Holy Trinity Church of England Primary School

Prospectus 2012/13

Longlands Close Crossbrook Street

Waltham CrossHERTFORDSHIRE

EN8 8LU

Telephone: 01992 623467Fax: 01992 641644

Email: admin@holytrinity.herts.sch.ukWebsite: www.holytrinity.herts.sch.uk

Headteacher: Miss S. Chaloner

(Please note that information contained in this publication are correct at the time of going to print however changes during the year may occur.)

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.

A Brief History of the School.

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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.

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 DickerChair 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 thereI 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 thanksFoHT

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School Staff 2009/10

Headteacher Miss S. ChalonerDeputy Headteacher Mrs E. DevallyClass teacher - Reception

Mrs J. Williams/Mrs D. Eddington

Class teacher - Year 1 Mrs. L. GardinerClass teacher - Year 2 Miss M. RichClass teacher - Year 3 Miss L. PalmerClass teacher - Year 4 Miss S. LynchClass teacher - Year 5 Mrs L. JacksonClass teacher - Year 6 Mr S. Flores

Teaching Assistants Mrs A. StoddardMrs R. KnightMrs J. MaskallMrs T. DaveyMrs T. NicholsonMrs J. StamenkovicMrs C. WhiteMrs J. LynchMrs C. HartMrs E. DaveMrs D. McConologueMrs C. SticklerMiss Z. Loftus

Learning Mentor Mrs S. Edwards

Admin Staff Mrs N. TurnerMrs J. Lynch

Senior Midday Supervisor Midday Supervisory Assistants

Mrs S. GreenMrs J. DormanMrs J. AllenMs. L HandleyMrs J. TurnerMrs S. HeffernanMrs B. SaggsMrs J. StamenkovicMiss. K. Morley

Caretaker Mr J. Michalak

Cleaning Staff Mrs J. BeekmeyerMrs L. RyanMs J. WebsterMrs C. Griffiths

Hertfordshire Catering Ms. J. Bowden7

Mrs B. HillMs J. Webster

Road Crossing Patrol Mrs M. Sladden

Governing Body

Chair of Governors Mother J. Dicker

Vice Chair of Governors Mr T. Clark

PCC Governors Mr P. HutchinsonMrs H. JamesMr M. SmithMr L. IsaacMrs M. Seibert

LEA Governor

Parent Governors Mrs R. BoswellMr M. Ruoff

Staff Governors Miss S. ChalonerMrs E. DevallyMrs T. Nicholson

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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 session1.10 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 week5 - 7 22.058 - 11 23.45

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.

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

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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 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.

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We understand that we are legally required to comply with certain welfare requirements as stated in the Statutory Framework for Early Years Foundation Stage 2012. 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.

EnglishAt 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 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

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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.

MathsAt 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

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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.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. 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.

Our curriculum is planned in accordance with QCA and teachers use Star Science as a core programme. 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

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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.

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.

Modern Foreign Languages: French

At Holy Trinity we introduced Spanish as our Modern Foreign Language from September 2012. All pupils from year 3 to year 6 have access to a 40 minute lesson each week.

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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.

Lessons are planned using the Primary Languages Framework and complemented by the Tout-le-monde Scheme of Work and DVD resources.Links have been established with a Secondary Language Specialist College, Goffs for further support and possible up-skilling of class teachers.

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 provided by the Herts Music Service as part of the Wider Opportunties Programme. Year 4 have a session each week throughout the term with the other classes from KS2 taking part for one term each through the year.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 TechnologyDesign 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 QCA schemes of work 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.

The school uses the QCA schemes of work to plan a range of activities to develop children’s knowledge, skills and understanding in art and design which provide opportunities for pupils to:

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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 designersPlanning 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.

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.

Equality Duty

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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 Equality 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.

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 TalentedAt 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 PETalented: 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.

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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. 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:

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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.

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.

Homework

Work set to be carried out at home may be to reinforce or extend work the child has carried out in class. In the infants this may consist of reading words, reading to and with parents, learning spelling 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 maths activity and tables setThe 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.

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Extra-Curricular Activities/ClubsWe 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.Telephone: 07505 833362 or 01992 623467 (main school number)

Term Dates

Full Contact Details.

School address:Longlands Close,Crossbrook Street,Waltham Cross.HERTSEN8 8LU

Telephone: 01992 623467

Email: Office admin@holytrinity.herts.sch.ukHead 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.

Miscellaneous Useful School Information

School MealsOur 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 costs £2 a day which 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

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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.

DrinksFor 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.

IllnessIf 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.

MoneyAll 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 ParkingParents 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.

THE SCHOOLWithin 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)

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PARENTSAs 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 _________________________________________________

PUPILSI 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: ________________________

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Holy Trinity CE School - Admissions Policy for 2013/14.

IntroductionThe school is a one-form entry so that children are in a class with others of their own age group. This policy is designed to allocate places on agreed criteria in the event of there being more applications than places available. Our Planned Admission Number (PAN) is 30.

PolicyThe school does not have any specific units or facilities for pupils with particular special needs and there are no specific facilities for pupils with physical disabilities. The school is however on a level site, and all the accommodation is on one floor; there are also ramps at the main entrance and at the entrance to the playground. All classrooms may be entered without steps. As far as possible, the school will ensure that pupils with disabilities have access to the same opportunities as other pupils.

The Governing Body is responsible for the admission of pupils to Holy Trinity Church of England School and admits 30 pupils to Reception each September. This admission number has been agreed between the Governing Body and the Local Authority and applies to the year 2011/12.

