Holy Trinity

Church of England Primary School

Prospectus 2011 (Under review Autumn 2011)

Longlands Close

Crossbrook Street

Waltham Cross

HERTFORDSHIRE

EN8 8LU

Telephone: 01992 623467

Fax: 01992 641644

Email: admin@holytrinity.herts.sch.uk

Website: www.holytrinity.herts.sch.uk

Headteacher: Miss S. Chaloner

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(Please note that information contained in this publication are correct at the time of going to print

however changes during the year may occur.)

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Full Contact Details.

School address:

Longlands Close,

Crossbrook Street,

Waltham Cross.

HERTS

EN8 8LU

Telephone: 01992 623467

Email:

Office admin@holytrinity.herts.sch.uk

Head head@holytrinity.herts.sch.uk

School Website www.holytrinity.herts.sch.uk

We provide information through letters and newsletters. In addition we have a text

messaging service from Teachers-to-Parents and we use this to send reminders and

messages to our parents via mobile phones.

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Ethos and Aims of Holy Trinity CE School.

At Holy Trinity School we believe in the concept of lifelong learning and the idea that both adults

and children learn new things every day. We maintain that learning should be a rewarding and

enjoyable experience for everyone; it should be fun.

Our motto is:

Alta Pete – Aim High

The primary aim of the school is to help each pupil reach his or her full potential so that they may

develop the attitudes, skills and knowledge to take full advantage of the opportunities available in

their future lives.

We achieve this by:

fostering the values, attributes and lifestyles that a Christian faith demands in the family,

among friends, in the school and in the wider community.

creating an environment for staff and pupils that is happy stimulating and supportive in

which core values and beliefs of high expectations can flourish

providing an appropriate balanced education designed to help each pupil reach their

potential.

ensuring that all staff have access to development opportunities in keeping with the needs of

the school and individuals‟ expertise to enhance the educational opportunities for our

children.

providing effective management and organisation within the school to give clear guidance

for its direction

nurture the partnership role between School, Governors, Parents, Christ Church and the

wider community for the benefit of the children we are jointly responsible for.

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A Brief History of the School.

Trinity School was first established in 1841. First a school room was built for girls and infants next

to Trinity Chapel (now Christ Church) in Trinity Lane. .First a school room was built for girls and

infants next to Trinity Chapel (now Christ Church) in Trinity Lane. Then a school room for boys

was added with teachers' cottages built between the two rooms to separate boys and girls. Boys and

girls were not taught together until 1947.

As the number of pupils at the school grew the building was enlarged. By the 1930's it was obvious

that the old building needed a lot of improvement to bring it up to modern standards. In 1938 an

appeal was launched to raise money for this, and by 1939 it had been decided to demolish the old

school and build a new one. The war stopped the building but planning continued.

The school playing fields and allotments were next to the old vicarage (now Longlands close.) This

land had been leased from the school by the Theobalds Estate. This was to be the site for the new

school. After a great deal of fund raising and effort the new school was finally opened in July 1952.

Except for a few minor additions the school has not greatly changed since that time and still has

beautiful grounds in which the children can play and learn.

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Welcome to Holy Trinity Church of England Primary School.

Dear Parents and Carers,

Welcome to our school. As a Church of England Primary School we believe that a strong

partnership between pupils, parents, school staff, governors, our church and all members of our

community is vital if our pupils are to prosper in all their endeavours. As a school we aim to

provide all children with opportunities to encourage them to reach their full potential, both

academically and socially. We care very much for every child and actively promote the „Every

Child Matters‟ outcomes for children to be safe, happy, to enjoy and achieve, to achieve economic

well-being and make a positive contribution.

Many visitors comment on the special caring ethos of the school and we believe that the quality of

relationships within the school environment is central to making it a happy, secure place for the

children.

Throughout the time children are with us, we acknowledge and respect individuality, we listen and

work with parents and enjoy being part of the local community.

We have high expectations and seek to develop in all our children a strong sense of responsibility

for their own behaviour and a respect for the rights of others.

We want every child‟s experience of school to be both happy and successful.

Please do make an appointment to visit us during school hours. I look forward to meeting you.

Yours sincerely

Miss Sarah Chaloner

Headteacher

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Welcome from the Chair of Governors on behalf of the Governing Body.

Dear Parents, It is my pleasure and privilege to introduce our school to you in this prospectus. The brochure has been revised and improved to give you a concise overview of the workings, ethos, goals and aspirations of Holy Trinity CE School. After over fifty years on it’s current site, the school continues to develop and improve to fit in with the aspirations of the parents, local community and the requirements of the government and the diocese. An excellent team of teaching and non-teaching staff ensure all our pupils thrive in a stimulating, happy and friendly environment. The governors, many of whom have a direct involvement with Christ Church, supply a sound basis for the management and guidance of the school. Holy Trinity has a tradition of strong support from parents and the local community. In recent years there has been a good deal of growth in the number of extra-curricular activities and these are expected to continue in the future by way of the breakfast club and after school clubs in line with government policy. We look forward to welcoming new pupils into the school who we trust we can help to thrive and flourish at Holy Trinity CE School. Mother Jane Dicker Chair of Governors

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Welcome from our Student Council. Dear Parents and Guardians, Welcome to Holy Trinity CE School. Our School Council plays an important part in our school life. We listen to everyone in the school, collecting all ideas and discussing them at our meetings which we have regularly. The children’s views are heard and taken into account in the school. Each year the children vote in one boy and one girl representative from Year 2 to Year 6. In the first meeting we vote in a Chairman, a Vice Chairman, a Secretary and a Treasurer. We have a budget from the school which we can spend on projects which we decide will benefit the school. Past achievements of the School Council include a friendship stop, a healthy eating policy and adopting a road. The friendship stop; run by year 6 is for children who have a dispute or problem with their peers at playtime. A playground problem-solver helps to sort out the problem helping make our playground a happier place. Our healthy eating policy works by letting children choose to buy a healthy snack or they can bring in a healthy snack for playtimes. We hope you will like our school, we really do!

