Development, Strategy & Benchmarking
Five Year Strategic Plan
Following on from extensive feedback from governors, staff, parents and pupils, we have created an ambitious plan for the future of our school, which will sit alongside our School Development Plan.
1) Maintaining our excellent reputation and delivering high academic results
either in line with or above national averages
Where we are now: Over the past few years, Trinity CE Primary School has secured good academic outcomes. Attainment is broadly in line with or above national averages however there has been some fluctuation in our end of KS2 results and our end of EYFS outcomes, whilst above national average, the gap between Trinity and national average is narrowing.
Where we will be in 5 years: The school is widely recognised for exceptional academic performance, with progress scores consistently above national benchmarks and attainment scores confidently above national averages. Teaching throughout the school is consistently highly effective, data-informed, and responsive. The school retains a positive reputation locally and beyond and continues to have a full intake each year.
2) To create a connected learning community in which parents are empowered
to actively support, enhance, and celebrate their children’s learning.
Where we are now: Parental involvement is strong, with regular communication and participation in workshops and events. Parents evenings are well attended. However, there remains potential to further engage families in the active learning processes and decision-making to strengthen existing partnerships. Working parents can sometimes find it hard to access the current workshop schedule.
Where we will be in 5 years: Parents are fully engaged partners in the learning journey. The school uses a wide range of tools and opportunities for parents to understand, support, and celebrate their children’s progress. Engagement data shows consistently high participation and positive feedback from parents around their relationship with the school and their child’s education.
3) To further personalise our provision for all pupils and enhance our pastoral provision
to ensure the highest quality of care for our vulnerable pupils
Where we are now: The school has a strong, well-embedded vision to support all learners with their emotional, social and spiritual development. Provision for SEND and pastoral care is effective, with strong relationships, targeted interventions when staffing allows and a caring culture however some variation in staff confidence and access to specialist training remains.
Where we will be in 5 years: All pupils feel safe, valued and well supported with inclusion (linked to our vision) at the heart of all decision making. The school is a centre of excellence for SEND and pastoral support. Staff are highly trained, early identification is robust, and interventions produce strong measurable impact.
4) To deliver a curriculum that is creative and future focused
Where we are now: The curriculum is broad and engaging, with creative elements and enrichment. Teachers continue to adapt the Learning Means the World Curriculum for our setting however there are some timetabling challenges. Certain areas of the curriculum need better resourcing for full delivery; particularly information technology.
Where we will be in 5 years: The curriculum is widely recognised as innovative, future‑focused and intrinsically linked to our school vision. Pupils develop creativity, critical thinking, digital skills, and a love of learning. The school is known for exciting, progressive educational experiences and considered a beacon school for Teaching and Learning. Teacher confidence and enjoyment teaching the curriculum is high.
5) To establish playtimes as dynamic, inclusive spaces that encourage imagination, resilience, and collaboration, supported by thoughtfully chosen resources and equipment.
Where we are now: Playtimes are positive and safe, though resources and planning for playtimes could be improved to promote greater creativity, physical activity, and social interactions. The school benefits from extensive outdoor spaces and makes effective use of areas such as Forest School, the astroturf and the field. However, some spaces need updating and modernising to accommodate the children’s interests.
Where we will be in 5 years: Playtimes are vibrant, inclusive, and purposeful. Children have access to structured spaces, imaginative resources, and well‑planned activities that support social, emotional, and physical development.
School Development Plan
Our Senior Leadership Team and Governors have identified five key steps for the development of our school:
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To ensure our writing curriculum is effective in meeting the needs of all learners, helping them to thrive as writers and so that our outcomes are above national averages.
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To further develop our whole school approach to behaviour management, ensuring behaviour is managed consistently, effectively and inclusively by all staff members, enabling everyone to flourish.
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To enhance parental engagement so that our families feel informed, empowered and actively involved in their child’s education.
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To develop and deliver a curriculum that is ambitious, inspiring, and fully aligned with the school’s vision, ensuring comprehensive coverage of all subjects, consistently high-quality teaching, and strong subject leadership to promote excellence for every pupil.
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To ensure the school environment is welcoming, inclusive and well-maintained, promoting pride and high aspirations amongst pupils, staff and families.
These objectives have been determined by analysis of whole school data and taking into consideration our most recent Ofsted and SIAMS inspections. If you would like to know more details please contact the school office on office.3254@trinity.oxon.sch.uk.
Financial Benchmarking
As a maintained school, we are required to publish the below link to our dedicated page on the Schools Financial Benchmarking website: