Admission Information

Year 7 Catch-up provision 2017-2018


Year 7 Catch-Up Funding Funding 2016/17

In the financial year 2016/17 Blessed Trinity RC College received £16,000 additional funding.  This was to support pupils joining Year 7 who had not yet reached the national standards in English and/or Maths.  This funding was used to employ qualified Maths and English teachers to support pupils on a 1:1 basis.

Impact of catch up funding in 2016/2017  
English across year 7

100 % of the ‘catch-up’ cohort made expected progress or beyond by the end of the academic year. 

Mathematics across year 7

86% of the ‘catch-up’ cohort made expected progress or beyond by the end of the academic year. 

13% are working towards expected progress and further support will continue with these 12 pupils in Year 8.

Funding 2017/18

Funding In 2017/18 is £16,121 Year 7 Catch-up Funding.  Funding in this financial year is the same as that received in 2016 /17, adjusted to reflect the percentage change in the size of the Year 7 cohort, based on the October 2017 census.

Due to the success of the programme in 2016/17 Blessed Trinity RC College will again utilise funding to employ qualified Maths and English teachers to support pupils who join Year 7 and who haven’t yet reached the national standards in Maths and/or English.


Total no of pupils: 268

No of pupils <100 Reading and Mathematics:   70   (70/268  =  26%)

No of pupils <100 Reading:  25  (25/268  = 9.3%)

No of pupils <100 Mathematics:  23  (23/268  = 8.5%)



    Total pupils NOT MET STANDARD in Mathematics:  93/268  ~  35%  

    Total pupils NOT MET STANDARDS in Reading: 94/268  ~  35%



Blessed Trinity Homework Club

Opening times:  Monday – Thursday 3:10 – 4:10 pm  Venue: Library



The current Library seating capacity is 77 made up as follows:


20 seats       -           20 computers/tables

18 seats       -            7 normal height tables (various sizes)

20 seats       -           10 low tables

19 seats       -            Casual learning and Reading



At Blessed Trinity we believe that we are part of God’s creative process; fulfilling the potential of each individual in order to incarnate the Kingdom of God. We see education in the wider context as a process of liberation and humanisation; of enabling children to become more fully human.

As such we are committed to providing a holistic education for every child which will enable them to serve others and make a significant contribution to society.

Religious Education

As a Catholic school we are committed to the Diocesan ambition to support the personal faith journey of our pupils through an exciting, relevant and inspiring programme of Religious Education throughout all five years of their education at Blessed Trinity. This aspect of the curriculum will comprise of 10% of their curriculum time and will also result in a GCSE Religious Studies qualification as well as Religious Education programme which supports both the individuals understanding of their own faith and their spiritual, moral and social development.

A broad and balanced three year Key Stage 3

We believe that a broad and balanced curriculum affords our pupils experience, not only in core academic subjects, but also in sport, the creative arts and technology. Therefore, we are committed to each of these areas throughout all three years of Key Stage 3 and also through our comprehensive offer of Key Stage 4 options.

We recognise that all children have individual needs and abilities and therefore tailor our curriculum throughout the five years at Blessed Trinity so address the individual child.

Accelerated Progress Group

In response to our Primary Schools feedback that some of our Year7 pupils are not ready for full transition to Key Stage 3 we have an Accelerated Progress Group in Year 7. Here pupils receive specialised teaching and support from a Primary specialist teacher for their core education; Maths, English, Science, History, Geography. They do not study a Modern Foreign Language until Year 8 and extra time is given to increasing their skills in the basics. They follow Music, Art, Performing Arts, Technology, ICT and PE with the other children in the Year Group in a mixed ability setting in order to have a sense of entering fully into their high school education and the community of Blessed Trinity.

They have their own classroom base and the focus here is twofold. Firstly, we aim to accelerate the achievement of pupils who are below the standards expected for a Year 6 pupil and who typically arrive with KS2 scaled scores of less than 90. Secondly, we aim to develop the pupils’ attitudes to learning, in particular encouraging them to become more independent and resilient learners in order to thrive in a High School environment. When children have caught up and are ready for Key Stage 3 they move into to full curriculum with the rest of their peers.

Disadvantaged Pupils

There is an expectation that disadvantaged pupils will have the same curricular opportunities as other children regarding breadth and quality. Our resources are directed too supporting children in fully accessing all aspects of the curriculum.


The school has a full catch-up programme for Year 7 pupils who have not reached Expected Standard in reading and/or mathematics at Key Stage 2. The Catch-up premium funding plan is often inextricably linked with the Pupil premium plan as a high proportion of pupils fall into both categories. The funding is strategically spent to target the gap in performance for these pupils to ensure they “catch-up” with their peers and have full access to the curriculum.

The total amount of the allocated Catch-up Premium is divided equally to provide extra support for children in Literacy and Numeracy. The Numeracy share is allocated entirely to providing small group/individual tuition with a Mathematics specialist. Pupils are allocated up to two additional support lessons on a fortnightly basis to concentrate on Numeracy skills in order to catch up with their peers.

