Head teacher and Deputy Head

Uncategorised

•Borough Leagues and Tournaments - These children are selected on ability as they will be facing the best teams from schools around the Borough. In most cases the children will be picked from the respective after-school clubs in collaboration with the sports coaches. If a child is not able to join a club at Holy Trinity but they have a talent for a particular sport then in some rare cases they will be selected outside of the extra-curricular clubs

 

•Inter-shool athletics events (E.g. Borough Sports) - Children are selected based on their performance at running club, PE lessons and the HT Summer Sports Event

 

•Swimming Gala - All KS2 children are invited to the HT Swimming Gala trials and then a squad will be picked based on the fastest times.

 

•At Holy Trinity we are committed to providing as many children as possible with the chance to represent the school at competitive sport. We work in collaboration with other schools to provide extra games and tournaments, outside of the Borough organised events. Holy Trinity hosts our own football and tag-rugby tournaments with other schools and enters competitions provided by neighbouring Boroughs such as the Brentford FC football tournament in Isleworth. For these matches and tournaments, priority is given first to children who attend after-school sports clubs and those who might not regularly get a chance to represent the school.

 

•In addition to the inter-school competitions, Holy Trinity also provides termly intra-house competitions across a number of sports for all children in years 3,4,5 and 6. By the end of KS2 all children at Holy Trinity will have experienced playing for their House team in a competitive event.

Holy Trinity CE Primary School, Richmond 

Self-evaluation summary: Autumn 2014

 

Quality of Leadership

 

Leadership is outstanding because:

  • There is an overall upward trend in both pupil attainment and pupil progress over 7 years
  • Analysis of the school’s KS2 results over the last 6 years shows that at KS2 the school consistently achieves more highly than would be expected nationally for children with their profile
  • Although there has been a bobble in level 4 maths this year we are on course to be back on our trajectory in 2015
  • In KS1 attainment has been significantly better than the national for two years and better than the national for the all subject average for four years
  • There is informed and robust governance of the school, as recognised by the achievement of the “Governor Mark” accreditation autumn 2014
  • The school has a current ambitious “5 year Vision” compiled by governors and staff with input from all stakeholders; this underpins the School Development Plan. The previous 5 year plan had been achieved
  • Progress and attainment targets set for the pupils demonstrate pursuit of excellence and ambition (aiming for an average of 15 pts progress across reading, writing and maths, KS1-KS2 for our 2014/15 year 6 cohort)
  • The Continuing Professional Development programme is accurately focussed, reflecting a deep professional knowledge of individual teacher’s appraisal targets and over-arching development needs of the school. Planned training and development events reflect the school’s understanding of the importance of the role of teaching assistants and learning support assistants 
  • Through rigorous planning and control the governors have ensured the financial security of the school; moving the school from a deficit position 7 years ago to a secure positive balance over the last 4
  • Through highly successful strategies of engaging with parents the school has secured an improving trend in attendance over 7 years; moving from below the national average to above the national average. Attendance was 96.10% in 2013/14. Currently the school’s attendance is 97%
  • At end of KS2 the school has a smaller gap between the attainment of disadvantaged pupils and their non-disadvantaged peers than the national. In the 2014 Yr 1 and Yr 2 phonics tests, disadvantaged pupils outperformed their non-disadvantaged peers. There is a bigger gap between the attainment of disadvantaged and non-disadvantaged children at KS1 than the national due to the correlation in this cohort between the two categories of disadvantage and SEND
  •  The school works extremely effectively with external agencies to ensure that pupils are kept safe. The head teacher represents the borough primary head teachers on the LSCB. The school employs a parent support worker from a charity to improve outcomes for children
  • The distributed leadership of the school promotes an extremely rich and stimulating curriculum that is deeply appreciated by pupils and parents. Reporting to parents is very detailed and supports progress and celebrates achievement
  • The school now has an excellent reputation in the local area and is significantly over subscribed as a two form entry school compared to 7 years ago when it was undersubscribed as a one form entry school
  • Our maths co-ordinator is an accredited lead for CPD for the NCETM
  • The head teacher is a moderator for the EYFS in Richmond and Kingston; she is also a mentor for newly appointed head teachers
  • The school has an “outstanding” grade for its section 48 inspection
  • The school’s capacity to improve further in the future is outstanding because:
  • Continued stability and further deepening expertise in the school, including the senior leadership team and governors, combined with determination to bring about the very best outcomes for our pupils will ensure the continued raising of standards

