The cure for boredom is curiosity. There is no cure for curiosity.
Dorothy Parker
Tuki Rounds Senior Deputy Head
A
note from the Editor...
It is an oddity of education worthy of the Mad Hatter himself that every new year starts at the end! In this case, the end of the Class of 2025’s time with us, as we celebrated their genuinely exceptional A Level results. Our leavers are off to a broad set of futures from Oxbridge to apprenticeships with Amazon, from silversmithing to jazz at Guildhall, as well as university both at home and abroad. The success of our students and their breadth of destinations has its roots firmly in our school values, and one in particular that we celebrate in this edition of In Trinity: curiosity.
Our students have unparalleled opportunities to be inspired by some of the very biggest questions and the most inspirational speakers. In this issue, you can read about how our Mitre Lecture series covered themes including the impact of empire, challenging everyday sexism and counter-terror policy. These are just some of the experiences that spark the natural curiosity of our students, and these are on full display in the wide range of student-led, student-written publications, projects like The Power of Maps, and the incredible range of clubs and societies unpacked in this issue.
Where curiosity meets experimentation, some ideas literally take flight and, in this edition, you can read about some of the exciting work in STEM our students have enjoyed, including our Lower Sixth CanSat team launching their miniature satellite by rocket. Other flights were of the more
conventional kind but took our students to the most unconventional of experiences: to South Africa for our multi-sports tour and to Belgium for our elite strings musicians. In both cases, students had the chance to do what they loved, whilst igniting new interests from their experiences.
It is a pivotal year in our history as we progress with our plans to become fully co-educational, and as we celebrate 60 years at Shirley Park. Our buildings were transformational at the time they were built and designed with inspiring young minds at their core. We are confident this mission will only be enhanced with our first girls joining us in the Lower School in two years’ time. You can read about this and our anniversary plans in this edition. We also profile an often overlooked but never undervalued corner of our buildings: the lost property room – a cabinet of curiosities all of its own, that many a student owes a debt to!
As Al Kennedy outlines in his piece, the world has never needed curious minds more: minds open to alternatives and new ideas, which are no doubt the solution to so much global conflict. Our Middle School drama production highlighted this simple idea powerfully through their adaptation of Private Peaceful, and the theme of this edition was perfectly encapsulated in the Lower School Production of Alice; both are covered within. ‘Curiouser and curiouser,’ the title character of Alice muses – exactly the mindset we value here at Trinity, as we hope this edition illustrates.
Music: At Trinity, curiosity drives musical growth.
Drama: This year’s Lower School production was Alice –a bold, contemporary adaptation of Lewis Carroll’s classic tale by playwright Laura Wade.
Sport: In August, 43 students and six staff set off on Trinity’s biggest multi-sports tour in decades.
Why does curiosity matter?
What’s the point of asking questions?
We are currently facing significant economic and political difficulties across the world, affecting many people. As we try to balance the UK’s books, we are struggling to provide the services we need. There are ongoing, deeply distressing conflicts in Ukraine, the Middle East and Sudan; some old certainties of geopolitics are not certain anymore, and we need sustained, collaborative action to protect our environment. As we look outwards, the world feels more unstable and needy than it did in the recent past.
As much as ever, therefore, this context makes the purpose of school, and good education more broadly, more important. We aim to nurture outstanding young people, or, put more simply, to shape good human beings. The world needs a generation of thinkers, leaders and doers – people with character and commitment, energy and compassion.
This is what matters to us most as a school: ensuring every student has the chance to develop skills, character and values, make them their own, and learn to express them – whether they go on to take up significant leadership positions, or influence smaller communities to which they belong.
Curiosity is one such value for us. In the audit of skills most sought by graduate employers currently, the ability to learn quickly – and, closely related, to think critically – is rated very highly. It is a lifelong gift for a young person to know that they can walk into new places of study or work and be confident that they know how to learn.
Questioning is therefore an important part of school, both in being willing to answer and in learning to ask. If we – staff and students – know how to ask the right questions, then individual understanding grows, and learning can be a powerful collaborative experience. It is not surprising that the best teachers are usually those who ask the best questions, making them interesting ones too, and creating a hook for students that drives learning forward.
It is normal that some people are naturally more inquisitive than others, and we certainly see this across our student body. The good news, however, is that, like all learning traits, being curious is a muscle that grows with practice, so we want to offer students as many different, deliberate opportunities to build their capacity and confidence.
It is not just in the academic sphere that this happens, but also in the array of cocurricular activities, trips, and service to our wider community. As this issue of In Trinity sets out, curiosity comes in many forms in our school. I hope you enjoy reading about how our students express it.
Alasdair Kennedy, Headmaster
From first questions to final grades, our studentsʼ curiosity has driven them to explore widely, think deeply, and achieve exceptionally –with record-breaking GCSE and A Level results paving the way for bold new journeys.
Excellent GCSE results prepare students for Sixth Form
Last year’s Fifth Year students celebrated an impressive set of GCSE results in August, marking the successful completion of this important stage in their education but also opening the door to fresh opportunities for exploration in the Sixth Form and beyond.
In a year group of 128 students, nearly 41% of all grades awarded were at the very top level – grade 9 – with 69% at grades 9–8 and 86% at 9–7.
Congratulations must go to the 28 students who secured nine or more grade 9s and the eight students who achieved an exceptional eleven 9 grades.
“We are so pleased for our students and their families – these results reflect their sustained hard work, ability and their curiosity to push further in every subject,” said Alasdair Kennedy, Headmaster.
“We look forward to seeing them thrive in the Sixth Form, where they will develop not only their academic strengths but also the personal qualities that will prepare them for life beyond school. We are proud of their achievements –well done.”
Rebecca Goddard, Head of Fifth Year, said, “It has been a joy working with this year group over the past three years. They’ve made me laugh every day and I’ve genuinely loved watching them grow. Their hard work, resilience, support for each other and willingness to embrace every opportunity has been inspiring. I’m incredibly proud of everything they’ve achieved and even more of the remarkable young people they’ve become. I’ve no doubt their curiosity and drive will continue to surprise and impress us as they move into the Sixth Form.”
Most students will enter Sixth Form to study a broad range of A Level subjects, from STEM to the arts, with many keen to explore new subjects such as Government and Politics, Economics or Psychology. We also have students leaving Trinity to take up sports scholarships with professional football teams, and we wish them every success in this exciting next step in their sporting careers.