The Student Council. __________________________________________________________________________

Dear Parents and Guardians, Welcome to Holy Trinity School. Our Wildlife Wonders committee plays an important part in school and nature. Wildlife Wonders runs for children aged 7 - 11 years but we like to have everyone joining in to help and share our ideas with the whole community. In our meetings we listen to everyone’s opinions and discuss which ideas would be good for the environment, we are trying as hard as we can to make the school more sustainable. Our past achievements include taking a survey of our school’s waste with environmentalist and sustainability awareness raiser Phil Williams. He has visited us several times and we all enjoy his visit. Hopefully we will see him again soon as he is a true inspiration to us. Another achievement is gaining funding for and purchasing recycling bins for classrooms. In the future we hope to have a rota enabling us to go litter picking on the premises. Hopefully these activities will help us to cut down the waste and help our environment. We managed to gain the Ecoschools Bronze Award as a result of our hard work. We are aiming for the silver next. We hope you will join us to help save the environment. The Wildlife Wonders.

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Registered charity number 1129861

Hi there

I am going to tell you about the Friends of Holy Trinity. We are a group of parents, teachers,

grandparents and friends who regularly get together and organize fundraising events for Holy Trinity C

of E School. None of us have specialist training we all use each others strengths and past experiences

form our home and working life to make each event a success.

We aim to organize a fundraising event every other month and we try to vary these so that everyone

involved with the school and in the local community gets a chance to come and be involved and enjoy

whilst fundraising for their local children and school.

We hold at least 2 discos for the children a year, one at Easter and one in the Summer, the children love

these as it’s a chance to let their hair down, dress in their favourite outfit and socialise with their friends

in a safe and familiar environment. These are always really popular and raise a healthy amount of

money.

The one other regular event held is the Summer fayre, this is held outside on the lovely school playing

field and we have a selection of fun fare type side shows mixed with inflatables, outside stall holders

and an events area where the children get to show off their talents, we also invite outside groups to be

involved with the arena events and in the past have had Belly dancers and Shaolin Monks!

Apart form these regular events we have held quiz nights, Indulgence evenings, a children’s fashion

show, a Christmas shopping evening and a very successful family Barn dance which included copious

amounts of straw!

We always need new people to help organize vents, not only for the hands on stuff but also to assist

with new ideas and contacts with other businesses and areas that maybe able to get involved in some

way through prize donations or sponsoring an event. If you’re interested in what we do and what either

like to find out more or help on a regular or casual basis then please make yourself known to the office

and they will give us your details.

Many thanks

FoHT

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School Staff 2011/12 Headteacher Miss S. Chaloner Deputy Head Mrs E. Devally Reception Mrs L. Gardiner Year 1 Mr C. Jones (maternity cover for Mrs J. Williams) Year 2 Miss M. Rich Year 3 Miss L. Palmer Year 4 Miss S. Lynch Year 5 Mrs L. Jackson/Mrs E.Devally Year 6 Mr S. Flores Cover PPA/NQT Mrs D. Eddington

Mrs D. Murdoch

Teaching Assistants Mrs A. Stoddard

Mrs R. Knight

Mrs J. Maskall

Mrs T. Davey

Mrs T. Nicholson

Mrs J. Stamenkovic

Mrs C. White

Mrs J. Lynch

Mrs C. Hart

Mrs E. Dave

Mrs D. McConalogue

Mrs C. Stickler

Learning Mentor Mrs S. Edwards

Admin Staff Mrs N. Turner

Mrs J. Lynch

Senior Midday Supervisor

Midday Supervisory Assistants

Mrs S. Green

Mrs J. Dorman

Mrs B. Gorrie

Mrs C. Rothwell

Mrs J. Allen

Ms. L Handley

Mrs J. Turner

Mrs S. Heffernan

Mrs B. Saggs

Mrs J. Stamenkovic

Mrs J. Lynch

Mrs R. Farrell-White

Caretaker Mr J. Michalak

Cleaning Staff

Mrs J. Beekmeyer

Mrs L. Ryan

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Ms J. Webster

Mrs C. Griffiths

Hertfordshire Catering Ms. J. Bowden

Mrs B. Hill

Ms J. Webster

Road Crossing Patrol Mrs M. Sladden

Governing Body

Chair of Governors Mother J. Dicker

Vice Chair of Governors Mr E. Clark

PCC Governors Mr P. Hutchinson

Mrs H. James

Mr L. Isaac

Mr C. Bolton

Mrs M. Seibert

Parent Governors Mrs R. Boswell

Mr M. Smith

Mr M. Ruoff

Staff Governors Miss S. Chaloner

Mrs E. Devally

Mrs T. Nicholson

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TERM DATES 2011/12

AUTUMN TERM 2011

Friday, 2nd September 2011 to Friday, 16th December 2011

(Half term: Monday, 24th October 2011 to Friday, 28th October 2011)