The Governing Body is required to abide by the maximum limits for infant classes (5, 6 and 7 year olds), ie 30 pupils per class.

Parents/carers are requested to complete our Supplementary Information Form (SIF) and return it to the school office by the above date. If a SIF is not completed the Governing Body will apply their admission arrangements using the information submitted on the Common Application Form only, which may result in your application being given a lower priority.

Please note that the information in this policy is correct for the year shown. Policies for future years may well be different.

How places are offered.The Governors are required to admit a pupil with a Statement of Special Educational Needs which names the school

In the event of there being more applications than places available, the Governors will allocate places in the priority order of the following criteria. It is assumed that all parents are desirous of their children receiving an education within the Christian context of this Church of England School.

1. Children in public care (children looked after) and children who were looked after, but ceased to be so because they were adopted (or became subject to a residence order or a special guardianship order). Whose parents or guardians are practising members of Christ Church, Waltham Cross.

2. Other Children in public care (children looked after) and children who were looked after, but ceased to be so because they were adopted (or became subject to a residence order or a special guardianship order). Written supporting evidence should be supplied, at the time of application, from the relevant Local Authority (LA)

3. Children of parents or guardians who are practising members of Christ Church, Waltham Cross. By practising is meant attending Sunday worship at

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Christ Church at least six times a year and having a letter from Priest/Minister to verify attendance.

4. Children who reside in the same family grouping and have a sibling at the school at the time of their proposed admission. (A sibling means the sister, brother, half brother or sister, adopted brother or sister, or child of the parent/carer or partner, and in every case living in the same house from Monday to Friday.)

5. Children of parents and guardians who are practising members of a Christian congregation, which is a member of Churches Together in Great Britain, and live within the following geographical area: East of the A10 Great Cambridge Road, the south side of College Road, the south side of Windmill Lane, west of the Lea Valley railway and north of the M25 motorway. By practising is meant attending church at least six times durinng the year immediately prior to application and having a letter from Priest/Minister to verify attendance.

6. Any other children who live within that geographical area.

7. Children of parents or guardians who are practising members of a Christian congregation living outside that area. Practising to be defined as (4) above.

8. Any other children.

Where the application of the above criteria results in a situation where there are more children with an equal right to admission to the school than the number of available places, the tie-break will be distance from the school, straight line distance measurement provided by Hertfordshire County Council’s GIS system as outlined in the Moving On/Under 11s publications.

Every effort will be made to accommodate twins and other ‘multiple birth’ applications provided that this does not breach maximum class size regulations.

The date of receiving applications prior to the Governors’ meeting to allocate places has no bearing on the allocation of places.

Procedure1. All applicants will be asked to complete both the County Application Form (which

can be done on line) and a school application form (SIF) prior to consideration by the Governors. However if the county application forms has been completed but the school’s supplementary form has not been submitted the application will be considered. School forms may be obtained from the school office during school hours or the website.

2. The Governor’s meeting to allocate places for Reception will be held in line with Hertfordshire’s agreed date each year. The LA will notify parents on behalf of the governors if a place has been allocated.

3. Applications for places in a Reception class received after the allocation for places has been made but before the class starts at the school will be placed on the

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waiting list. If places subsequently become available the criteria specified in the Admissions Policy above will apply.

4. Late applications can only be considered after consideration of all applications received by the deadline date regardless of category priority.

5. Older pupils will be considered for admission, providing there is room in the relevant class, according to the published admission rules. All ‘in year’ applications will be co-ordinated by the LA on behalf of the school, but a SIF is still requested.

Notes1. Geographical proximity will be determined by the following definition:

”The home to school distance will be measured using straight line distance measurement provided by Hertfordshire County Council’s GIS system as outlined in the Moving On/Under 11s.

2. Appeals. Parents who have not been allocated a place for their child in the reception class have the right of appeal to an independent panel. Those parents will receive from the LA a leaflet entitled ‘Primary What Can You Do Now’ which explains how to request and return an appeal pack. A booklet entitled 'Guidance for Parents', which explains how the appeals process works, will be included in the appeal pack or can be found on line at www.hertsdirect.org/csfcustomerfocus. Contact details for the governing body are c/o the school address.

3. Continuing interest (waiting) list. In the event of more applications than available places the governors will maintain a continuing interest list (waiting list). These and late applications will go onto this list in a position determined by the criteria. If a place becomes available in the school it will be offered to the child that best meets the published admission rules. Parents are requested to inform the governors if they wish their child’s name to be removed..

Success criteriaThe Admissions policy may be considered to show success if:

Parents and governors have a clear understanding of the criteria and procedures for admission to the School

In the case of over subscription for places it is proved that a simple and unbiased procedure for allocation was followed.

Review dateThe Admissions Committee will review this policy annually.

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HOLY TRINITY C.E. SCHOOLAPPLICATION FORM

CROSSBROOK STREET Headteacher MISS S CHALONERWALTHAM CROSS Telephone 01992 623467HERTS EN8 8LU Fax 01992 641644

e-mail: admin@holytrinity.herts.sch.ukName of Child Male/Female Date of Birth

Address

Postcode Telephone

Father's Full Name[and address if different]

Mother's Full Name[and address of different]

Please state the name of any other person than those named above who have parental responsibility for this child

Name and Address of Previous School/Nursery Previous Address (if applicable)

Has the child a brother or sister at this school?

Previous Nursery School (For school information only)

If either parent is a practising member of a Christian Congregation please state church

Please attach a letter confirming your attendance at a Christian Congregation

For Office Use Only

Application Received

Admission Committee Meeting

Place Offered

Place Accepted

Pre-School Visit

Date Admitted

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