Tom said “I’m really happy to have achieved grade nines across the board. I’ve chosen Maths, French, English and Government and Politics A Levels in the Sixth Form. I’m looking forward to delving into the subjects more deeply and expanding my knowledge.”
Danny received 11 grade 9s and said, “I’m really happy and am looking forward to studying Maths, Economics, Geography and French at A Level in the Sixth Form. I am interested in a possible career in finance, so these subjects will help me move towards that goal.”
It’s fantastic to see three of our students continuing their passion for football after their GCSEs. Jacob has signed with Crystal Palace, while Ed is heading to Charlton AFC and Aston to AFC Wimbledon. We can’t wait to see how their dedication – both on and off the field –shapes their future journeys.
9 9-8 9-7 41% of students
69% of students 86% of students
Record-breaking results
This year, students celebrated a recordbreaking set of A Level results. In a cohort of 160 students, almost 40% of the grades awarded were A*, with 76% A*–A and 95% A*–B.
These are the strongest A Level results that Trinity students have ever achieved (excluding Covid years) with over half of the cohort – 91 students – achieving straight A grades or better, and 36 students securing three or more A* grades.
Such achievements are more than numbers, they are the result of intellectual curiosity, personal drive, and a willingness to explore new ideas. They have opened doors to a wide range of destinations, with over 95% of students heading to their first or second choice of course beyond Trinity.
Among this year’s successes are offers to study Medicine at Oxford, English at Cambridge, and Mathematics at Imperial College London. Others are pursuing specialist creative degrees such as Theatre and Performance at Bristol, Jazz at the Guildhall, or Silversmithing and Jewellery Design at the Glasgow School of Art.
Several students have secured highly competitive apprenticeships such as with Amazon and KPMG, while others are taking gap years – including playing football for Málaga Academy and joining Stade Toulousain on a professional rugby contract. Students will also join leading universities across the UK and overseas, including the University of Southern California.
“We are delighted for our students and their families – these results give them access to a tremendous range of opportunities and institutions, and reflect their dedication, spirit of curiosity, and the determination to follow their individual paths,” said Alasdair Kennedy, Headmaster. “Whether that means a degree at a world-leading university, an apprenticeship with a global company, or stepping straight into professional sport, each student has earned their place. We are proud of the young people they are, and we look forward to seeing their progress in the years ahead.”
At Trinity, curiosity is more than a classroom value – it's a mindset we nurture across all aspects of school life. This is evident in the broad range of pathways this year’s cohort are pursuing:
Dhyan, a key member of the Trinity Drama community, brought his curiosity for storytelling to life through writing scripts and assistant directing whole school productions. He achieved three A*s and an A and is heading to Cambridge to study English. “I’ve known since I started that I wanted to study English and am looking forward to getting stuck into life at Cambridge, particularly the extracurricular activities and hopefully lots of drama! The best thing about Trinity is the people, the friends I am taking with me and the teachers; it is unlike any other place.”
Grace was delighted to achieve three A*s and is heading to Glasgow to pursue Silversmithing and Jewellery. “I think it’s important to keep doing the subjects you’re passionate about, even if it’s not the typical subjects. The Art Department has been a space for creative curiosity, and I have the best memories of time spent there.”
Caden, this year’s Trinity Steinway Scholar, achieved three A*s and one A. He will be starting a degree apprenticeship in Software Engineering with Amazon. “I’ve always thought that university wasn’t for me, so I looked for alternative, more practical routes. I’ve been curious about how things work and have always enjoyed Computer Science here. A lot of my highlights are to do with music, the tours to other countries, how fast I accelerated in piano at Trinity and playing with friends. I am going to miss the teachers and my friends but am excited for the future.”
Freya, who achieved four A*s, said, “I’m taking a gap year to travel around Southeast Asia, with some work planned in Dubai and I hope to do Camp America next summer. After that, I will go to Bristol university to study Economics. I have really enjoyed the social aspect of Trinity, everyone comes together and is so friendly. Being at Trinity has really helped build my confidence.”
Head of Upper Sixth, Sam Hodge, said “Every member of the class of 2025 has grown in their own unique way. They leave us as diligent and ambitious students, but also as fantastic human beings. This group will always have a special place in my heart, and it has been a true privilege to see them flourish here.” Congratulations to the Class of 2025!
A* A*-A A*-B 39% of students 76% of students 95% of students
Big ideas
for curious minds
A year of Mitre Lectures
This academic year saw the exciting launch of the Mitre Lectures, an ambitious new series of talks designed to spark curiosity and stretch the intellectual horizons of our students. Held each half term, the lectures have brought high-profile external speakers to Trinity, offering students the rare opportunity not only to hear from, but also to engage with, pioneering individuals who are redefining their fields.
Mitre Lectures
The lectures are designed to cover a breadth of subjects and themes beyond the traditional school curriculum and encourage students to ponder big ideas. We want to help them challenge assumptions, provoke thoughtful debate, and offer a taste of the intellectual excitement that awaits them at university and beyond.
The Mitre Lectures are a key part of the Academic Scholars’ Programme but remain open to all students who are eager to ask bold questions and take intellectual risks. As the series continues to grow, so too does the spirit of curiosity that lies at the heart of learning at Trinity.
Sultana Tafadar KC on Counter-Terrorism and Justice
Trinity’s inaugural Mitre Lecture welcomed Sultana Tafadar KC, a trailblazing criminal barrister and human rights advocate. Drawing on her work in counter-terrorism law, she explored how terrorism has evolved over the past two decades, raising thought-provoking questions around justice, secrecy, and discrimination in the legal system. Students engaged in a lively Q&A, reflecting on complex legal and ethical issues. The session highlighted not only the realities of law in practice but also the importance of determination, ambition, and curiosity in shaping one’s path.
“The Mitre Lecture was both informative and inspiring. Ms Tafadar’s insight into counter-terrorism law and her advice for aspiring lawyers gave me practical understanding and motivation.” –Naku, Fifth Year
Helen Carr on Reclaiming History
Historian and author Helen Carr delivered a provocative and wide-ranging Mitre Lecture exploring the subjectivity of historical narrative and the importance of reclaiming overlooked perspectives. Drawing on her own work and that of her great-grandfather, E.H. Carr, she challenged students to ‘read against the grain’ and examine how power, identity, and bias shape our understanding of the past. From medieval chroniclers to climate change and contested statues, her talk sparked critical debate across all year groups and inspired students to reflect on how future generations might judge our present.
