal replica. “Simplicity with high impact,” Ms Catling described, noting that the same approach was applied to other animals, with facial hair and small details used to evoke foxes, wolves, and beavers.
One of the most striking elements of the production was the White Witch’s crown. While not the easiest headpiece for Beni to wear, its grandeur made it well worth the effort. “When the actors have their costumes, hair, and make-up done, the transformation is truly incredible. They become their characters and grow right in front of you,” Ms Catling added.
Creating Narnia
The immersive set, designed by professional Amy-Rose Mitchell and expertly built by Trinity’s own Stuart Hatton, featured iconic snow-covered trees, a towering wardrobe, and a stunning sledge pulled by wolves. Snow fell gently from the ceiling, bringing the frozen world of Narnia to life.
Led by Fifth Year student Rohan and Upper Sixth student Ethan, the technical team worked tirelessly to elevate each scene with imaginative lighting and special effects. A live student band, performing Mr Chambers’s original score on instruments including the flute and trumpet, added entrancing layers to Narnia’s magical atmosphere.
A triumph of teamwork
Upper Sixth student Dhyan, co-writer and Assistant Director, said, “I’m so proud of our cast and crew for bringing a complex show to life with creativity and resilience. A highlight was performing to our partner primary schools; their cheers added something unforgettable.”
As the curtain fell on the final performance, the resounding applause said it all. With over 70 students involved and supported by a devoted staff team, this production was more than just a show — it was a shared endeavour, creating something special for the audience and lasting memories for everyone involved.
A faun carrying an umbrella and parcels in a snowy wood — this was the single image that lingered in C.S. Lewis’s mind for over two decades before it became the seed of The Lion, the Witch and the Wardrobe. At Trinity, the same principle holds true: sometimes, a single moment — joining one drama production, helping with lighting, or writing a few lines of dialogue — can ignite a lifelong love of theatre. As Dhyan put it: “Perhaps you’ll give Drama a go yourself — something which, like the stories of Narnia, may stay with you for life.”
Trinity Boys Choir tour of China
Across 25 days, 9 cities, and 13 concerts, the Trinity Boys Choir embarked on an extraordinary musical adventure through China.
From the bright lights of Shanghai to the serenity of Xiamenʼs beaches, this whirlwind tour was packed with music, cultural exchange, travel challenges, laughter, and unforgettable moments.
With every venue, every audience, and every encore – the young singers shared their passion and talent on an international stage.
Second Year Hal says, “My time in China really flew by. We went to so many different places from a panda enclosure to a mega shopping centre, but we enjoyed them all. Some of the venues we performed in looked futuristic because of how modern and unique they were. The time in between the singing was amazing as the people who were taking care of us made sure to give us a full and fun break. Everything from singing famous pieces that everyone knew to collaborating with Chinese choirs and learning some traditional songs will stay with me forever.”
1
Flight to Beijing
High-speed train to Baoji
DAY 2
Beijing
Transit only. Turbulent arrival. Rigorous security checks. Oliver spills his Sprite. Mr Jensch almost misses the plane.
Flight to Shenzhen
DAYS 3-4
Shenzhen
Arrival and recovery.
Chimelong Safari Park visit. Cable car ride. First concert.
Highlight: Arloʼs sensational solo; Kazoo debut with Ob-la-di, Ob-la-da.
High-speed train to Changsha
DAYS 5-7
Changsha
Concert at Changsha Concert Hall; joined by two local choirs.
Highlight: Boys spotted poster from 2018 tour; surprise encore with local choirs.
High-speed train to Wuhan
DAYS 7-9
Wuhan
Scenic early morning run by the Yangtze; concert at Qintai Hall without local choir. River walk.
Highlight: Entire concert (including Chinese song) sung solo by Trinity.
High-speed train to Shanghai
DAYS 9-11
Shanghai
Theo joins the tour. Hotel with pool. concert at Grand Theatre.
Highlight: Mr Comaʼs fall from stage, resulting in broken ankle and emotional send-off.
High-speed train to Suzhou
DAYS 19-20
Xi'an
Concert with 90 local children
Highlight: Beautiful cartoon portraits gifted by fan. Performance and Kazoo finale.
High-speed train to Xi’an
DAYS 17-19
Chengdu
Panda park disappointment (rain and no pandas). Concert with debut of Bohemian Rhapsody encore.
Highlight: Local girls visit choir; British Consulate event.
Flight to Chengdu
DAYS 14- 17
Nantong
Mountain climb. Zoo walk. Concert with dwindling numbers due to illness.
Highlight: Ms Fédériciʼs birthday; boys perform through tummy bug!
Flight to Nantong
DAYS 12-14
Xiamen
Beach trip. Buried treasure dig. Concert at Xiamen Grand Theatre. Highlight: Joint concert with Banlam Dream Childrenʼs Choir. TV interview.
High-speed train to Xiamen
DAYS 11-12
Suzhou
Quick stop. One-night concert in new city.
Highlight: Pacing and polish of pop music programme and Mozart medley.
DAYS 20-21
Baoji
Short concert stop. Replacement conductor (David John) as Mr Swinson goes MIA.
