About Us

Trafford High School  has provision for 32 full time places. The majority of students have been permanently excluded from school and will be allocated a further school following a period of time at the School. The School also provides ‘Step Out’ places for those students whose behaviour is a cause for concern and schools require additional support and assessment. A number of students are placed at the school during their formal assessment period and before moving to a special school.  Some pupils are dual registered with a mainstream school. Some pupils attend the school as a result of problematic behaviour in their mainstream school, often leading to exclusion or periods of non-attendance.

Trafford High School has good working relationships with secondary schools as well as external agencies including: Social Services, MST, Youth offending, EWO and the Police. Attendance at the Secondary Headteachers meeting means that the school is able to work in a pro-active way with all schools in the area, in order to support them as an alternative to permanent exclusion or school refusal and allow students to obtain specialist support to enable them, where possible, to be fully reintegrated into mainstream life effectively.

Trafford High School offers a balanced and broadly based curriculum which takes into consideration the academic, spiritual, moral, social, cultural, mental and physical development of the child and also attempts to prepare them to become well-adjusted members of the wider community. The curriculum takes into account the requirements of the National Curriculum wherever possible and the learning environment aims to focus on individual need, interest and concern, yet requires children to work collaboratively and develop their individual social skills with an emphasis on activities that encourage team building, positive behaviour and interaction as well as developing a strong sense of self-esteem.  

Our Ethos

The ethos and culture of Trafford High School promotes positive attitudes, high expectations and encourages cooperation between peers and adults. This is done through social times, including lunch, the beginning of the day as well as in lessons.  The staff team utilises a non-confrontational, emotionally literate, restorative approach to conflict and inappropriate behaviour.