“Helen Carr’s talk opened my eyes to the hidden stories in history and reminded me that what we choose to remember –or forget – matters deeply.”
–Aidan, Upper Sixth
Laura Bates on Challenging Everyday Sexism
In a powerful and deeply affecting talk, author and campaigner Laura Bates explored the enduring cultural, institutional, and systemic roots of sexism. Speaking to a packed Mitre Theatre, she shared insights from her Everyday Sexism project and discussed how misogyny intersects with racism, ableism, and other forms of discrimination. Her call for collective responsibility resonated strongly with students of all genders, as did her practical guidance for challenging prejudice in daily life. A lively Q&A showcased the depth of student engagement with this vital topic.
“Laura Bates’s lecture was unforgettable – she created a space where everyone could reflect on the realities of sexism and feel empowered to speak out.” –Beni, Lower Sixth
Sathnam Sanghera on the Legacy of Empire Award-winning journalist and author Sathnam Sanghera delivered the final Mitre Lecture of the year with a compelling exploration of the British Empire’s complex legacy. Drawing on themes from his books Empireland and Empireworld, he encouraged students to move beyond binary debates and instead engage critically with how imperialism continues to shape modern Britain and the wider world. With insight, humour, and personal reflection, Sathnam illuminated topics ranging from migration and multiculturalism to medicine, values, and identity; prompting thoughtful discussion across year groups.
“Sathnam Sanghera challenged us to see empire not as distant history, but as something that still shapes our world today.” – Madinah, Lower Sixth
Coming up...
Mitre Lectures 2025–26
A fantastic line-up of topics and initial speakers confirmed for this academic year include:
Autumn
– Dr Julia Ebner: Conspiracy theories
– Rt Hon. Jeremy Hunt MP: How to Save the NHS
Spring
– Topic: Understanding the class system
– Topic: All about... surgical robotics
Summer – Topic: Wildlife conservation
The Power of Maps
A project that really sparked the imagination of our academic scholars this year was ‘The Power of Maps’, launched by the Geography Department and inspired by a student-led cartography club. Designed to show that maps are far more than just navigation tools, the project encouraged students in the Junior to Third Year to explore how maps can tell stories, shape opinions, and even influence global events.
With six creative themes ranging from maps in history and digital mapping to future technologies and maps as art, students were given the freedom to pursue topics that intrigued them. Curiosity led the way.
Some chose to investigate map bias and why Europe is often placed at the centre of world maps. Others created imaginary lands, tracked the impact of carbon emissions, or explored how maps can be used in video games and propaganda.
What emerged was a celebration of independent thinking. Students examined everything from map distortion and fantasy landscapes to environmental change and the influence of mapping in digital spaces. The variety of ideas revealed how deeply they were thinking, and how far curiosity can take them when learning is student-led.
Projects like this go beyond subject knowledge. Students learn to ask questions, develop original perspectives and express ideas in creative ways. They gain confidence and build skills in research, analysis and communication, and – most importantly – take greater ownership of how they learn. As this project showed, when students are trusted to explore big ideas, they often go further than anyone expects.
What makes a scientist? Is it a lab coat, a pair of goggles, or a complicated formula scribbled on a whiteboard? While they may help, at the heart of every scientific breakthrough – from the discovery of gravity to landing a rover on Mars –is something much simpler: curiosity.
Curiosity is the drive to ask, ‘What if...?’ or ‘Why does that happen?’ It's the itch to explore, to experiment, and to understand the world around us. It encourages students to push beyond textbooks and work things out for themselves. In science, curiosity isn’t just helpful – it's essential.
We run several STEM projects every year, as part of co-curricular activities, building on lessons learned in the classroom. Each one starts with a question, and leads students somewhere exciting, surprising, and new. Here are the highlights from the past year:
Reaching new heights with CanSat Our students took their scientific curiosity sky-high through the CanSat project, where teams were challenged to design and build a fully functional satellite that was small enough to fit inside the dimensions of a drinks can. Moving from the initial concept to a first prototype and finally to a completed design proved to be a demanding process – one that tested not only their technical understanding but also their organisational and leadership skills. Much like engineers working toward a real launch window, students had to keep to strict timelines to ensure their satellites were ready in time.
The creativity on display was remarkable. One team designed a satellite that used inertia to help steer itself toward a specific target after being deployed from a rocket, while another explored how a mini satellite could test atmospheric conditions to identify planets that might support life – mirroring the work scientists do in searching for habitable exoplanets.
Their hard work paid off: three teams advanced to the regional heats, where they had the chance to see their satellites launched on real rockets – an unforgettable experience that brought their months of planning and problem-solving quite literally to new heights.
Lower Sixth student Oscar saw his team’s CanSat being launched by a rocket and said, “It was a really great experience seeing the culmination of all our work coming together in one moment. Seeing and hearing that rocket go off and watching as our beautiful CanSat successfully returned to Earth with its parachute was incredible.”
Inventing solutions for a better world
The Davidson Inventors Challenge is a chemical engineering project in which eight teams of Sixth Form students collaborated with Cambridge University researchers to tackle real-world problems. The challenge? Use science and innovation to address one of the United Nations’ Sustainable Development Goals. The starting question was ‘How can we make the world better through chemistry?’
One standout project focused on how a naturally occurring protein found in guava could be used to kill harmful bacteria, offering a low-cost, effective way to improve drinking water quality in developing countries. Another team looked at the environmental impact of disposable coffee cups and proposed new types of polymers that could make reusable cups more sustainable, easier to recycle, and better for the planet.
“The experience was a fantastic opportunity to develop organisational and leadership skills. It allowed us to use our scientific interest and knowledge to investigate ways to support amazing charities like WaterAid. Knowing that what we were researching could potentially help lots of people had a lasting positive impact on all of us.”
Lower Sixth student Dihain led the Purewater team and said:
Trinity Science Week Curiosity was also on full display during our annual Trinity Science Week, which this year tied into the British Science Week theme of ‘Change and Adapt’. The school was buzzing with scientific excitement, with talks from experts discussing habitable exoplanets, an alumnus who works as a test engineer at Red Bull Racing, and hands-on practical events in the labs during lunchtimes.
The week kicked off with our ever-popular Science Competition, with more than fifty students from across year groups rising to the challenge, showcasing their creativity and passion for discovery.