High-speed train back to Xi’an
DAYS 21-22
Xi'an
Terracotta Warriors. PR performance in luxury mall.
Flight to Shenyang
DAYS 22-24
Shenyang
Japanese style hot spring leisure complex. Kimono wearing.
Concert at the Shenyang Shengiing Grand Theatre.
Highlight: Theo the hero navigating cultural customs with calm and courage.
High-speed train to Tianjin
DAYS 24-25
Tianjin
Long day. Train journey. Repacking. Chaos. Concert and video shoot.
Highlight: Last-minute solo switch. One boy forgets trousers, but concert pulls through.
Coach to Beijing
DAYS 25-26
Beijing
Visit to the Forbidden City in torrential rain; farewell concert at Performing Arts Centre.
Highlight: Media interviews, huge, unexpected audience, emotional finale.
Flight back to London
Making it happen
No tour of this magnitude happens without an extraordinary team behind the scenes. Our chaperones brought calm, kindness, humour and tireless care to every moment of the 25-day adventure. From first-aid kits to ironing shirts, midnight runs to managing lost suitcases, they made the music possible. This page is a tribute to them – and the essential role chaperones play in making memories.
As well as the Trinity heroes, we had fantastic on-the-ground support from our tour agent Jo and Hear Music Management contacts Grace and Yu Ting. They orchestrated the entire tour, helped track down lost teddy bears, provided translations, and did everything with warmth and humour. We are very grateful to them.
The Role of a Chaperone “Chaperones are absolutely vital,” says Nick Mulroy, Trinity’s new Choir Director.
“They’re not just there to supervise –they’re part of the musical journey.” Their role centres on care – for the boys’ wellbeing, confidence, and performance. From helping with warm-ups to making sure they’re up, dressed and eating, chaperones are a constant, calming presence.
“Some form genuinely lovely friendships with the boys – and learning to talk with older people, to feel supported, is part of the experience.”
It’s both pastoral and professional: ensuring the boys arrive looking like a choir, not a ‘shambling group of 13-yearolds,’ while offering quiet emotional support behind the scenes – helping with nerves, bad days, or just being there when it matters.
“They help the boys deliver when it counts,” Nick adds. “It’s not just about music – it’s life skills, and knowing someone’s got your back while you learn them.”
David Swinson
Former Choir Director
Role: Choir Director & Chief Organiser
Known for: Inspirational speeches, kazoo enthusiasm, and suspicious affection for a toy panda. He also wrote the brilliant daily blog, which inspires this feature, and kept friends and family back home up to speed.
China highlight: Leading the “Train Roulette” operations and surviving multiple coffee attacks.
Wil Coma
Head of Junior Year, Teacher of Art, Alumnus
Role: Pastoral lead, First-Aid & Laundry Hero
Known for: Impeccable kindness and piano/clarinet skills.
China highlight: Heroic fall at Shanghai Grand Theatre and keeping spirits high even in hospital.
“It really felt like a family – a wonderful, chaotic, joyful family. We were constantly amazed by the hospitality: five-star hotels, Chinese banquets laid on wherever we went, and the chance to perform in some of the most spectacular venues I’ve ever seen. It was an amazing experience for the boys, despite not all being sold on the cuisine, they adapted brilliantly. What stood out most was how respectful and open they were throughout –they were true ambassadors for Trinity, and we couldn’t have been prouder.”
Wil Coma
Laetitia Fédérici
Visiting Piano Teacher
Role: Accompanist & Super-Chaperone
Known for: Effortless musical mastery, multilingual charm, and quiet strength.
China highlight: Playing a piano concerto’s worth of repertoire each night – and carrying the choir (and Mr Swinson’s panda) through!
Jan Jensch
Choir Director for our partner Kiel Boys Choir
Role: Logistics & Style Consultant
Known for: Teutonic resolve, impeccable fashion, and steely stage presence.
China highlight: Straddling a bullet train door to save a lost suitcase. Legend.
Theo Flanagan
Alumnus and former choir member
Role: Alumni Chaperone & Morale Officer
Known for: Fluffy fringe guidance, stealth fitness, and effortlessly cool mentoring.
China highlight: Replacing Mr Coma mid-tour, navigating spa etiquette with 20 boys in kimonos, and inspiring the next generation with stories of Japan 2015 glory.
Rob Brookman
Rob Brookman taught at Trinity from 1977-2016, culminating in his role as Director of Co-Curricular. Retirement didn’t mark the end of his connection with the school – he was soon back as a chaperone on a sixweek choir tour to China.
“Keeping the boys healthy, happy and on track with schoolwork is something I was used to dealing with,” Rob says. “You need a sense of humour and resilience, as things will go wrong – from travel delays to forgotten socks – but it’s our job to help the boys thrive, musically and personally.”
Highlights? “Every single trip,” he grins. “For the students, it’s life changing. For me, it’s a joy to see such talent up close – and to laugh every day. Whether touring in China or standing in the wings at Glyndebourne, it’s always exciting.” He recalls one favourite memory from China 2016: “I told the boys to hand in all ‘electronic devices’ at bedtime. At 10pm, they arrived with not just phones and laptops, but also kettles, hair dryers, and table lamps. The joke was definitely on me.”