Inset days

Friday, 2nd September 2011

Monday 31st October 2011

SPRING TERM 2012

Tuesday, 3rd January 2012 to Friday 30th March 2012

(Half term: Monday, 13th February 2012 to Friday, 17th February 2012)

Inset days

Tuesday, 3rd January 2012

SUMMER TERM 2012

Monday, 16th April 2012 to Monday, 23rd July 2012

(Half term: Monday, 4th June 2012 to Friday, 8th June 2012)

May Day holiday: Monday, 7th May 2012

Inset days

Monday 16th April 2011

Monday 11th June 2012

Occasional day

Monday, 23rd July 2012

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TERM DATES 2012/13 AUTUMN TERM 2012

Monday, 3rd September 2012 to Friday, 21st December 2012

(Half term: Monday 29th October 2012 to Friday, 2nd November 2012)

SPRING TERM 2013

Monday, 7th January 2013 to Thursday, 28th March 2013

(Half term: Monday, 18th February 2013 to Friday, 22nd February 2013)

SUMMER TERM 2013

Tuesday, 15th April 2013 to Wednesday, 24th July 2013

(Half term: Monday, 28th May 2013 to Friday, 31st May 2013)

May Day Holiday: Monday, 6th May 2013

2012/13:- 5 INSET days and 1 occasional day to be allocated

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School Hours

Children come into school at 8.50 am

Morning session 8.50 am - 12pm (Reception, Years 1 and 2)

8.50 am - 12.15 pm (Years 3, 4, 5 and 6)

Afternoon session 1.10 pm - 3.15 pm Foundation and Key Stage 1 (including 15 minutes break)

1.10 pm - 3.15 pm Key Stage 2

Morning break is from 10.30 - 10.45 am

Children should not arrive at school before 8.40 am.

The hours spent on teaching during a normal school week including religious education, but

excluding the statutory daily act of collective worship, registration, lunch and other breaks is -

Age Hours per week

5 - 7 22.05

8 - 11 23.45

Safeguarding.

Holy Trinity CE School is committed to safeguarding and promoting the welfare of children and

young people and expects all staff and volunteers to share this commitment. The health and safety

of all children is of paramount importance. Parents send their children to school each day with the

expectation that school provides a secure environment in which their children can flourish.

Disability Equality Duty

At Holy Trinity CE Primary School, we are committed to ensuring equality of education and

opportunity for disabled pupils, staff and all those receiving services from the school. We aim to

develop a Christian culture of inclusion and diversity in which people feel free to disclose their

disability and to participate fully in school life. The achievement of disabled pupils and students

will be monitored and we will use this data to raise standards and ensure inclusive teaching. We

will make reasonable adjustments to make sure that the school environment is as accessible as

possible. At Holy Trinity CE Primary School, we believe that diversity is a strength, which should

be respected and celebrated by all those who learn, teach and visit here. A copy of our full DED and

Accessibility plan is available on request from the school office.

Special Needs and Inclusion.

Children at Holy Trinity are all considered as individuals, but at certain times some children may

have specific needs which require additional support. Teachers are concerned to meet the range of

individual needs within their classroom and have considerable skill in this respect. Work is

planned carefully and differentiated to meet the needs of the individual. Teachers can call upon the

expertise of the Special Educational Needs Co-ordinator and we have additional materials for use

with small groups.

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If the staffing allocation allows, extra support staff may be employed to give support within the

classroom or to withdraw small groups of children for extra help.

If the school is unable to meet a child's special needs we can call on outside agencies for support and

guidance.

There is a governor with responsibility for special educational needs. The SENCO (Special Needs

Co-ordinator) is Mrs Devally, the deputy headteacher.

More Able, Gifted and Talented

At Holy Trinity we aim to provide opportunities for all pupils to reveal, display and extend their

abilities. We acknowledge the potential of each individual pupil and as such seek to support the

able, gifted and talented within our school through a broad range of opportunities including: the

teaching of thinking skills; opportunities to develop effective research techniques, library and ICT

skills; ensuring the teaching of questioning skills to a higher cognitive level for teachers and pupils.

Although we recognise that no one method of identification is sufficient, class teachers, senior

managers and the Gifted and talented coordinator review regularly the Gifted and Talented register

in accordance with the DCSF definitions outlined thus:

Gifted: able in one or more subjects in the statutory school curriculum, other than art, music or PE

Talented: able in art, music, PE or in any sport or creative art.

We believe that the social and emotional growth of all pupils should be encouraged alongside the

development of academic and practical ability. This can be achieved by providing appropriate

challenges within the broad and balanced curriculum of Holy Trinity and by encouraging pupils to

use their abilities and talents to the full. We seek to be inclusive in our approach and sensitive to

the potential impact of labelling a group. Supporting the needs of More Able, Gifted and Talented

pupils is a factor in raising achievements for all.

Behaviour.

We believe that every child should show positive learning behaviour if they are to make the most

of their opportunities in school.

Positive behaviours we insist upon:

Following the Golden Rules.

Saying please and thank you – politeness.