Entries were as diverse as they were impressive: from meticulously crafted 3D-printed wind tunnels and detailed model Martian habitats to the crowdpleasing (and eyebrow-raising) ‘Spice Challenge’, which delved into how humans adapt to spicy foods. It was a vivid reminder of how science can be hands-on, surprising, and even a little bit fiery!
In the end, whether it’s purifying water with proteins from fruit, launching satellites into the sky, or building models that explore how we adapt and change, all these projects share one thing: they began with a question. At Trinity, we believe that’s where true science starts – with curiosity. It’s what drives our students to explore, to experiment, and to grow not just as scientists, but as thoughtful, creative problem-solvers ready to shape the world around them.
These inspiring challenges are co-ordinated by Jack Manchester, Head of STEM, who leads projectbased learning opportunities for students across the school. The same scientific curiosity is sparked when we invite pupils at our partner primary schools into our labs.
This year's Middle School production was Private Peaceful by Michael Morpurgo – a moving coming-of-age story set against the backdrop of the First World War.
Directed by Lucy Robinson, Director of Drama, the play follows Tommo Peaceful, a young soldier reflecting on family, loss and love from the confines of a military prison cell.
“While Morpurgo’s War Horse is more widely known,” said Lucy, “I love the varied characters in Private Peaceful and the contrast between the idyllic Devon countryside and the harrowing trenches in Belgium.”
The production featured a minimalist set and abstract lighting to match the play's episodic structure. “There are so many quick scene changes that clunky scenery would disrupt the tension and flow,” she explained. “To heighten the tragedy in the war scenes, it was important that moments of comedy were released in the first act. Students ably switched between the comedic and sad in a way that I hope built the pathos in the morning scene when the unthinkable happened.”
Lucy also praised the maturity students brought to the play’s challenging themes of death, legacy and war.
For Fourth Year student Hector, who played Charlie Peaceful, the process was both exciting and emotional. “I was ecstatic to be cast in a lead role, and slightly apprehensive as it was a big responsibility,” he said. “My favourite part is hard to pin down – it was probably seeing the play take shape, making new friends, and the sheer pride I felt standing centre stage with George during the curtain call.”
George, also in Fourth Year, played Tommo – the story’s protagonist and narrator.
“Having been in productions since JBugs, it was really exciting to get a lead role,” he said. “Tommo is more developed than others I’ve played, and less eccentric or comical, which was a good challenge.”
Learning lines was a feat in itself.
“I was daunted by the number of lines, particularly the nine monologues!
One of the Sixth Form Drama students, Ethan, suggested recordings might help –and kindly recorded the lines for me, which helped a lot.”
Both students reflected on how the experience deepened their connection to theatre. “Drama at Trinity means I can express myself and explore all the different aspects of making a play,” said Hector. George added, “We were all working really hard, and it was particularly exciting to see how the set brought the different locations to life.”
Lucy concluded by reflecting on the importance of curiosity during rehearsals. “Fundamentally, the best theatre promotes curiosity,” she said. “Theatre-makers want audiences to become invested in characters, and we want our actors to explore them with curiosity in the rehearsal room. Private Peaceful was no different, and lots of the conversations in rehearsal prompted questions and ideas about family, history and relationships.
“We often draw on Stanislavski’s methods –encouraging students to ask, ‘What does my character want?’ and to connect with the emotional truth of a scene. While no one in the cast has been in the trenches, they all remember moments of fear, anticipation or loyalty. Drawing on those memories creates authentic, emotionally honest performances which are the most exciting to see.”
This year’s Lower School production was Alice –a bold, contemporary adaptation of Lewis Carroll’s classic tale by playwright Laura Wade. Set in Sheffield, the play reimagines Alice’s journey as a surreal exploration of grief, identity, and imagination, following her emotional response to the death of her brother, Joe.
Performed by an enthusiastic cast from Junior to Second Year, this production combined humour and heart, fantasy and grit – from trapdoors and Lobster Quadrilles to jam bans, flamingo croquet and even a nod to Eminem.
Director and Teacher of Drama Sofia Deas explains:
“I knew I wanted something with a bit of grit, so when I first read Alice, I was instantly sold. I absolutely love how Laura Wade took a well-known story full of whimsy and joy and explored the darker themes so many young people face.
“I was very proud of the way our exceptionally talented cast and crew approached it with curiosity, sensitivity and determination. They worked relentlessly, asked questions, and delivered a mature, thoughtful performance of a very ambitious text. Well done!”
The role of Alice was shared by JBug James and First Year Daniel, each representing different sides of the character.
Daniel said, “Sharing the role was confusing at first because it wasn’t written for two people. But we developed different aspects of Alice – James showed her anger, how she coped with the loss of her brother Joe by lashing out. I was the more curious side, which I could relate to, and bottled it up until it all comes out at the end. The best bit was discovering what was going to happen in each crazy scene and what props we were going to use.”
James said, “I really enjoyed playing Alice. At first, splitting the role felt like it could go horribly wrong, but it actually worked really well. The best part was probably the rehearsals – they were just so fun. My favourite moment in show week was Thursday night just after Act 1, because we had done SO MUCH BETTER than Wednesday [dress rehearsal]”
Third Year Thomas took on the role of Assistant Director – his first time behind the scenes. “It’s been a really eye-opening experience – getting to explore my own creative process and seeing how others, like Miss Deas, approach character work differently,” he said. “I’ve especially loved working with smaller groups, diving into characters and shaping moments has been so rewarding. Seeing everything come together – from bold costumes to the final performance – has been a highlight.
“Working with such a talented, enthusiastic group, including three brilliant girls from Old Palace, has been a real privilege. They’ve made me laugh and made me proud. I’ve also learned just how much admin and detail goes into a production –my top tip is to always be helpful and supportive. I’d love to direct again, though I still can’t decide whether I prefer directing or acting –I love both!”
sound The of discovery Music
“You stumble across something and go, ‘I’ve never heard anything like that before.’ That’s a lifechanging moment.”
Joe Pettitt Head of Rock, Pop and Jazz
“Curiosity is the most critical factor for being a musician – that desire to discover and to interpret and to express yourself.”
Richard Evans Head of Piano
Curiosity drives musical growth.
Head of Rock, Pop and Jazz, Joe Pettitt, encourages students to explore broadly. “It’s important for jazz musicians to listen widely. What we play is largely improvised, an aural tradition. The more you listen, the more you understand – sometimes it’s almost better than practice. People often have a fixed idea of what jazz is, based on that one record their uncle played them, but it’s such a wide thing. I'm keen that students find their own way into it.
