We have reassessed our visions and values, giving them a particular focus through the pandemic.
We use the acronymn care that runs through our Learning Improvement Plan and our Behaviour Policy
C - Community (Stratford upon Avon is our campus). We show care for our local community, church community and the global community
A - Aspiration - Always doing our best. A carefully assessed curriculum
R - Resilience - Never giving up (metacognition -and self regulation)
E - Enjoyment - An enjoyable and enriching curriculum for all
The acronym I AM ME! helps us to remember what we want pupils to have experienced by the time they leave our school at the end of year 6
MORE - knowing more, remembering more, doing more
Holy Trinity C of E Primary fosters an environment where children ask questions, challenge themselves and learn how to think aloud. Stratford upon Avon is our campus, a platform from which we can view the wider world and embrace the cultural riches that our unique town affords us. The teaching approaches we use support metacognition; children are immersed in activities that encourage them to explain their reasoning, make inferences, identify the strategies they can use when they get stuck, and indeed, to enjoy the challenge of being stuck from time to time!
Pupils grow a passion for reading, studying high quality novels throughout Key Stage 2, reading books that enrich their vocabulary and call upon their skills of inference. Book talk rings out in every classroom, and children transfer what they have learned in reading to their writing.
Teachers take the 'Maths Mastery' approach. Children are told 'convince me' by their teachers, developing an understanding of the power, the pattern and the relationships in number and how they can talk through their decisions and calculations. It's a really hands on subject in our school, where visual and hands on methods are used in every lesson from Reception up to Year 6. We use drama and talk across the school to develop confidence, language and character.
Our curriculum is rich. Teachers get together and tap into the expertise of subject leaders to create an irresistible learning curriculum that is reviewed every half term, allowing the school to respond to current events and maximise opportunities to ignite curiosity in the classroom. For example, a chronological approach to the areas of history that children learn about teaches them about context, cause and effect. This is explored in active memorable ways, such as 'chronology days' where the children are immersed for a day in exploring the different elements of chronology and create large visualisations and dramatisations of what they have discovered. They are able to recognise that some significant periods of history in the timeline actually happen side by side.
Learning is sequential, ensuring that outcomes reflect the high expectations and aspirations that we have for every child in the school. Where appropriate, cross curricular approaches provide opportunities for creativity, self-expression, leadership, and collaboration. These experiences foster social skills, a sense of responsibility, independence, and self-confidence.
The school seeks to develop each child's confidence so they recognise and respect their abilities. It encourages them to develop a commitment to responsible living in a changing world.