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: [email protected]
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 [email protected]
Head [email protected]
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: ________________________