Using teachers/adults names (“Yes Miss Smith etc.”)

Register time – polite response given.

Walk in school, move around quietly.

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Walking down the corridors.

Putting down pencils and pens, listening and stopping when asked.

Wearing the correct uniform.

Some of the negative behaviours we consider unacceptable:

Any form of inappropriate physical contact

Being disrespectful or rude to staff

Being near children whom they know they should not be close to

Pushing and shoving when lining up

Not using the cloakroom or toilets sensibly

Calling out in lessons

Disrupting their own or other children‟s learning

Not staying on their chair but wandering about

Swinging on their chair

Disrupting other children working

Bullying

Using unacceptable or inappropriate language

Name calling/making unpleasant personal remarks

Making homophobic or racist comments.

Sanctions for dealing with unacceptable behaviour.

The sanction used depends upon the level/frequency and type of unacceptable behaviour.

Children made aware of their unacceptable behaviour.

Warning for repeated inappropriate behaviour and place moved/names put on the board.

Golden time to be taken away in small units of time.

If behaviour continues child sent out of class for a brief „time out‟/‟cooling off‟ session with a

sand timer.

If behaviour continues after this child sent out of class to another teacher – parents will then be

contacted by the teacher.

If the other sanctions have not worked or for more serious offences children can be sent to

either Miss Chaloner or Mrs Devally. This is for serious and repeated offences and is used when

there is a major concern about the child‟s behaviour. This may result in:

o Child receives an AMBER WARNING and break-time is missed for the reason the

warning was given and the child may not be able to attend workshops or day visits

if the Headteacher/Deputy Head/Class teacher have health and safety concerns.

Parents are contacted. A child would remain with this warning for four weeks

when their behaviour would be reviewed. Should there be no further issues then

the warning would be removed. Should further incidences occur the child may

remain on the warning for a further period, or be moved to a RED WARNING.

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o Child given a RED WARNING and spend their break and lunch inside with either

Miss Chaloner/Mrs Devally (activity to be arranged) for the reason the warning

was given. Parents contacted and told that their child is at risk of exclusion. If

children are on a RED WARNING they are not allowed to attend school day visits

and residential trips. It is up to the discretion of the teacher as to whether children

may attend school workshops.

In any case, where there are health and safety concerns children who do not behave appropriately

may not be allowed to take part in school day visits, residential trips and workshops. This also

includes children not being allowed to attend school social events organized by and taking place in

school in the evening or at weekends.

Attendance.

Holy Trinity CE School we take the education and learning of our pupils extremely seriously as

parents do. As a result of this we continue to work to improve to attendance and punctuality. It is

the parent‟s responsibility to ensure their children are in school on time and on a regular basis.

While there are illnesses and exceptional circumstances which may prevent this, children miss a

great deal of learning if they are not in school and it is also important that they are in school on

time as it can be distressing for a child to have missed the start of the day.

Holidays during term time are not encouraged and not automatically authorised. They can be

applied for in advance and a holiday authorisation chart will need to be filled in with parents and

the Headteacher. This takes into account the child‟s attendance level overall including the types of

absence and also the time of year the holiday is planned for.

Teaching and Learning.

At Holy Trinity School we believe in the concept of lifelong learning and the idea that both adults

and children learn new things every day. We maintain that learning should be a rewarding and

enjoyable experience for everyone; it should be fun. Through our teaching we equip children with

the skills, knowledge and understanding necessary to be able to make informed choices about the

important things in their lives. We believe that appropriate teaching and learning experiences help

children to lead happy and rewarding lives.

What is learning?

At Holy Trinity we believe that “learning is a unique and personal process through which

individuals are able to create knowledge, deepen

understanding and so take responsibility for their

development.” (NCSL 2008) We believe that

people learn best in different ways and work hard

to provide a rich and varied curriculum and

learning environment that allows children to

develop their skills and abilities to their full

potential.

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Foundation Stage

The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the reception

year. The aim of the EYFS is to help young children achieve the five Every Child Matters outcomes

of staying safe, being healthy, enjoying and achieving, making a positive contribution, and

achieving economic well-being.

In our school, all children join us in September, at the beginning of the school year in which they

are five.

The EYFS is based upon four principles:

A Unique Child

Positive Relationships

Enabling Environments

Learning and Development

A Unique Child - we recognise that children develop in individual ways, at varying rates. We use

praise and encouragement, as well as celebration assemblies and rewards, to encourage children to

develop a positive attitude to learning.

Positive Relationships - we aim to develop caring, respectful, professional relationships with the

children and their families. We recognise that parents are children‟s first and most enduring

educators and we value the contribution they make.

The EYFS teacher acts a „Key Person‟ to all children in EYFS, supported by the Teaching Assistants.

Enabling Environments - we recognise that the environment plays a key role in supporting and

extending the children‟s development. This begins by observing the children and assessing their

interests, development and learning, before planning challenging but achievable activities and

experiences to extend the children‟s learning.

Assessment in the EYFS takes the form of observation, and this involves the teacher and other

adults as appropriate. These observations are recorded in children‟s individual „Learning Journey‟

booklets. They also contain information provided by parents and other settings.

Learning and Development - we recognise that children learn and develop in different ways and at

different rates. We value all areas of learning and development equally and understand that they

are interconnected.