Mentoring Sports Scholars
How Trinity’s athletes are supported to thrive — on and off the pitch
At Trinity, our ‘sport for all’ ethos is the foundation of everything we do. Every student is encouraged to take part, enjoy, and grow through sport. For those with exceptional potential, our Sports Scholar Programme offers tailored support to help them perform at the highest level — while keeping wellbeing, academics and school life in balance.
What makes our programme distinctive is the individual mentoring at its heart. Each scholar is paired with a mentor from our Sport Staff, often our Heads of Sport — educators who have competed at elite level themselves. Their experience helps them offer relevant, sport-specific advice alongside a practical support for managing school and high-level training.
Our Heads of Sport are former elite athletes who bring deep insight, empathy and connections to mentoring:
Paul Roberts (Rugby)
Nick Giles (Hockey)
Brad Wilson (Football)
Steve Richards (Cricket) and Stacia Long (Head of Girls Games) have all competed at the highest levels.
“It’s not just about performance — it’s pastoral,” says Grant Beresford-Miller, Head of High Performance. “The mentor is someone in their corner, someone they can turn to for anything — whether it’s managing their timetable, navigating injuries, or coping with pressure. They’ve been through it all, they understand what our students are facing — and they care. We meet formally every half term, but the real value is in the everyday conversations.”
Scholars also benefit from access to strength and conditioning coaching, sports psychology and nutrition sessions, all delivered in school to fit around their schedules.
Their links to Harlequins, England Hockey, Crystal Palace FC/West Ham FC and Surrey/Kent County Cricket help open doors for our students. They arrange on-site physio and training to reduce travel time and protect academic focus. When injuries happen, they keep students involved — coaching, leading, mentoring — ensuring they still develop off the pitch.
Many of our sports scholars are involved in professional academies or clubs outside of school, so their time and energy are often stretched. Behind the scenes, the sports mentors liaise with teachers, manage timetables and support students juggling multiple commitments to ensure their academic progress remains on track.
“We don’t believe that missing school regularly for sport is sustainable,” says Grant. “But if there’s a key match or tour, we’ll absolutely support students to take that opportunity — and make sure they’re supported to catch up.”
We don’t label students as football or cricket scholars. All are encouraged to stay active across multiple sports for as long as possible.
From building all-round athleticism to forming friendships through team play, we believe this breadth enhances both performance and school experience. Most students only begin to specialise more formally in the later years, guided by their goals and academic commitments.
“We’ve had many students who played multiple sports throughout their time at Trinity and still went on to excel in one,” says Grant. “Gabriel Ibitoye, now a professional rugby player, had never played rugby before joining us — and kept up football and cricket until Sixth Form.
“Ollie Scarles, who now plays for West Ham, stayed involved in cricket and rugby alongside football right through school. It proves that you don’t have to specialise early to succeed at the highest level.”
Older sports scholars are also encouraged to mentor younger students, helping build a culture of shared experience and support. From captaining teams to leading primary school events, our students are expected to give back — and often become the role models they once looked up to.
Firla
Scholar Spotlight Alyssa
Great Britain sprinter
Alyssa joined Trinity in the Lower Sixth as a Sports Scholar, representing Great Britain with her club, Blackheath and Bromley, in the 400m. As her main competitive sport takes place outside of school, participation in sport has focused on maintaining fitness and building friendships.
“In Games, I’ve tried yoga, rock-climbing, volleyball and have played on the hockey team. Most recently I started Rugby and was in the first Trinity girls' team to make the second day at Rosslyn Park.”
Mr Richmond built her a tailored strength and conditioning programme for in school, and has helped her manage her workload. “We talk through how I'm going to be able to balance the certain deadlines that I have around the training that is set outside of school.”
Scholar Spotlight Jacob Fasida
Crystal Palace FC Academy
Jacob joined Trinity with a passion for football and a place at the Crystal Palace FC Academy — but his time at school has introduced him to new sporting interests.
“I only started playing cricket in Year 9 and scored a century in my first season. I really enjoy it now — even watching matches on TV,” he says. Balancing academy training with GCSEs hasn’t always been easy, but the mentoring programme has been key. “Mr Wilson, my mentor, helped me adjust my timetable so I can focus on my studies without missing training. It’s taken a lot of pressure off.”
Jacob also values the leadership opportunities that come with being a scholar. “You build confidence, not just in your sport, but in helping others too. I’ve led tournaments for local primary schools — it’s great seeing how excited the younger kids get, and knowing they’re looking up to you.”
Pastoral
Community
Interview
Since joining Trinity in September as Deputy Head (Pastoral), Inga Sinclair has brought a fresh lens to an essential part of school life: how we care for our students. Having previously held a senior pastoral role at our sister school, Old Palace, she brings valuable local insight and is building on our pastoral strengths while shaping a programme that reflects the needs of students growing up in an ever-changing world.
Pastoral care
in every detail
“The world our students are growing up in now is radically different to when I began teaching,” she says. “Back then, there were no smartphones or social media. Safeguarding was important, but the digital world has changed everything — from how students connect to the pressures they face.”