 

The Quality of Teaching

 

Teaching is outstanding because:

  • There is an overall upward trend in both pupil attainment and pupil progress over 7 years
  • Analysis of the school’s KS2 results over the last 6 years shows that at KS2 the school consistently achieves more highly than would be expected nationally for children with their profile
  • In KS1 attainment has been significantly better than the national for two years and better than the national for the all subject average for four years
  • Observed lessons are at least consistently “good” with many judged as “outstanding”
  • “Typical over time” evaluations show that teaching staff (including TA’s and LSA’s) have a thorough knowledge of next steps for their pupils; interventions are carefully targeted and evaluated. Feedback is of a consistently high quality and enables children to make significant progress
  • Subject leaders ensure that their subjects are effectively taught across the school
  • The school’s rigorous evaluation cycle monitors the effectiveness of teaching and is highly responsive to need
  • The school has clear, consistent, effective expectations which are monitored and form the backbone of our monitoring, appraisal and CPD. These expectations are known as “The Holy Trinity Essentials” and  have been compiled in consultation with an experienced inspector and consultant
  • There is a strong base of expertise within the staff (as commented on by our mock inspection team, “you don’t need to look outside the school for your CPD). The school’s nursery teacher is recognised as a “lead teacher” in Richmond and Kingston. Our maths co-ordinator is an accredited lead for CPD for the NCETM

 

Achievement of Pupils

 

Achievement is outstanding because:

  • There is an overall upward trend in both pupil attainment and pupil progress over 7 years
  • Analysis of the school’s KS2 results over the last 6 years shows that at KS2 the school consistently achieves more highly than would be expected nationally for children with their profile
  • In KS1 attainment has been significantly better than the national for two years and better than the national for the all subject average for four years
  • Level 5+ has been the highest in 2014 recent years in KS2
  • Despite a dip in  level 4’s in maths in 2014, the school is on course to be back on its trajectory of improvement in 2015
  • 69% of pupils achieved a GLD against the national of 64% despite an extraordinary level of need in 2013/14 due to a high proportion of children with SEND
  • The 2012-14 average % of disadvantaged pupils achieving a 4b+ in RWM is 61%, compared with a an average of 58% in the boroughs of Richmond and Kingston for the schools with a similar proportion of disadvantaged pupils

 

Behaviour and Safety

 

Behaviour is outstanding because:

  • Visitors to the school always comment on the children’s manners, positive attitudes and excellent conduct throughout the school
  • Our children regularly win the borough’s Junior Safety challenge
  • There is a thorough programme to teach children about e-safety and as a result children are clear about how to keep themselves safe on-line
  • The school has an enhanced provision for children 3 KS2 children with EBSD. We currently have 5 children in this provision. The provision is highly successful at reintegrating these children into the mainstream classes and working with other professionals to support these parents and their families to ensure the best outcomes. The LA celebrates the effectiveness of the school in improving outcomes for some of the most challenging children in the borough
  • Attendance was well above the national average for 2014 and is still improving.
  • In our 2014 survey 90% of pupils said that they work hard; 88% said that they are trusted to do things on their own; 95% of children said that they got help when they needed it; 93% of pupils said that the teachers listened to their ideas and 89% of parents think that the school has high standards of behaviour
  • The school undertook a mock inspection in the summer of 2014; the inspectors fed back on the impeccable behaviour of our children