Play underpins the delivery of all the EYFS. The Reception class has its own enclosed outdoor area.

This has a positive effect on the children‟s development. Being outdoors offers opportunities for

doing things in different ways and on different scales than when indoors. It offers the children

opportunities to explore, use their senses and be physically active and exuberant. We plan activities

and resources for the children to access outdoors that help the children to develop in all 6 areas of

learning.

Personal, Social and Emotional Development

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Communication, Language and Literacy

Problem Solving, Reasoning and Numeracy

Knowledge and Understanding of the World

Physical Development

Creative Development

None of these areas can be delivered in isolation from the others. They are equally important and

depend on each other. All areas are delivered through a balance of adult led and child initiated

activities. In each area there are Early Learning Goals (ELG's) that define the expectations for most

children to reach by the end of the EYFS.

It is important to us that all children in the school are „safe‟. We aim to educate children on

boundaries, rules and limits and to help them understand why they exist. We provide children with

choices to help them develop this important life skill. Children should be allowed to take risks, but

need to be taught how to recognise and avoid hazards.

We understand that we are legally required to comply with certain welfare requirements as stated

in the Statutory Framework for Early Years Foundation Stage 2007. We understand that we are

required to:

promote the welfare of children.

promote good health, preventing the spread of infection and taking appropriate action

when children are ill.

manage behaviour effectively in a manner appropriate for the children‟s stage of

development and individual needs.

ensure all adults who look after the children or who have unsupervised access to them

are suitable to do so.

Ensure that the premises, furniture and equipment is safe and suitable for purpose

Ensure that every child receives enjoyable and challenging learning and development

experiences tailored to meet their needs.

Maintain records, policies and procedures required for safe efficient management of the

setting and to meet the needs of the children.

We endeavour to meet all these requirements.

English

At Holy Trinity the English curriculum is delivered using the Primary National Strategy

Framework as a basis for implementing the statutory requirements of the programmes of study for

English. The Early Learning Goals within the Communication, Language and Literacy area of the

Early Years Foundation Stage Curriculum provide the framework for English in Reception. The

EYFS educational programme forms the basis for Reception planning where Speaking and Listening

run throughout the curriculum.

In Key stages 1 and 2 we carry out the curriculum planning in English in three phases: long-term,

medium-term and short-term. The long-term plan indicates the narrative, non-fiction and poetry

areas to be covered in each year group. The medium-term plan gives details of the main teaching

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objectives and texts to be covered each term. Our short-term or weekly plans show specific learning

objectives and how they will be taught. It also includes details of what each group of children will

be learning. This is a „working‟ document that is annotated by practitioners for evaluation and

assessment purposes and informs future planning.

English is taught from years 1 to 6 as a daily lesson: children experience a whole class shared

reading, writing or analysis activity, a guided group or independent activity and a plenary to assess

progress and learning. Reception children experience a more cross-curricular approach to learning

and elements of Communication, Language and Literacy run throughout their day. Children

throughout the school have the opportunity to explore a wide range of texts and use a range of

resources such as dictionaries, thesauruses, interactive texts to support their learning.

Practitioners at Holy Trinity provide learning opportunities matched to the needs of all children,

whatever their ability. Activities are differentiated within the Literacy plans, extension work is

provided for the Gifted and Talented and support such as adult guidance, writing frames and

specific intervention programmes are put into place for children with Special Needs.

In Reception, Years 1 and 2 daily Phonics sessions take place. The Letters and Sounds Teaching

Programme forms the basis for the phonics teaching complemented by specialised resources. The

teaching of Spelling in Key Stage 2 has followed the objectives, strategies and suggested word lists

outlined in the „Spelling Bank‟ booklet from the NLS, currently under review.

Reading is supported and promoted through carefully selected texts, classroom displays, Book Fairs

and visits to our own school Library. Multi-modal texts are more frequently planned into the

English curriculum and children use their ICT skills to create their own Multi-modal texts as part of

their learning. Guided Reading is taught throughout the school.

Writing is promoted through quality first teaching and guided group work. We encourage writing

across the curriculum and provide as many opportunities as possible for children to write in a

variety of genres both using handwriting and word processing. Handwriting is discretely taught

throughout the school where a cursive style is followed from Year 1. Handwriting in Reception

begins by offering the children activities that develop controlled movements both in fine and gross

motor skills through all kinds of play and cross-curricular opportunities. This leads to teaching a

non-cursive style where the children learn to form individual letters correctly.

Speaking and Listening underpins our whole curriculum

from Reception through to Year 6. We give all children

the opportunity to talk and communicate in a widening

range of situations, to respond to adults and to each other,

in front of a variety of audiences, to listen carefully and

respectfully and to practise and extend their range of

vocabulary and communication skills. They are

encouraged to explore, enjoy, learn about and use words

and text in a range of situations.

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Maths

At Holy Trinity our policy for mathematics is based on the New Primary Framework and supported

by the Abacus Evolve scheme of work and resources. We selected Abacus resources because they

support our ethos of mathematics teaching and learning: we aim to provide children with a rich

variety of activities related to both their individual needs and to prepare them for the wider

requirements of society. Problem solving and group discussion form an integral part of our planning

and we encourage children to become critical thinkers and to use their maths knowledge in a wider

context in and out of school.