“There's nothing better for me than walking through the department and hearing some kids get together to play jazz. There’s a freedom in the music that allows them to jam and just try things out.”
Every Friday, Joe runs a Jazz Breakfast Society. “I try to play an eclectic mix of subgenres and decades of jazz in the hope that one thing flicks the switch for someone. Then they go down that rabbit hole, discovering albums and artists that shape their taste. Sometimes I'll bring ideas, sometimes the students bring tracks they’ve found and want to share.”
Richard Evans, Head of Piano, complements this with a focus on selfdirected learning. "The best place for music to come from is you. You have to explore, discover and be curious about the sounds you create, and how they communicate. Some of the most outstanding musicians have been selftaught – curiosity is what drives that. The more curious you are, the faster you progress.
“There’s a misconception that classical piano is only taught and jazz is worked out; practising is more important than a lesson. It’s that protected space to experiment and develop your own voice. And piano isn’t only solitary – in the Steinway Suite, our pianists often play to each other, support each other’s goals and grow together.
“At Trinity, we mentor students rather than just teach them. Curiosity guides them towards their own version of success.”
Ben, Lower Sixth pianist and trombonist, said, “The Music Department has really ignited my curiosity and passion for music. Jazz Breakfast Society has opened my eyes to how diverse jazz really is, and it’s made me want to explore more in my listening and playing. Performing with Big Band 1 and going on tours to places like Venice and Prague has shown me both the pressures and the excitement of being a musician. As someone who wants to go into music professionally, Trinity has given me amazing experiences that prepare me for that future.”
Upper Sixth student Lillian said, “Before joining Trinity, I attended Trinity Proms and was captivated by the Big Band. I grew up playing classical music, but that performance sparked my interest in jazz. Since then, I’ve explored new genres through Big Band, Symphonic Wind Orchestra and Clarinet Quartet.
“The Music Department offers a welcoming, safe space to connect with others and grow without pressure. With specialist teachers, world-class facilities and opportunities to collaborate with likeminded musicians, my development has accelerated in ways I hadn’t imagined. A highlight was performing with the professional big band LPSO and Mica Paris at Fairfield Halls - an experience that challenged me technically and deepened my love for music as collaboration. Trinity hasn’t just broadened my horizons, it’s made me a more versatile and confident musician.”
For Liz Regan, Director of Music, it’s all about every student finding their way into music: “We want every student to discover a passion for music. If they’ve never played before, we offer free taster lessons, and everyone is encouraged to sing – which could even lead to performing with the Trinity Boys Choir at Glyndebourne or the Royal Albert Hall. Most of all, we want students to feel at home in the department, with opportunities across classical, rock, pop and jazz.”
Strings attached Trinity Soloists tour Belgium
At the start of the summer holidays, 26 of our most advanced strings players – the by-invitation-only Trinity Soloists – set off for Belgium. Three concerts, three cities, and a week full of music, culture and new experiences made the trip unforgettable.
Head of Strings, Cristian Persinaru, summed it up: “Last year's Upper Sixth musicians were an exceptionally talented group, and we chose a repertoire based on their skills that could represent the school internationally. It also allowed our younger musicians to grow by being a part of.
“The main aims of a tour are to expose our students to new cultures, forge new friendships across year groups and to build trust as an ensemble. They must learn what excellence in performance means and how to achieve it, so they are prepared for any eventuality as musicians.
“The best thing for me was seeing our senior students integrating the younger ones into their games and conversations, supporting them musically and generally ‘keeping an eye out for them’. I know they have forged friendships that transcend age-groups and will continue back at school. Most endearing was seeing how a bunch of 26 students became one team on stage, trusting each other and enjoying their performances together.”
The group performed in the Onze Lieve Vrouwekerk in De Haan, Sint Gilliskerk in Bruges, and the awe-inspiring Sint Baafskathedraal in Ghent. Between concerts they explored castles, learned to make chocolate pizza, took part in a sound workshop, played games on golden beaches, and spent a day at a water park.
Talented cellist Elliot, aged just 11, said, “It was an amazing experience to perform concerts to the public. The older kids and staff made me feel comfortable, and it was special that they don’t go by age, they go by who can play the music.
"All the activities were really excellent – the best for me was the water park because it had really fun rides and was refreshing on a hot day. However, the most amazing part was the concerts. We performed in such beautiful venues, with huge crowds. It was possibly one of the greatest tours ever.”
Fourth Year violinist Georges said, “After our first successful concert, we were allowed to explore the beachfront by ourselves. With two friends, I walked up to a small pier at the far end of the beach. It was empty and the choppy sea along with the beautiful sunset made for several photo opportunities. I also really enjoyed exploring the area around our concert venue, Ghent’s cathedral. This is one of the most beautiful places I have ever played in, with stunning architecture and a truly unique acoustic. Overall, I had such an enjoyable time, as we had the opportunity to relax and have fun, as well as deliver fantastic concerts and admire the culture and architecture.”
Lower Sixth violinist Corin, who joined Trinity at the start of the year, said, “I really enjoyed the trip to Belgium –my first music tour with Trinity. It was an amazing experience performing in a range of venues and hearing how our sound changed, and how to adapt. The last day at the waterpark was a brilliant way to relax after performing.”
Upper Sixth student Caden, the departing Steinway Scholar even learned to play the harpsichord especially for the tour, as it’s a prominent instrument in Baroque music. He said, “As a school leaver, the Belgium tour was an incredible send-off to everything I love about music at Trinity. Playing in staggeringly beautiful cathedrals and halls always amazes me, and seeing our confidence and cohesion grow with every performance made the experience so rewarding.
“An integral part of these tours is cultural exposure. Being immersed in these cities, meeting locals and learning about their lives broadens our perspective and deepens our appreciation for the people we share our music with.
“Gathering such a committed group of musicians brought highs and lows, forging great memories and unexpected friendships. My favourite aspect was the inter-year bonds, which created a more unified Trinity Soloists. Having met so many talented and enigmatic young players, I know our music scene will be in safe hands for years to come.”
On the cricket pitch, curiosity can drive students to explore new roles, analyse performances, ask tactical questions, and push themselves to grow. From first-time players in the Junior Year to county-level athletes higher up the school, thereʼs a shared energy in our cricket community, and last season it was on full display.
Cricket at Trinity: A season to remember
“We're incredibly proud to be included. It's a huge team effort: from the grounds staff who prepare pitches for over 30 matches a week, to the nearly 30 members of staff involved in coaching. That shared commitment is what makes cricket here special.”