Inga believes that pastoral care must evolve continually. “It’s no longer just about reacting to issues as they arise. It’s about building systems that anticipate and support the needs of today’s students — before small concerns become big ones.”
A core part of this is how we support students’ mental health. This year, we’ve extended our use of the YouHQ wellbeing platform to First to Third Years. It gives students a simple way to check in with their emotions each week and helps tutors spot emerging patterns or concerns.
“It’s about giving students the language and tools to understand how they’re feeling,” Inga explains. “But it also allows us to step in early — before small worries become bigger struggles.”
The system flags mood changes for follow-up and gives tutors an overview of their form, enabling timely support. The pastoral team is also working on integrating wellbeing data with other aspects of school life — from cocurricular involvement to attendance — offering a more rounded picture of each student’s experience.
Another key priority for Inga is strengthening our Equity, Diversity and Inclusion (EDI) programme — not as a standalone initiative, but as something embedded in how we work together as a community.
“EDI is about making sure every student and staff member feels that someone has thought about them — whether that’s to do with their background, identity or beliefs.”
Rather than one-off events or grand statements, her vision is rooted in practice: making systems more inclusive, opening up student societies to all year groups, and forming a cross-school EDI committee that allows students from every year to contribute.
“It’s the small, everyday things that really matter,” Inga adds. “From how we talk about identity to how we share key information — like prayer spaces or access arrangements — we want students to feel considered without having to ask.”
She is working closely with our staff EDI Leads to launch a new training platform and develop strategic priorities that reflect the full range of protected characteristics, ensuring that inclusion isn’t an add-on, but something that lives in the fabric of school life.
Another area of Inga’s role is further enhancing our PSHE (Personal, Social, Health and Economic education) provision. Every year group, apart from the Junior Year, now has timetabled lessons, and our Sixth Form students continue this work through the Trinity Diploma, including sessions on Relationships and Sex Education (RSE).
“Even though RSE isn’t statutory in the Sixth Form, we believe this is a key stage in a young person’s development,” says Inga. “Our aim is to equip them with the confidence and knowledge to make informed, respectful choices as they move into adulthood.”
She’s been working closely with colleagues across departments to ensure that what we teach is relevant, inclusive, and age-appropriate — responding to the real challenges students face.
Inga is passionate about the role of families in our pastoral approach. “Growing up can be challenging — for young people and their families. For me, pastoral care is about working alongside parents to help their children thrive. Schools have a unique ability to act as a bridge during tricky teenage years, and positive relationships between home and school are key to that.”
It is important to keep these systems evolving. “Trinity has a strong community, culture and pastoral system, but one of the advantages of being new is that you can be a critical friend,” she says. “You can ask: why do we do things this way? Does this still serve our students well?”
The Deputy Head (Pastoral) role is farreaching, and Inga has already introduced positive enhancements including society access and EDI structures. She is now reviewing everything from student induction to parent communication, to ensure that we embed care in every detail.
At Trinity, pastoral care is not something separate from learning — it is part of what makes learning possible. As our students’ needs evolve, so do we.
Community
Supporting Student Wellbeing...
In the heart of our school lies a space where students know they will always be seen, heard, and cared for. This isn’t a classroom or an office — it’s the medical and wellbeing room, where Nurse Di Clancy and Nurse Claire Jackson provide a welcoming refuge for students navigating both physical ailments and emotional struggles. Their role extends far beyond bandaging scraped knees; they are an essential part of the school's pastoral care, offering non-judgemental support, a listening ear, and a reassuring presence.
A safe space for every student School can be overwhelming — academic pressure, friendship struggles, or worries from home all take their toll. “We tend to be the first port of call,” explains Claire. “It’s a safe space where students know they can chat, they are seen, they are heard, and they realise they really matter.”
Stress and anxiety often manifest physically — headaches, stomach aches, fatigue. “When they’re coming in frequently, you start to wonder if there’s emotional concern behind it,” says Claire. “So, we ask, ‘Is there anything worrying you?’ as much as ‘where does it hurt?’, and that’s often when the real conversation begins.”
One of the most important aspects of the nurses' role is accessibility. "We’re not timetabled like counselling sessions,” Claire explains. “If students are worried, they don’t have to wait. They can just come.”
Sometimes, students just need a quiet space — somewhere to colour, listen to music, read The Beano or have a hot chocolate, decompress. “They don’t always need to talk,” says Claire. “Sometimes, they just need somewhere to be.”
A whole-school approach to mental health
The medical room is often the first stop, but it’s part of a much wider pastoral network.
Every Head of Year is trained in Mental Health First Aid, alongside many other staff. The school’s Mental Health Lead, Ms Nzingha Wiltshire, provides one-toone support and runs initiatives like Trinity Mental Health Week, encouraging open conversations, and practical steps to look after student well-being.
There’s also a dedicated school counsellor, Rosheen De Sousa, for students needing ongoing support. Students can self-refer or be referred by staff or families. “We’re trained in mental first aid, but we’re not counsellors,” Claire says, “We guide students, help them build coping strategies, and make sure they feel seen.”