Differentiated according to their age and ability, every child will typically participate in a daily

mathematics lesson, which over the course of the week will include whole class teaching; paired

work; practical activities; independent thinking; oral and mental starter activities and ICT work.

Formative and summative assessment is regularly used to inform the setting of layered targets across

the school.

ICT

The main aim of Information Communication Technology (ICT) is to equip children with the skills

necessary to use technology to become independent lifelong learners, the teaching styles that we

adopt is are as active and practical as possible. Children are taught both specific skills in ICT, for

example how to use hardware or software, but it also is involved in providing opportunities for

individuals or groups of children to use computers and technology to help them in whatever they

are learning. So, for example, children might research a history topic by using a CD-ROM, or they

might investigate a particular issue on the Internet. Children who are learning science might use

the computer to model a problem or to analyse data. We encourage the children to explore ways in

which the use of ICT can improve their results, for example, how a piece of writing can be edited or

how the presentation of a piece of work can be improved by moving text about etc. The focus is

that children can use ICT in a variety of ways to make their learning more effective.

We recognise that all classes have children with widely differing ICT abilities. This is especially

true when some children have access to ICT equipment at home, while others do not. We provide

suitable learning opportunities for all children by matching the challenge of the task to the ability

and experience of the child.

RE.

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As we are a CE VA school religious education is taught according to the Governors guidelines and is

predominantly Christian in ethos, but respects and incorporates the teachings of world religions.

This is to encourage an understanding of differences and similarities shared by all people. The main

emphasis for collective worship in assembly is based upon values from the Christian religion and

your child will listen to Bible stories, moral stories and issues in the news. We believe that children

should have time for reflection and prayers. We have a number of visitors including those from

other parts of the parish and faiths. In particular our local Methodist Minister is a frequent visitors

to the school. The festivals of Harvest, Christmas and Easter are celebrated at Christ Church,

Waltham Cross with all the school and parents are welcome to join us. We visit Christ Church at

least five times per year for services as a school and our pupils, parents, staff and governors take a

full part in these events.

Science.

Science teaching at Holy Trinity has two broad strands: to enable children to attain specific

scientific knowledge and to develop scientific enquiry skills.

Children study six topics each year covering Life Processes, Materials and their Properties and

Physical Processes. The development of scientific enquirey skills is integrated within these topics.

Children are given opportunities to work individually, in pairs, small groups or as a class as

appropriate to their needs and to the task in hand. As far as possible children engage in practical

activities in order to develop skills in planning, observing, recording, interpreting results and

drawing conclusions. They are expected to ask as well as answer questions. Visiting speakers and

workshops stimulate children‟s interest and enhance learning. When practical activities are not

possible teachers use a variety of media including television, computers and teacher demonstrations

to expand children‟s experience, interest in and understanding of the world around them.

History and Geography

At Holy Trinity we follow a thematic approach for the teaching of history and geography. Our

planning is supported by our participation in the „Creative Learning Journey‟ programme and

underpinned by the key principles of the Every Child Matters agenda. We teach key skills drawn

from QCA planning. We aim to foster in children an interest in the past and in the world around

them and develop an understanding that enables them to enjoy all that the humanities have to

offer. We teach children to understand how events in the past have influenced our lives today; we

also teach them to investigate these past events and, by so doing, to develop the skills of enquiry,

analysis, interpretation and problem-solving. We encourage children to think as historians and

geographers and place an emphasis on examining artefacts and primary sources. In each key stage

we give children the opportunity to visit sites of historical and geographical significance. We

encourage visitors to come into the school and talk about their experiences of events in the past or

their experience of the world. We aim to help children understand society and their place within it

and so develop a sense of their own cultural heritage.

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PSHE.

We regard PSHE as an important component of the whole curriculum. We believe that the

promotion of health and well being is central to the life of the school and its relationships with the

surrounding community. We have the responsibility to deliver a broad and balanced curriculum

across the school by using the SEAL programme which:

• Promotes the spiritual, moral, cultural, mental, emotional, social and physical development

of pupils at the school and in society.

• Prepares pupils for the opportunities, responsibilities and experiences of adult life.

We use a range of teaching and learning styles. We place an emphasis on active learning by

involving the children in discussions, investigations and problem-solving activities. We encourage

the children to take part in a range of practical activities that promote active Citizenship, e.g.

charity fundraising.

PE.

At Holy Trinity all pupils receive two hours of curriculum time physical education per week. At

KS1 we teach dance, games and gymnastics plus one other element, outdoor and adventurous

activities. In KS2 we teach dance, games and gymnastics plus three others, swimming (for years 4 to

6), outdoor and adventurous activities and athletics. Our school uses the Val Sabin scheme of work

as the basis for curriculum planning adapted to the local circumstances of the school.

The school provides a range of PE related extra-curricular activities that include netball, football,

dance, tennis and golf. We participate in both the Waltham Cross and District and A10 Sports

Partnerships for various events, festivals and competitions.

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Modern Foreign Languages: French

At Holy Trinity we introduced French as our Modern Foreign Language from September 2008. The

provision of MFL at Holy Trinity is inclusive, in line with the Primary Languages Framework and

aims to provide equality of opportunity for all children in Key Stage 2. In planning to meet the

varied needs of pupils in different year groups and the degree of exposure and experience each year

group has previously had the Primary Languages Framework objectives are adapted and chosen to

build upon prior learning. Children for whom English is a second or additional language contribute

to the intercultural understanding of their fellow pupils and are encouraged to take pride in, and

develop their existing language skills.

