Trinity School, Rochester is an independent day school specialises in the teaching of dyslexic, dyspraxic and language-impaired children aged 6 to 16 years old.

Set in a Georgian town house near the historic heart of Rochester, Kent, Trinity School was established in 1998. The school aims to combine a positive, supportive environment with an educational curriculum which has been specifically designed for children with Dyslexia, Dyspraxia and Specific Learning and Language Difficulties.

Our school also specialises in:

• Integrated, whole-school approach to learning
• Multi-sensory, structured and cumulative methods of teaching
• Flexible approach meets children’s needs, at their own pace
• Positive and thriving atmosphere
• Calm and supportive environment
• Small class sizes ensures each child receives the teacher’s attention
• Track-record of success 6 to 16 years
• Nationally recognised, vocational qualifications offered at an appropriate level
• Registered by the DfES as an ‘Approved’ school for Dyslexia
• Registered by CReSTeD as an ‘sp’ provider

The school’s approach to learning is also appropriate for children such as those with Asperger’s Syndrome, who might benefit from the small classes and calm, structured and supportive atmosphere. The objective is to break the cycle of failure and frustration so often encountered and to help our pupils acquire essential skills and knowledge, confidence and self-esteem. For simplicity, we use the term ‘Dyslexia’ or ‘Specific Learning Difficulties’ (SpLD) throughout the web site.

Trinity School's Entrance Criteria

Children will need to have had an assessment from an Educational Psychologist within the last three years.* Your child will not have to sit an entrance exam, nor will they be selected on the basis of what they might achieve for the school. An offer of a place at the school is made on an individual basis after an in-depth interview with parents or carers, at least one Taster Day for the child at the school and any other relevant information from reports, assessments and professionals.

* Reports from other professionals such as Speech and Language Therapists, Paediatricians, Occupational Therapists and Dyslexia specialists provide valuable additional information.

Trinity follows the guidelines of the broad and balanced National Curriculum which is differentiated to meet the needs of the children. Literacy (reading, spelling, writing, speaking and listening) and numeracy form the core of the curriculum with ICT, Science, History, Geography, Art, Music, PE and Sport. In addition, Social Communication, Speech and Language therapy, Occupational Therapy and individual instrumental lessons can be arranged through the school. Please contact the school for details and costs.

At present, students choose to stay at the school until they are 16, studying vocational courses designed to enable them to gain access to college (see details below). Alternatively, students can choose to enter mainstream education at Year 7 or Year 9 in order to access GCSE courses, if this is appropriate.

Trinity School's Sports and Physical Education

Sport, such as trampolining and tennis, is mostly based at local sport and leisure centres, where the facilities are of a professional standard and are maintained to a high degree. Sports are largely non-competitive and are meant to give maximum achievement and enjoyment. Examples of sports and PE have included: trampolining, Unihoc, swimming, bowls, bowling, rounders, line-dancing, keep-fit, circuit training, cross-country running, kwik-cricket, swimming, badminton and table-tennis.

In addition, gross and fine motor skills are taught at school through PE and the Physical Integration Programme©.

Trinity School's Primary Department

Our Primary Department offers a broad curriculum and concentrates on the development of Literacy and Numeracy skills. The curriculum also focuses on the individual’s social and emotional needs, especially in relation to developing confidence, self-esteem and friendships. The Transition department of the school, (11 to 12 years), identifies the main needs of the pupil as 'specific' (e.g. dyslexia) or social/ language-based needs (e.g. Asperger’s Syndrome) to provide a curriculum and learning environment specifically designed to meet the needs of the children.

This is preparation for the transition to the Senior section of the school and the demands of course-work. Here, students focus on acquiring study skills, life skills and the ability to work as independently as possible within a structured, supportive environment, with the aim of gaining nationally recognised qualifications.

Trinity School's Secondary Curriculum

Trinity offers nationally recognised qualifications and has a track record of success. Students study vocational courses at a suitable level, designed to enable access to college-based courses at an appropriate level. Students benefit from a continuing high level of support in small groups. In addition, students are offered extra support in the form of a learning or social Mentor. Students are able to acquire confidence in an environment that allows them to develop at their own pace without the undue peer-pressure normally associated with this age group. Work-related, relevant qualifications and experiences help prepare students for life at college or in the workplace.

Trinity endeavours to provide a structured and calm environment in which students can learn to be young adults in safety. We expect all our students to behave in a way that reflects the school’s high-expectations of behaviour and work ethic, whilst recognising students’ need to explore and develop their individuality.