Claire often uses the ‘stress bucket’ exercise: students draw a bucket, fill it with stressors and identify ‘taps’ to release the pressure-like sport, music or time with friends. “The key to mental health is always having room in your bucket.”
Nurse Di Clancy and Nurse Claire Jackson
Sixth Formers and prefects: A mentoring network
Younger students may not always know about the support available, and Sixth Form mentors and prefects play a key role in guiding them towards the medical room. "It’s lovely to see our older students looking out for the younger ones," says Claire. "That word-of-mouth support is so important."
Staff work closely to ensure joined-up care. “If a student is coming in often, or something’s going on, we always keep Heads of Year and tutors in the loop,” Claire explains. “We’re discreet, but it means more eyes are looking out for that student.”
A simple reminder — look beyond the behaviour — can help identify when a student is struggling. “A change in mood or attitude is often a sign something deeper is going on,” Claire adds.
Creating a culture of care
Claire also trains Sixth Formers and staff as Mental Health First Aiders. “It’s about creating a culture where students feel safe to speak up — whether to a nurse, a teacher or a mentor.”
The library plays its part too. “Our Librarian, Lou, is brilliant,” Claire says. “If we suggest a book that might help a student, she orders it in. She also creates powerful displays during Mental Health Awareness Week, which help reduce stigma.” Weekly initiatives like Mindful Mondays and Wellbeing Wednesdays encourage quiet reflection in a calm space.
The power of listening
The impact of this care is lasting. Some students stay in touch long after they leave. "We’ve had students come back to say thank you," Claire smiles. "One said, ‘You kept me in school. I couldn’t have coped without your support.’ Another, who had struggled with anxiety, is now training to be a mental health nurse — he told us his dream is to take over my job one day!"
The medical room is more than a place for plasters; it’s a sanctuary, a cornerstone of student wellbeing. Through warmth, kindness and care, Nurse Jackson and Nurse Clancy offer students the safety and space they need to be heard.
As Claire puts it, “They might not come every day, but they know - if it all gets too much – there’s somewhere they can go.”
Prepared for life: Personal Development
At Trinity, education isn’t just about exam results. It’s about shaping confident, compassionate, and resilient individuals who are ready to take on the world.
While academic excellence is important, so too is the personal growth and wellbeing of every student. That’s why our Personal Development (PD) programme is woven into school life, ensuring that students don’t just leave with great qualifications, but with the self-awareness, emotional intelligence, and confidence to thrive beyond the classroom.
Our recent ISI report recognised the strength of our approach, highlighting how we revisit key topics “in increasingly sophisticated ways as the pupils mature...and as a result, the programme equips pupils with a sophisticated understanding and respect for difference and diversity.” This ensures that as students grow, so too does their awareness of the issues that shape their lives — whether it’s mental health, relationships, online safety, or the challenges of an everchanging world.
Supporting students at every stage “At the heart of our PD programme is a culture of care — care for oneself, care for others, and care for the wider community. Our priority is ensuring that students feel safe, supported, and well-equipped to make good decisions in every aspect of their lives.″ says Ali Fulker, Teacher of Art and Head of Personal Development.
From their first day at Trinity to their final year, students explore age-appropriate topics through dedicated lessons, tutor-led discussions, and engaging assemblies. A trusted group of external speakers regularly deliver engaging workshops, providing expert insights into key topics.
The PD curriculum covers PSHE (Personal, Social, Health and Economic), RSE (Relationships and Sex Education) and online safety, ensuring students develop a well-rounded understanding of key issues.
Lessons are fact-based and thoughtprovoking, encouraging students to ask big questions and reflect on who they are and who they want to become. They learn how to manage their wellbeing, build resilience, develop positive relationships, and engage with the world around them. The curriculum is available for parents to view via MySchoolPortal.
Students always have access to support through our pastoral care system, including tutors, Heads of Year and external networks, ensuring they know where to turn when they need help. Key resources, guidance, and reporting systems are easily accessible through our LUDUS online portal, and this is always signposted during PD sessions.
It is important to us to support parents in managing their children’s personal development, and we host a programme of online seminars covering topics such as online safety, mental health, and navigating teenage social life.
These termly sessions offer practical advice on supporting young people as they gain independence and are typically scheduled before school holidays – when students have less structure.
Teachers also attend as part of their professional development, and it helps to ensure everyone remains up-to-date and well-equipped to guide students through modern challenges.
A shared commitment to personal growth
"The programme equips pupils with a sophisticated understanding an respect for diversity." ISI Report 2024
In Sixth Form, PD sessions form part of the Sixth Form Diploma, giving students the tools they need for life after Trinity. Covering areas such as mental health, student finance, networking, and safe travel, these sessions are designed to help bridge the gap between school and adulthood.
Students also explore topics like sexual health and relationships, preparing for next steps, and navigating social situations responsibly. Alongside this, they take on mentoring, volunteering, and leadership roles, developing the confidence and character to contribute meaningfully to their communities.
Learning for life
“Education should respond to the world students are growing up in. That’s why our PD programme is dynamic and adaptable, evolving to address the issues young people are facing today, whether on a local, national or global level.″ continues Ali.
