We are, without doubt, a consistently high-achieving school academically.
We are extremely proud that our children achieve well above national averages at every measure (reading, writing and mathematics) and academic attainment will always be a big focus for the school. However, our belief and success are founded on a far wider variety of aims for the children at Trinity.
We strive to do the best we can for our children in the way that is best for them. We have a concerted emphasis on developing thinking skills, teaching children how to live harmoniously and most of all enjoying their learning and having fun. Consequently children are more confident, resourceful and ready to learn; taking responsibility for their future lives and the many important decisions they will make.
Our aim is that the children should develop self-confidence, gain a balanced view of their society and the world through a responsive curriculum and adopt Christian Values that they will carry with them throughout life. We provide opportunities for Reflection and Prayer so that children learn and explore experiences and individuality
At Trinity, we believe the curriculum should be relevant to children’s life experiences, should inspire and engage them in their learning, and enable them to work in a flexible and collaborative way using their imagination.
We offer a curriculum which is broad and balanced and which builds on the knowledge, understanding and skills of all children, whatever their starting points, as they progress through each Key Stage. It incorporates the statutory requirements of the new National Curriculum 2014 and other experiences and opportunities which best meet the learning and developmental needs of the pupils in our school.
The National Curriculum is taught across all year groups across the school and includes the following.
The aim of our curriculum is for pupils to have the requisite skills to be successful, independent and motivated learners in readiness for their next stage of education.
Pupils begin their life in reception working on the Early Learning Goals and during year 1 progress to the National Curriculum. Throughout this period and beyond all children are still developing their phonic knowledge through the Letters and Sounds Programme and developing their fluency in reading.
The opportunities, organisation and provision for the teaching and learning of reading are as follows:
• Shared reading
• Guided reading;
• Independent reading; Book Bank /use of our library.
• Phonics; Letters and Sounds programme.
Teachers also take time to read class novels and
model reading for pleasure. It is important that
children enjoy reading and also have the opportunity
to experience books from classic and modern classic
authors such as Michael Morpurgo, Roald Dahl and
Enid Blyton among others.
Reading/Phonics are mainly supported by the following
published resources: Oxford Reading Tree, Collins
BIG CAT for Non-Fiction, Jolly Phonics, Letters & Sounds. .
Other schemes are utilised throughout the school to
• A range of intervention programmes are used to ensure that all children’s needs are catered for:
Toe-to-Toe, Spelling, Precision Monitoring, AcceleRead and AcceleWrite, Fischer Family Trust Wave 3 (FFT Wave 3) is an early intervention for younger children who have difficulties learning to read and write.
• Links to parents – Each child has a reading record book which logs books they have read and comments about their reading. Parents and teaching staff write in this book.
• Class books: Opportunities for children to read are given on a daily basis.
• Reading at home: Children are encouraged to read at home every day.
Specialist teachers and instructors support music, physical education and the teaching of French. All subject leaders are given training and opportunity to keep developing their own subject knowledge, skills and understanding so they can support curriculum development and their colleagues throughout the school. Theme weeks, whole school activities and opportunities within and outside school all enrich and develop the children’s learning. After school clubs and events extend these opportunities further.
Our Creative Curriculum is planned around the development of knowledge, skills and understanding. Our teachers have the freedom to develop more innovative and effective approaches to teaching in order to create a curriculum that is tailored to their class and the children’s very specific needs. We ensure a curriculum that nurtures fascination and imagination and promotes an appreciation of human creativity.
The Christian Values of Trinity are also supported through our use of a creative curriculum; opportunities to reflect and respond to beliefs, values and human experiences are embedded in, and beyond, the classroom. Our RE curriculum provides our children with opportunities to discuss and reflect ethical issues such as; identity, belonging, meaning, truth and values through different religions.
ICT is also central to the curriculum and is integrated into a range of subjects. The school is well resourced with Interactive Whiteboards in all teaching rooms, which allows us to create visually stimulating lessons and greater opportunities for interactive learning. In addition the school has over 50 Google Chrome books to be used as well as cameras and visualisers.
Trips and external visitors are central to our Creative Curriculum topics. These are arranged for all classes and include, amongst others, trips to the zoo, museums, places of interest such as the River and Rowing Museum culminating in a residential trip in Year Six. Children are provided with opportunities for reflection on the impact on their learning as a result of these educational visits.
We have a shared vision of the skills and qualities every pupil should have by the time they leave Trinity. We aim to achieve this by doing the following:
To nurture independent, responsible, life-long learners equipped with creative thinking skills to enable them to respond to the challenges of the world they live in.
To enable pupils to become confident individuals with a positive self-esteem, have a thirst for knowledge, and high expectations of themselves.
To create a positive attitude to learning, by encouraging confident and caring relationships which motivate and inspire them to do their best.
To support pupils to become confident in making decisions, be able to take risks and persevere to allow them to challenge their learning and maximise their potential.
To foster an environment of politeness and good manners in which each child is able to communicate and collaborate effectively.
To celebrate their individuality and that of others, with a respect of all and the world we live in, and an understanding of their place in modern Britain and the World.