There is an emphasis on the importance of communication in the language - real language use - as a

central component of learning as well as a desired outcome for that learning. This is achieved by:

providing enjoyment and stimulation through games, songs, drama and stories

supporting learning through regular and familiar routines

making use of and developing communication strategies including the use of ICT

ensuring opportunities for children to interact with the target language and with other

people through the target language

exposure to the new language in order to assimilate new sound patterns and to relate them

to words and meanings using a range of resources including ICT.

Music

In Reception the children learn nursery rhymes, simple songs, dances and games using a variety of

tuned and untuned percussion instruments.

We are registered with „Sing up‟ in Hertfordshire which encourages singing using a variety of fun,

easy songs with actions. There is a weekly hymn/music practice in which hymns and songs for our

assemblies and church services are learnt and practised as part of the weekly collective worship

cycle. All classes have music on a weekly basis with their class teacher using the „Music Express‟

scheme.

We have African drumming using Djembe each week for the Autumn term and the first half of the

Spring term for KS2 provided by the Herts Music Service as part of the Wider Opportunties

Programme.

We have a choir club after school which is well attended and sings at regular school church

services, during school assemblies and is occasionally involved in community and interschool

events in the area.

Individual children have piano lessons arranged by the music service which take place during the

school day. These are paid for by parents or free for those claiming free school meals.

We have a large variety of musical instruments for children to use, many books and other resources

and a varied library of recorded music.

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Design and Technology

Design and technology prepares children to take part in the development of tomorrow‟s rapidly

changing world. Creative thinking encourages children to make positive changes to their quality of

life and become creative problem solvers, both as individuals and as part of a team.

The school uses the Creative Learning Journey and other resources to plan a range of activities to

develop children‟s knowledge, skills and understanding in design and technology which provide

opportunities for pupils to:

develop imaginative thinking in children and to enable them to talk about what they like

and dislike when designing and making

enable children to talk about how things work, and to draw and model their ideas

encourage children to select appropriate tools and techniques for making a product, whilst

following safe procedures

explore attitudes towards the made world and how we live and work within it

develop an understanding of technological processes, products, and their manufacture, and

their contribution to our society

to foster enjoyment, satisfaction and purpose in designing and making

Planning of activities builds on the previous experience of pupils and provides increasing challenge

and progression. Teachers ensure that the children apply their knowledge and understanding when

developing ideas, planning and making products and then evaluating them. Within lessons

children are given the opportunity both to work on their own and to collaborate with others,

listening to other children‟s ideas and treating these with respect. They have the opportunity to use

a wide range of materials and resources including ICT. The objectives of the lessons and the criteria

for achievement are clearly explained to all pupils.

The evaluation of products requires children to articulate their ideas and to compare and contrast

their views with those of others. Through discussion children learn to justify their own views and

clarify their design ideas.

Where the supervision of activities is delegated to teaching assistants, they will have access to

training and be able to support pupils effectively.

The school has a wide range of resources to support the teaching of design and technology across

the school.

Art and Design

The school believes that art is a vital part of the education of all children and the appreciation and

enjoyment of the visual arts enriches all our lives.

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The school uses the Creative Learning Journey resources to plan a range of activities to develop

children‟s knowledge, skills and understanding in art and design which provide opportunities for

pupils to:

record from first-hand experience and from imagination, and to select their own ideas to use

in their work

develop creativity and imagination through a range of activities including ICT

improve children‟s ability to control materials, tools and techniques

explore and use two and three dimensional media, working on a variety of scales

review and modify their work as it progresses

increase their critical awareness of the roles and purposes of art and design in different

times and cultures

foster an enjoyment and appreciation of the visual arts and knowledge of artists, craftspeople

and designers

Planning of activities builds on the previous experience of pupils and provides increasing challenge

and progression. Teachers ensure that the objectives of the lessons and the criteria for achievement

are clear to all pupils. Where the supervision of art activities is delegated to teaching assistants, they

will have access to training and be able to support pupils effectively.

Every child‟s response is unique and activities in art are planned which allow pupils to respond

according to their abilities, with appropriate differentiation by support, resources and outcome.

Books and other visual materials to support learning about artists, designers and craftspeople are

available in the classrooms and the library. The school has a range of natural and made objects from

a range of cultures for use as a stimulus for work for observation and imagination.

When appropriate the school uses outside resources, such as gallery visits and visits to the school by

artists and craftspeople to support pupil‟s learning in art. The school takes advantage of the County

Collection of Original Works of Art, whereby a number of art pieces are borrowed each term to

support pupil‟s learning.

Homework

Work set to be carried out at home may be to reinforce or extend work the child has carried out in

class. In Rec/KS1 this may consist of reading words, reading to and with parents, learning phonics

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and counting in 2's and 3's leading to learning tables in Year 2. In Years 3 to 6 children may have

reading, spellings, a Learning Log activity and tables set

The aims of homework

To encourage parents and children to work together on set home tasks.

To consolidate and reinforce skills and understanding, particularly in literacy and numeracy.

To extend school learning through investigation and research.

To provide opportunities for children to become independent and responsible for their own

homework.

At Year 6, to prepare children for secondary school.