We are proud to be part of the Trinity Schools PD Working Group, collaborating with 30 other local schools to share best practice and continuously refine our approach. This commitment ensures that our students benefit from a PD programme that is not only comprehensive but also responsive to the evolving challenges young people face.
At Trinity, education goes beyond academic achievement — it’s about developing confident, resilient, and socially responsible individuals. Our goal is not just to educate but to nurture extraordinary young people.
This is made possible by our culture of care, where every student is known and supported as an individual. Our dedicated pastoral team, alongside nurses, counsellors, and a clinical psychologist, provides holistic wellbeing support. Through tutor time, assemblies, and the Personal Development curriculum, students explore key qualities such as kindness, empathy, and personal responsibility, ensuring they leave not just prepared for exams, but prepared for life.
On Field Day, Beyond Equality ran workshops for Third-Year students, exploring gender stereotypes, masculinities, consent, and healthy relationships.
These sessions provided a safe space for open discussions on challenging male stereotypes and fostering positive behaviours. Students said, “It challenged a lot of my ideas about male stereotypes and made me feel a lot more comfortable about myself” and “It opened my eyes to topics that we don’t talk about, that it’s difficult to talk about, with family and friends”.
The JBugs visited Croydon Fire Station for a Junior Citizenship Scheme workshop. Through interactive sessions with the London Ambulance Service, Fire Brigade, and Metropolitan Police, students learned essential life skills, including first aid, fire safety, and the dangers of gangs and knife crime.
A key focus was ‘stranger danger’, where students learned to stay safe both in-person and online. In a memorable lesson, a man posing as a firefighter invited them to explore a fire engine — only to reveal he was a stranger! This eye-opening exercise reinforced the importance of staying alert, checking ID, and questioning trust.
Tying in with Safer Internet Day, JBugs and Second-Year students attended online safety workshops hosted by South West Grid for Learning.
These sessions covered online scams, the rise of generative AI in fraud, and digital safety. Students discussed screen time, online bullying, and their experiences online, and were encouraged to report concerns to trusted adults, CEOP, Childline, or The Mix.
Second-Year students and 35 staff members recently took part in a CPR training session led by the London Ambulance Service. The hands-on workshop covered recognising cardiac arrest, performing chest compressions, and using a defibrillator, following the DRSABCD action plan.
Students practised CPR on mannequins, gaining lifesaving skills and the confidence to act in emergencies. Ameya said, "This experience was really helpful — we now feel confident applying our skills in real-life situations."
Third-Year students attended a Drugs and Alcohol Awareness workshop with the Daniel Spargo-Mabbs Foundation, a local charity set up by parents of a young man who tragically died after taking drugs.
The session helped students understand the risks of vaping, alcohol, illegal and prescription drugs, while also developing resilience, life skills, and strategies to handle peer pressure.
PD topics covered by year group
JBugs Transition to a New School Teamwork Anti-bullying
Anxieties & Worries Fundamental British Values Exams
Heroes Changing Me Junior Citizenship Programme
Online Safety
First Years Making Friends Online Safety Fundamental
British Values Mental Health & Wellbeing Physical Wellbeing
Careers & Volunteering Identity Exams
Second Years Resilience Course Lower School Awards
Anti-Racism Mental Health & Wellbeing Online Safety
Finances Families Careers Mindfulness The Equality Act & Protected Characteristics First Aid
Third Years Families Online Safety
Drugs & Alcohol Inclusion, Belonging & Extremism
Mindfulness First Aid
Fourth Years The Equality Act & Protected Characteristics
Being Safe & Respectful Relationships Sextortion
Money Mules Mental Health & Wellbeing Online Safety
Sex Education Intimate Relationships
Fifth Years First Aid Online Safety Sextortion Money Mules
Mental Health & Wellbeing Futures Economy & Finance
Finance Sexual Health & Relationships Sexual Harassment
& Boundaries Strategies for Mental Wellness Respect and Parties with Teen Tips
Books Matter
Inspiring reading through the TSBA
What if a single book could change the way you see the world? What if a story could transport you to places you’ve never imagined, or spark ideas that stay with you forever?
Books have the power, not just to entertain, but to help us care – about different perspectives, voices, and the world around us.
Each year, students are encouraged to participate in the Trinity Schools Book Awards (TSBA) through our library. The TSBA aims to celebrate quality writing, but the initiative run, by our dedicated librarians, was designed not just to reward reading, but to nurture a lifelong passion for it.
A committee of TSBA librarians chooses the theme – this year, ‘You Are Here’, exploring ideas around location and migration – and curates a shortlist of titles for different age groups. Students in the 18 participating schools take an active role in determining the winning books, reading, reviewing, and voting for their favourites.
Trinity School Book Awards. This years winning titles:
Haze Peers, Library Assistant, has been leading the TSBA competition activity at Trinity. They said, “This year, we have increased the incentives [students can earn Commendations], advertised the campaign more widely in our library newsletters, and linked it to our new loyalty card scheme, which rewards regular readers. The response has been so good that we’ve been able to create a dedicated display in the library for all the reviews and creative responses submitted by students.”