Steve Richards, Head of Cricket
Breadth and inclusion
Cricket at Trinity has a long and proud history, with records dating back to 1908. Today, the scale of the programme reflects the school's commitment to inclusive, high-quality sport.
This summer alone, over 250 students represented the school across 175 fixtures in a ten-week term; a figure made possible by a rotating system that ensures players in all teams (Cs, Ds, and Es included) get meaningful match opportunities.
“We want everyone who wants to play cricket to get the chance to represent the school,” says Head of Cricket, Steve Richards. “Whether you're in the 1st XI or playing your first match in the U12 Ds, you're a valued part of the team.”
That approach is a key part of our Trinity's coaching philosophy.
“It's not about sitting kids down for long briefings. It's about keeping sessions full of energy, encouraging them to ask questions, and making sure they're always learning – even when they're fielding on the boundary.”
Top school for cricket
In recognition of this ethos, we were this year named one of the UK's top 100 senior schools for cricket in The Cricketer Schools Guide 2025. Selection is based on curriculum provision, facilities, fixtures and coaching, and our inclusion reflects the year-round dedication of both staff and students.
Elite level
We have several students who are playing cricket at the highest levels, with two Sixth Formers Tommy and Rhys representing Surrey U18s, and Louie in the Fifth Year playing for Kent U18s. A number of younger students are also involved in county age-group squads and Emerging Player Pathways.
Support for these elite players has been bolstered this year by the appointment of Alex Blake as Trinity's new Cricket Professional. Alex brings a 17-year career with Kent to the role, and many students were already familiar with his dynamic coaching style through his work at local clubs and within the Kent District programme.
“Alex fits right into how we coach at Trinity,” said Steve. “He's full of energy, highly engaged, and brings a huge amount of knowledge. Our students have already gained a lot from working with him.”
Girls’ cricket goes from strength to strength
The past three years have seen the rapid rise of girls' cricket at Trinity. From no fixtures just a few seasons ago, the girls' 1st XI now plays regular matches and competes in county and national competitions.
A real milestone came this year with the first-ever Girls' MCC fixture – a day-long declaration match that saw our team hold on for a hard-earned draw against one of the world’s oldest cricket clubs. “It was a huge moment,” Steve says. “To have both boys' and girls' MCC fixtures on the same day, with shared lunch and social time, was a really powerful symbol of how far we've come.”
Opportunities beyond the boundary
For students in the U15s, the season ended with a trip to the inaugural Apex Festival at Millfield School, where teams from across the UK and abroad came together for a week of cricket, leadership workshops, and masterclasses with professionals including Andrew Strauss and Ebony Rainford-Brent.
“It was brilliant,” says Steve. “They played great cricket, but they also got to meet players from Guernsey, Namibia and South Africa. It was the sort of experience that goes beyond sport; those are the things they'll remember.”
Looking ahead
There have been stand-out performances this season – hundreds scored, hat tricks taken, debut matches won – but for Steve Richards, the highlight is something simpler: watching students grow.
“To see younger players stepping up, senior players leading by example, teams celebrating each other's successes –those are the real wins. That's what keeps us coming back every season.”
SOUTH
2025
AFRICA
A multisport adventure
In August, 43 students and six staff set off on Trinity’s biggest multi-sports tour in decades, travelling to Cape Town, Stellenbosch, Johannesburg and Pretoria to play rugby, hockey and water polo. It was more than just pre-season practice – it was a chance to experience new places, meet new people and make memories that will last a lifetime.
Playing in South Africa
Playing against schools in South Africa is an experience itself. Grant Beresford Miller, Assistant Director of Sport who led the trip, said, “Sport is everything in South Africa, and it was a great for our students to experience that first-hand. It meant a very high standard of play, and the games were hard-fought – especially in rugby – but our students also experienced the incredible facilities they have there and the huge crowds at matches.”
Across the three sports, students played three rugby fixtures, three in water polo and five in hockey. The hockey teams were the most successful, but one of the best things about the trip was the way the three sports came together. Some students played in two – and even three – different teams, while others were able to cheer on friends in sports they don’t usually watch.
Then Fourth Year Luke said, “Almost everyone we played was much bigger and stronger than us – I felt this most in water polo, but also in hockey. Despite this it was still very fun, and everyone was very nice. Going into the tour, I was a bit nervous being one of the youngest but straight away, the older students were so welcoming, and I quickly felt like I fitted in.”
“One of the standouts of the tour was seeing students cheer on sports they don’t usually play. That sense of unity across rugby, hockey and water polo – and across age groups – was really powerful,” said Grant. “Older years kept an eye out for the younger ones, and with only a small number of Fourth Years on the trip, it was reassuring to see how quickly they were welcomed into the group.”
“Building friendships was made easy as we spent every day together, sharing laughs and making memories. On and off the pitch the older years looked out for us and were significant role models, motivating us each day.”
Ty, Lower Sixth
Experiences beyond sport
Away from the matches, the group had the chance to explore South Africa and experience a completely different culture. They climbed Table Mountain, had a surfing lesson at Muizenberg Beach and finished the tour with a safari.
The most moving moments came during a township walking tour in Cape Town and a visit to the Winnie Mabaso Foundation, which supports vulnerable and orphaned children in South Africa, particularly those living with HIV. Our students spent the day playing football and chess, joining in dancing and simply having fun with the children.
“Visiting the townships and the Foundation gave our students a real perspective on life. It was humbling, and I think it made many of them stop and think about how fortunate they are,” said Grant.
“One thing I'll never forget is the safari. Seeing so many amazing animals with my friends was one of the best moments of my life. Watching the sunrise on the safari was a really special moment.”
Luke, Fifth Year
Memories to take home
By the end of the trip, students had tested themselves on the pitch, built friendships across sports and year groups, and seen parts of the world that challenged their perspective.
“The students were incredible, they threw themselves into everything – whether it was surfing, dancing with children in the township, or playing chess in the playground. They were fully engaged in every moment,” he added. “Honestly, it was one of the best tours I’ve ever been on, and the memories made will stay with them for a long time,” said Grant.
The success of the South Africa tour has paved the way for future multisport trips, and with co-education on the horizon, even more opportunities for multisport trips lie ahead.
