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NHS WELLBEING GUIDANCE AND ADVICE: Click Here for NHS Wellbeing Advice for anyone exposed to the incident at the Manchester Arena on 22 May 2017

UPDATED EXAM BOOKLET TIMETABLE: The updated exam timetable has now been published, for details click here.

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New Education Changes

There have been some key changes in Education over the last few years such as: the reform of the GCSEs; a new curriculum in Key Stages 1 to 3, and the removal of fully embedded levelling systems and descriptors.  The PDF Document link below will explain the key changes to how a pupil is assessed.

Click here to access the PDF Document


The Blessed Trinity Way to assessing your child

Tracking your child’s progress throughout their time at school and intervening when appropriate remain core principles for ensuring that each pupil meets their full academic potential at Blessed Trinity. What we are changing is the measure we use to monitor your child’s progress and attainment.

• When a pupil arrives at Blessed Trinity we will use the information received from KS2 results to set subject targets based on grades 1 through to 9. 

• So throughout their time at Blessed Trinity pupils, parents and teachers will be able to see clearly the progress being made towards a final GCSE grade

• In years 7 to 9  your child  aim to reach an  end of year target grade

• At the start of Year 10 they will focus on their final GCSE grade


Progress between grades requires a new depth and breadth of understanding and to reflect this we have broken these numerical grades down in to 3 steps, for example:

4:1– Pupil has mastered the knowledge and understanding at grade 4

4:2– Pupil is secure in the knowledge and understanding at grade 4

4:3 - Pupil is still developing their knowledge and understanding at grade 4

We will also publish information comparing your child to National standards.  


Of course as with any significant changes there has to be some degree of flexibility therefore we will constantly review our model to ensure your child makes progress, however currently we believe these adaptations will allow us to further develop the three core values of successful assessment:

1. All teachers being aware of individual pupil skills and understanding.

2. Expert staff knowledge of where these skills fit in to the new grading criteria.

3. Fundamentally knowing how to ensure pupils make the correct progress through outstanding teaching and intervention.