Students haven’t just read books, they’ve engaged with them in personal ways. They have created film posters, written poetry inspired by stories, designed mood boards and origami fish, and sculpted an empty dog leash in response to a ghostly canine character. The handwritten reviews adorning the library display serve as an inspiration to others. Prizes are awarded for the best review and creative response, and these are put forward to the central competition. The final, held in Clapham, featured a prize-giving ceremony attended by nine authors – an event Haze was delighted to take students to for the first time in years.
“There are so many benefits to initiatives like this: it encourages students to discover new genres, encounter authors from around the world, and expand their understanding of different cultures and experiences,” says Haze. “To write a review or create a piece of art, they have to care about what they’re reading – it's about more than just consuming a story; they’re engaging critically and emotionally, developing new skills in analysis and creative response. It’s fantastic!
“It’s also really important for the library team to read the books too, so we can have meaningful conversations with students. When you engage them early –Junior, First and Second Years – you're not just giving them books, you’re showing them their thoughts and ideas about literature matter. That sense of connection and belonging to the world of books is what stays with them throughout their school life and beyond. That’s the most inspiring part.”
This year’s two winning titles were: Bite Risk by S. J. Wills and Dogs of the Deadlands by Tony McGowan. But beyond the votes and prizes, the real success of the TSBA is in the way it has helped students care — about reading, about stories, and about the endless possibilities that books can bring.
JBugs Aaron and Kai met in the library on induction day and often go there together at lunchtime. Aaron read eight of the TSBA books, producing reviews and creative responses for each one.
Aaron says, “I thought it was a good way to get into reading different books with a modern theme, which embodied all my interests. I understand books more when I review them; you put yourself in the author’s shoes and really think about why you liked the story.
I recommended the graphic novel to Kai.”
Kai agrees, “Some of the books were unexpectedly good. I like reflecting on a book I’ve enjoyed, it makes you think, and it can inspire your own work.”
Trinity Estate
So much more than cutting the grass...
Early each morning, before the first students arrive, the playing fields are already alive with unseen preparations, to ensure the pitches are safe and ready for play. It’s a ritual of care, an art as much as a science, and at the heart of it is Jimmy Killick, Trinity’s Deputy Head Groundsman.
Jimmy began his career at Crystal Palace FC as an apprentice groundsman, learning firsthand the importance of pitch safety. As a Palace fan, it was a dream job, although it was a high-pressure environment. “Palace were in the Premier League but in the relegation zone. A player blamed a divot for an injury — it made me realise how crucial my role was,” he recalls. That experience shaped his meticulous approach at Trinity.
For the past decade, Jimmy has been part of the team responsible for maintaining the 27 acres of grounds. Seasonal changes dictate the work — rugby and football in autumn require slightly longer grass for safety, while cricket pitches in summer demand short, even surfaces, which are more challenging to prepare and maintain, particularly given the unpredictable British weather. The sports pitches experience high use throughout the year – for competitive fixtures, during lunchtimes and games lessons – and this can create risks.
“Itʼs so much more than cutting grass,” Jimmy explains. “I work closely with the Heads of Sport – particularly Steve Richards, Head of Cricket – to plan for the maintenance of the pitches. I need to know about upcoming fixtures, but itʼs also important to get feedback after matches, so we can change and improve. The quality of the pitches affects performance, ensures fair play and reduces injury risks.
“Although itʼs a lot more work, I enjoy the summer season and cricket the most. Itʼs a craft and I need to be so meticulous in the planning, which we start in February.”
Pitch maintenance involves maths, biology, and physics — from soil composition and drainage to grasscutting heights, every detail affects gameplay and safety. Weather is a constant challenge, requiring the team to adapt daily. “Fifteen years ago, we’d get more snow. Now, March and April are wetter than ever, which makes preparing for the summer term more difficult,” Jimmy notes. “We rely on drainage systems, specialist equipment including aerators, and careful pitch planning to stay one step ahead. We always check the forecast on Met Office or Weather and Radar, as the BBC tends to give the worst-case scenario.”
Beyond maintaining the grounds, Jimmy drives the school minibus and coaches the U12s in goalkeeping, so gets to know the students on and off the pitches. “In what other job would you get the opportunity to coach while you’re at work? The students see you in a different light – you're not just ‘someone who cuts the grass’.
“So many of these students play for academies and clubs and they need the right conditions to develop their skills. I’m passionate about sport, and it's rewarding seeing them benefit from our hard work. It’s motivating, I don’t want to let the side down.
“I love my job. I love seeing the grounds when theyʼre looking their best; although admittedly, that tends to be just before the students come back in September. More than anything, I love being part of a team and helping young athletes to develop and thrive.”
“I love my job. I love seeing the grounds when they’re looking their best."