Extra-Curricular Activities/Clubs

We believe that children should have as many

opportunities as possible. In addition to the range of

activities we offer through curriculum time, we also

offer lunchtime and after school clubs and activities

which the children can take part in. This includes

dance, gymnastics, basketball, cheer-leading, growing

club and choir. Some are organised and run by staff in

school and for others we use outside so that we can

provide for the interests of as many children as

possible. The uptake is very good and we have taken

part in a number of shows and competitions.

Breakfast Club.

We have a Breakfast Club that runs between 7.50 am and the start of school at 8.50 am. The

children have a variety of enjoyable activities they can choose from and are provided with a

healthy breakfast before being escorted to their classes. Mrs Jenny Maskall leads this with Mrs Bev

Saggs.

Costing: £3.25 per session

£3.00 for siblings

Telephone: 07505 833362 or 01992 623467 (main school number)

Miscellaneous Useful School Information

School Meals

Our school cook, Julie Clark, provides a nourishing and balanced variety of food for your child‟s

lunch and on Tuesdays and Fridays a fun meal. School dinner can be paid for weekly, monthly or

half termly, in advance, in an envelope with the child‟s name marked on the front. Children decide

their choice each day however if there are any foods they are not allowed to have please tell us in

advance and we can try to find an alternative choice if it is available. The current three week menu

is on display in the entrance hall. If your child is having a packed lunch then the same rule to

drinks applies.

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Drinks

For their morning drink, milk can be ordered for the term for Foundation and KS1. Children can

bring in water in plastic bottles from home and we actively encourage children to drink water

during the school day.

Fruit

Fruit is provided free for children in Reception and Years 1 and 2. Children in Years 3 – 6 may buy

snacks from our snack shop or can bring fruit and vegetables from home at break-time.

Illness

If your child is ill, please telephone the school office before 9.30 am. We have an answer machine

which allows you to leave a message for this purpose. It is useful to let us know what the illness is

so that if necessary we can alert other parents. Please be aware that a child who has had an upset

stomach should not be sent back to school until 48 hours after sickness or diarrhoea has cleared.

Money

All money sent to school should be in an envelope marked with the child‟s name, amount and

purpose and given to me by the child. It would be helpful if you could send this in on Mondays.

Car Parking

Parents are not allowed to drive their cars into the school grounds between 8.30 and 9.15 am and

3.00 and 3.45 pm, when large numbers of children are around. They are also requested not to drive

into Longlands Close at these times as there is a danger of a child being knocked over at the

junction with Crossbrook Street. The school entrance should be kept clear at all times. You are

also not allowed to park in the Family Support Centre car park next to the school.

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Holy Trinity CE School.

Home School Agreement.

The Home School Agreement explains the aims and values of our school. It spells out the responsibilities of the school

and parents, and what the school expects of our pupils.

Children achieve more when schools and parents work together. The Home School Agreement will help parents to

work more closely with the school. Parental support and encouragement are very important if children are to make the

most of school.

Aims and values of the school

Alta Pete – Aim High

The primary aim of the school is to help each pupil reach his or her full potential so that they may develop the

attitudes, skills and knowledge to take full advantage of the opportunities available in their future lives.

We achieve this by:

fostering the values, attributes and lifestyles that a Christian faith demands in the family, among friends, in the

school and in the wider community.

creating an environment for staff and pupils that is happy stimulating and supportive in which core values and

beliefs of high expectations can flourish

providing an appropriate balanced education designed to help each pupil reach their potential.

ensuring that all staff have access to development opportunities in keeping with the needs of the school and

individuals‟ expertise to enhance the educational opportunities for our children.

providing effective management and organisation within the school to give clear guidance for its direction

nurture the partnership role between School, Governors, Parents, Christ Church and the wider community for

the benefit of the children we are jointly responsible for.

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THE SCHOOL

Within this Church of England School we will:

provide a Christian environment in which all children feel safe and secure and show care and respect for

themselves and others

provide opportunities for children where they are supported and challenged to achieve their full learning

potential

provide a curriculum suitable for your child in line with National Curriculum requirements and teach this in

an interesting and innovative way

regularly monitor your child‟s progress and arrange meetings with you to discuss this

always inform you at an early stage of any concerns we may have about your child so that you can quickly

become involved

provide opportunities for you to express your views on school issues and have these views listened to.

Signed ______________________________ Sarah Chaloner (Headteacher)

PARENTS

As parents we will:

support our child through the learning process, taking an interest in our child‟s life at school and encourage

him/her in getting as much as possible from the opportunities available.

support the work of teachers and other staff in school

encourage our child to show respect for all members of the school community and keep to the golden rules

ensure our child attends school regularly and on time

try to avoid taking holidays during term time

encourage the completion of any homework in the time set

attend meetings with school staff to discuss his/her progress.

ensure our child wears the correct uniform as stated in the brochure and has what he/she needs to take a full

part in all activities

be aware of and support the behaviour policy and guidelines to enable the school to maintain high standards

of behaviour.

Signed ________________________________________________________ parent/s

Name of parents _________________________________________________

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PUPILS

I shall try to:

do all my work as well as I can

be helpful and honest.

be kind, gentle and listen to people

behave well

wear the school uniform and look tidy

look after my own property and respect that of other people.

Signed ______________________________

Name of pupil __________________________________

Date: ________________________