“South Africa was an unforgettable experience. I really enjoyed visiting the township of Kayamandi. It was a great opportunity for us to understand how lucky we all are, as we saw first-hand how challenging life in poverty is for many people. We felt very welcome there, the food was incredible and I enjoyed the drumming very much. Although the real highlight would have to be watching the coaches attempt a dance-off!”
Danny, Lower Sixth
“What I enjoyed most about the trip was the breadth of South Africa we got to experience. Each day brought new eye-opening experiences from physical tasks like the scaling of Table Mountain, to community work during the Winnie Mabaso Foundation day. It was great to see boys from multiple years get on so well and work collaboratively to get the best out of the trip. It definitely brought us together.”
Ollie, Upper Sixth
Community
Art on a Postcard
This year’s Trinity Partner Primary School (TPPS) ‘Art on a Postcard’ competition brought together young artists from across 14 primary schools, inviting them to explore the theme of ‘Community’ on a tiny but powerful canvas. Now in its second year, the competition has more than doubled in scale – with more than 200 pupils taking part – a testament to both its creative appeal and the meaningful connections it helps to build.
Spearheaded by our Director of Art, James Robertson, the initiative offers a creative starting point and encourages pupils to explore their own ideas and interpretations. “When you set a theme, it gives pupils a place to begin,” James explains. “Without that, they can feel a bit stuck. But with something like ‘community’, their curiosity starts to take over and they run with it in all sorts of directions.”
And they certainly did. From maps of imaginary neighbourhoods and depictions of community sports teams, to personal takes on diversity, inclusion, kindness and belonging – each postcard told its own story. There was even one about railway nationalisation. “There were some really clever ideas this year,” says James. “The pupils clearly spent time reflecting on what community means to them. That’s what I love – the range of interpretations, the unexpected angles.”
Seven standout postcards from each school were selected by James to create a miniature exhibition of big ideas in our Shaw Gallery, showcasing their work alongside our GCSE, A Level and Open Art Award exhibitions at the end of the summer term. The young artists and their families were invited to a private viewing to see their work presented in a professional setting – a moment of real joy and excitement for them. In addition, one overall winner from each primary school was chosen to receive a prize pack of art materials, including sketchbooks, watercolours and drawing guides. “Exhibiting their work in a gallery space adds something special,” James says. “It gives their work value, and seeing it celebrated like that can be a huge confidence boost.”
The youngest artist with work on display was just six years old – beaming with excitement to spot her postcard on the gallery wall, and offering a lovely reminder of how even the youngest pupils have stories to tell when given the chance.
Projects like ‘Art on a Postcard’ nurture more than just artistic talent. They invite primary pupils to be curious, explore themes that matter to them, and share their perspectives in creative ways. “It’s about recognising their ideas, their effort, and making them feel that what they’ve created is worth showing.”
Miss Forrest, Art teacher from Pickhurst Academy, said, “They all found such lovely ways to respond to the theme – they were really proud of themselves. It was great seeing how open the topic was and how creatively they each approached it.”
What is TPPS?
The Trinity Partner Primary Schools programme collaborates with 17 local primaries with creative, hands-on activities that raise aspiration and build confidence. It’s all about long-term partnerships, not oneoff visits – giving pupils meaningful experiences across the curriculum, and beyond it, and Trinity students the chance to lead and give back to their community.
“I drew ballet shoes because dance is a big part of my community. I love my dance school –it’s fun and full of lovely people.”
Ruby, Balgowan Primary
“I drew day and night around the Earth, with things that show community like tea and fish and chips. I used Posca pens – they’re my favourite!”
Neha, Woodfield Primary
“I really like trains and I know a lot about them. That’s why I made my postcard about railway nationalisation.”
Samuel, St John's School
“I drew two hands holding the world with tiny people in rainbow colours. My mum helped with ideas, and I liked thinking about the whole world as a community.”
Vanessa, Pickhurst Primary
“I drew hands and buildings to show our community. I didn’t think it would win, but it did mean something, so maybe that’s why!”
Honya, Monks Orchard
“I drew Croydon Town Centre because it’s where I live and it feels like part of me. I used coloured pencils and watercolours – I like trying lots of things!”
Leanne, Howard Primary
T C W L P E O H U O o R R F e R R S O T i L T P Y O D U s
Tucked discreetly beside the swimming pool and opposite the climbing wall lies one of Trinity’s most quietly remarkable spaces. Warm in winter, stifling in summer, and always faintly scented with the musk of old PE kits and lone trainers, the Lost Property room is part treasure trove, part detective bureau, and an unsung pillar of school life.
At its heart is a small, dedicated group of parent volunteers who open the cupboard doors each morning between 8-9am, helping students reunite with their forgotten belongings. Led by parent Vanessa Collier, this team offers patience, discretion, and an impressive knack for deduction. All bring a friendly face, zero judgement, and a deep appreciation for the power of a good label.
And what do they encounter? Almost everything. School bags, sports kits, single shoes, musical instruments, and water bottles...hundreds of them! But also, more unusual curios: a witch’s hat, a magnetic dartboard, a lone doll, the occasional half-completed art or science project. If curiosity is sparked by the unexpected, then this small room is its epicentre.
Items are carefully checked for any clue of ownership – initials, siblings’ names, club crests – and students are contacted when something matches. Over time, the LP team has even honed a sharp eye for crests of local schools and clubs, enabling them to return wayward kit left behind after fixtures or events. Unnamed items are neatly sorted by date and type – racks for clothes, shelves for water bottles, and boxes for valuables – waiting patiently to be claimed.
“We see it all,” Vanessa says. “But what never gets old is the look on a student’s face when they’re reunited with something they thought was lost forever. That’s our reward, and we know there’s usually a relieved parent behind the scenes too.”
Of course, not all items make their way home. In those cases, they’re donated where possible: to the school’s Good As New sale, with profits going to the Trinity Malawi Project, local charities, or upcycled elsewhere. The cupboard’s quiet ecosystem ensures that very little goes to waste.
In a busy school where students are juggling timetables, activities and kit, the Lost Property room is a calm and quietly efficient space; a small act of daily care, surrounded by neatly catalogued curiosities.
With many thanks to Vanessa for the article and all parent volunteers in the Lost Property team. Any queries should go to: lostproperty@trinity.croydon.sch.uk
Four of the ten-strong Lost Property team, all current parents. (Left-to-right: Carly, Vanessa, Pete and Tom)
Shaping Trinity’s co-educational future together
We want to provide for younger girls what we currently offer to boys: a nurturing, academically ambitious environment with first-rate co-curricular opportunities.