Jimmy Killick
Jimmy's
numbers... 27 06 15 28 106 100 376 480 650K
27 acres of grounds
6 grounds staff and 1 gardener, starting at 6.00am
15 pitches to maintain in autumn/winter (football, rugby, hockey and netball)
28 pitches in summer (cricket, tennis, athletics, rounders, volleyball, softball)
106 teams
376 fixtures played at home in 23/24
From April-August: 480 hours spent maintaining the cricket square, 180 hours cutting the outfield
650,000 holes are created on one pitch using the Verti-Drain aerator, taking 4.5 hours at 6mph
100 tonnes of topsoil and 1,100kg of grass seed used during the winter
Southgate
Southgate
Care in the Community
At Trinity, we believe education is about more than academic results — it’s about developing compassionate, confident, and outward-looking young people.
“Pupils’ interaction with, and support of the local community, alongside their commitment to their own community” helps them “develop highly beneficial life skills [including] a deep sense of social responsibility, cultural insight and leadership.”
This is a significant strength, ISI Report 2024
“I made brilliant memories that will last long beyond Trinity.”
This was acknowledged in our recent ISI Report, and we were proud to be awarded a significant strength for our sense of community. Nowhere is this more evident than in our Community Action programme, where Sixth Form students alone commit over 1,000 hours each year to volunteering in the local community as part of their Sixth Form Diploma.
This is not simply ‘volunteering’ — it is a carefully curated programme, led by a dedicated member of staff, Claire Burrage, whose role as Head of Community Action, is to build and maintain meaningful partnerships across the borough. “We’re not just sending students out and hoping for the best,” Claire explains. “We take great care in placing the right student in the right setting — it’s about creating something that’s mutually beneficial.” Students are given real choice, ranking their preferred type of placement.
Whether working with elderly residents in care homes or those with disabilities, mentoring children in primary schools, or supporting those with special educational needs — and they are expected to take responsibility. These aren’t token roles: they’re purposeful, impactful, and often transformative.
Upper Sixth student Dhyan volunteered at Rutherford, a school for students with profound and multiple learning disabilities. “Visiting Rutherford was an absolute joy, and I loved getting to know their wonderful staff and students. Having enjoyed my placement so much, I returned for an additional week in the summer. All the activities I got involved with were richly rewarding, and I made brilliant memories that will last long beyond Trinity."
The partnership with Rutherford was expanded last year to welcome their students to Trinity to join some of our A Level Drama lessons, where Dhyan was a familiar face.
This level of care in the design and delivery of the programme sets Trinity apart. Each placement is visited, risk assessed, and built in conversation with our partners to ensure our students are adding real value. Some projects see students co-create artwork with care home residents; others involve light gardening or outdoor tasks for elderly neighbours. Each experience is tailored, and each one matters.
What students gain is immeasurable: confidence, empathy, initiative, and a deeper understanding of the world beyond school. For many, it becomes a defining part of their time at Trinity — one they reference in university applications, job interviews, and often carry with them long after they leave.
Lower Sixth student Neha volunteered at Harris Primary Academy. She says: “Younger pupils look up to us as role models and I felt this was a good opportunity to present myself as responsible and a good leader. It was also quite wholesome to be honest, the younger students really like change, so they respond enthusiastically when you come in.”
While our Sixth Form programme is the most sustained example of Community Action, our ethos of care and service begins much earlier. Through twice-yearly Field Days, younger students in Third to Fifth Year step away from the classroom to offer hands-on support to local causes — from taking part in conservation projects at scout sites, to sorting donations at food banks, or assisting with animal conservation at an animal sanctuary or supporting activities in a primary school, whether reading with children or helping run their sports day.
Though only a day in length, the impact is far-reaching: hundreds of students volunteering simultaneously, contributing over 800 hours in a single day. These early experiences offer younger students a powerful introduction to public service and the difference they can make — laying the foundations for the deeper commitment expected in the Sixth Form.
As Claire explains, “Field Days are a brilliant opportunity for students to work together and experience the value of helping others. We see the same enthusiasm, the same growth, and often the same desire to return and do more.”
Through Community Action, our students learn the value of giving — not just of their time, but of their attention, their energy, and most importantly, their care. And that’s what makes all the difference.
What I learned (current Lower Sixth):
Presentation and communication skills.
Adaptability and being able to modify things as per individual students' needs.
What it is like to talk with dementia patients.
Types of weeds. 1 6 7 8 9 2 3 4 5
How to stay motivated.
How to guide and aid blind people.
The different struggles that severely disabled people go through.
To appreciate the intensity of the job of a primary school teacher.
Some residents at care homes are relatively young and are very independent and able.
“I felt this was a good opportunity to present myself as responsible and a good leader.”
Community
Expanding co-education from September 2027
We are excited to announce we are extending our co-educational provision from our successful Sixth Form to all years. We look forward to welcoming girls at 10+ and 11+ from September 2027.
Community was a key strength highlighted in our recent inspection.
“Inclusive and collaborative culture within the school”
ISI Report 2024
Register your interest now
Leading through values
On the cover
Thank you
This issue of In Trinity is centred around care. The hand illustration on the cover is a visual concept rooted in the Maya Angelou quote, also on the cover. Contact
Thank you for reading this issue of In Trinity magazine, it has been compiled by Nicky Blunt with the help of staff and students to give you further insight into the life and culture of the school. We would like to thank Diana Jonesco and Simon Stacpoole for their photography, and Onthree for the design.