We announced in April that we’re embarking on an exciting journey: by September 2031, the school will be fully co-educational, having welcomed girls into the younger years from 2027. This change expands on the success of our thriving co-educational Sixth Form, and it will strengthen the sense of community for every student –boys and girls.
Vision for co-education
“We want to provide for younger girls what we currently offer to boys: a nurturing, academically ambitious environment with first-rate co-curricular opportunities. Diversity has always been a strength of our community, and extending coeducation will better prepare all our students for the world beyond school.
“This is not about changing what Trinity stands for – it's about creating even richer opportunities, socially, academically and in co-curricular life, by embracing diversity and ensuring every student feels known and valued.”
Alasdair Kennedy, Headmaster
A community-led journey
We're determined that our current students will play an active role in shaping this transition. “We want every student to feel they’re part of this journey,” Jed Pietersen, Head of Sixth Form, explains. “Since the announcement, we’ve started engaging our Sixth Form Council and Senior Prefect teams to help us understand what matters most to them – and how we can make Trinity even stronger through co-education.”
Students in the Sixth Form have a unique perspective, having experienced coeducation at Trinity already, and many came from co-educational schools previously. Their role as mentors and role models will be especially important for younger year groups as the transition unfolds.
We also know this change will benefit boys as much as girls. Students in all-boy years will continue to enjoy the same high standards of pastoral care and academic challenge, while also gaining new opportunities to collaborate in Music, Drama, Art and co-curricular clubs alongside girls – just as they already do with our Sixth Form girls.
Our Heads of School for this year, Abi and Oscar (pictured here with Deputy Head Jacob)
Our new Heads of School, Abi and Oscar, were asked during their selection process to reflect on what this change will mean. Both are passionate about ensuring the student voice is central.
Abi, a Drama Scholar studying Economics, Drama, Government & Politics and English A Levels, joined the Sixth Form from Old Palace School. She says, “I am so enthused that I can help the school oversee the fantastic endeavour of providing full co-education, making the school a welcoming and comfortable space for everyone regardless of their identity. This role is something that I will not take lightly, and I am itching to get stuck in!”
Oscar, also a Drama Scholar studying Further Maths, Physics and Computer Science, adds, “It’s a privilege to actively contribute to positive change, especially as we prepare for the transition to full coeducation – working alongside architects to design new spaces, and with the community to ensure we have a culture that’s ready for the future.”
“We are thinking about every aspect of school life. Pastoral support, curriculum, co-curricular activities and facilities – we want to ensure both boys and girls thrive from the moment they join.”
Investment in facilities and opportunities
As we celebrate 60 years in our purposebuilt school, we are grateful the original architects provided the foundations – and space – for ambitious evolution. We are now planning new spaces and resources to support the growth of the school. This includes improvements to social areas, a new netball facility, new dining room, significant investment in Performing Arts spaces and a new Sixth Form Centre. Over the summer, works to improve the hockey astros, changing rooms and the creation of a new sports studio were completed, so that current students start benefitting immediately from this investment.
“We are thinking about every aspect of school life,” says Alasdair Kennedy, Headmaster. “Pastoral support, curriculum, co-curricular activities and facilities – we want to ensure both boys and girls thrive from the moment they join.”
A stronger Trinity for all “This is about building on our strengths,” says Alasdair. “We know from our Sixth Form that a co-educational environment helps prepare students for life beyond school – enabling them to collaborate, compete and create alongside peers of all genders in a forward-looking, outwardfacing community.
We have a dedicated page on our website providing updates on how we are Extending Co-education. Please see there for the latest news and FAQs: trinity-school.org/co-education
A pivotal move—
In September 1965, the doors of the new Trinity School in Shirley Park opened to students. Moving from North End in central Croydon to a purpose-built, modern site gave the community a sense of wonder and opportunity. While much was ‘business as usual,’ the facilities marked a new era for both the school and central Croydon.
Students whose school career spanned both locations recall the transition as moving from dark to light, from tradition to progress – from a reputation for strong 'A teams' in core sports to an ethos that now celebrates participation and inclusivity across the whole range of educational opportunities.
Ambition was built into the foundations from the start, and Shirley Park has supported Trinity’s growth and evolution ever since – enriching our culture and community and making the school the special place it is today.
Growing
together
Our sense of community was recently praised by the Independent Schools Inspectorate (ISI) as a significant strength. Every student at Trinity benefits significantly from our diverse and inclusive community, created by our bursary provision. We welcomed girls into the Sixth Form in 2011, and in 2027 the whole school will become fully co-educational, bringing new perspectives and greater diversity as we evolve once again.
As part of this journey, we are reintroducing the Trinity House system. The Houses will further strengthen community spirit, encourage friendly competition, and create opportunities for boys and girls to grow together and across age-groups. This step both honours tradition and prepares us for co-education, reinforcing the sense of belonging that has always been at the heart of our school.
Celebrating our legacy
To mark our 60th anniversary, we have launched a campaign for the Trinity Bursary Fund (TBF), encouraging every student and member of our community to raise £60 in celebration of our diversity.
The TBF, alongside bursaries provided by the John Whitgift Foundation, ensure talented young people from South London can continue to access a Trinity education, regardless of socio-economic background.
60 years at Shirley Park.
When the Archbishop of Canterbury, Dr Michael Ramsey, laid the Foundation Stone at Shirley Park in 1964, he remarked,
“We must always be looking ahead. Trinity has fine traditions. Let it be a school very adventurous in the use of new methods [which] encourages its pupils to go out into the world and serve their fellows, [with] sympathy of human interests.”
Reflecting on that vision, Alasdair Kennedy, Headmaster of Trinity, says,
“The move to Shirley Park was pivotal, enabling Trinity to become the school it is today. The extensive grounds have allowed our sports programmes to flourish, and the beautiful greenery is enjoyed daily by our students. Recent additions – including our new Music School, the Shaw and Turner buildings, new Sixth Form Centre, and updated Concert Hall – show how we continue to grow while upholding the values the Archbishop outlined: nurturing good humans and looking to the future.”
A heritage of music, sport and service
This year, we are also celebrating:
Years of the Trinity Boys Choir
Years of the Trinity Concert Band
Years of Rugby at Trinity
Years of Trinity CCF
Leading through values
On the cover
Thank you
This issue of In Trinity is centred on curiosity. The quote supports our view that successful students share one defining characteristic: curiosity. 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 Simon Stacpoole for his photography, and Onthree for the design.