The Literacy share is spent on a range of strategies aimed at strengthening various aspects of English skills. The following support strategies have been used to develop pupil’s skills in Reading, Writing and Spelling:

  • Accelerated Reader Programme
  • Breakfast Club
  • Independent Dyslexia Learning programme
  • Handwriting support

Special Educational Needs and Disablility

We have a significant commitment to pupils with Special Educational Needs. A detailed assessment of each individual child’s need ensures that the full range of needs is identified. The support provided to a child with SEND is always based on a full understanding of their particular strengths and needs and seeks to address them all using well-evidenced interventions. Here at Blessed Trinity we recognise a broad spectrum of Special Educational Needs and Disability. The kinds of special educational needs and disabilities for which provision is currently made at Blessed Trinity include:

 Specific Learning Difficulties which includes Dyscalculia, Dyslexia, Dyspraxia


 Autistic Spectrum Disorders

 EAL and Physical Difficulties which includes Hearing Impairment, Visual Impairment, Cerebral Palsy

During 2017–2018 there are 210 pupils on Trinity’s SEND Register and there are a range of other pupils who receive additional support through the SEND department in recognition of their physical, medical or specific learning needs.

Express Groups

We know that the spread of ability across the top 60 pupils is wider than the spread across the next 120. In order to ensure that the most-able pupils have a curriculum that promotes the highest expectations and challenge, we implemented the Express Set in 2013. Whilst the Blue and Yellow sets 2, 3 and 4 are parallel, pupils in Yellow 1, are the 30 pupils with the highest KS2 results on entry.

English Baccalaureate Pathway

We have the highest aspiration for our youngsters and therefore believe that the majority of pupils have the ability to follow an academic curriculum at Key Stage 4; embracing the English Baccalaureate. These subjects have a high value in the world of work and further and higher educational settings. We support our pupils’ aspirations through undertaking enabling subjects. The balance of their curriculum is supported through taking one additional free option.

EBacc Lite

We recognise that the English Baccalaureate Pathway is not appropriate for all pupils. For some pupils in sets 3 and 4, it is more suitable for them to access two free options but also to undertake a subject with real academic rigour. Therefore, we offer the ‘EBacc Lite’ curriculum for pupils in sets 3 and 4. Here, pupils follow one English Baccalaureate subject of their choice plus two free options.

Free Option Pathway

For a smaller number of pupils, although we recognise the need for a robust core, their academic profile would mean that following EBacc subjects would not be appropriate. Therefore, these students follow a pathway with the core subjects and three free optional subjects.

Future Successes Programme

For a very small number, a purely academic pathway is not suitable. We offer an innovative and bespoke Future Successes Pathway comprising of the core, leadership, public services, Duke of Edinburgh Bronze award and a combination of work experience and college based vocational courses. This pathway has enabled a 0 NEET figure for the school over the last 3 years. Blessed Trinity prioritises the individual needs of children over the arbitrary filling of buckets for league tables.




A  pupil's progress and attainment in each subject will be monitored by the regular  checking and marking of work set and appropriate reports sent home multiple times a year. The progress of individual pupils in all years will be monitored  across the academic year, each pupil receiving 'grade only' as well as written  reports. Parents will be informed of excellent and unsatisfactory progress and  pupils will be rewarded for outstanding effort and progress.

Progress Evenings,  when parents are invited to college to meet subject teachers will be held once a  year for each year group, usually at a time to coincide with the receipt of a  report. Parents are, however, welcome to contact college to make an appointment  to discuss their child's progress if the date chosen is inconvenient or there is  cause for concern.


Homework  will be set regularly in all subjects where the pupils are capable of ultimately  taking public examinations. The time spent on homework will vary. An average of  one to one and a half hours per night in year seven, gradually increasing to two  and a half hours per night in year eleven is usual. Parents are asked to ensure  that either learning or written homework is done each evening and that their  children have a suitable place in which to study.  

Pupil Progress and Development

For  the pastoral care of pupils there will be a horizontal organization by year  groups and a team of form teachers led by a Year Leader. The form teacher is  immediately responsible for each pupils welfare, under the overall direction of  the Year Leader. 

Year Leaders, form teachers, the head  teacher and deputy head teachers are available by appointment, to discuss any  areas of concern.


What is Pupil Premium?

The pupil premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers.

The pupils in this group include all children who have been eligible for free school meals at any point in the past 6 years and children who have been looked after for 6 months or longer.  

School priorities/Aims

Guided by our Catholic ethos, Blessed Trinity are fully committed to equality and to developing the talents and abilities of all the pupils in our care.  

Our aims are that:

• the proportion of pupil premium pupils who make expected progress, in the core subjects of English and Mathematics, matches that of their peers

• all pupil premium pupils to achieve a positive progress 8 score


And whilst at school we will look to ensure these pupils have:

• improved attendance/punctuality.

• increased enjoyment/engagement of the school curriculum.

• increased participation in a range of extra-curricular activities, clubs, trips etc.

• well informed parents/carers able to support their child’s progress at school  


Pupil Premium Allocation

Actual Pupil Premium Funding 2017/18 £342,565

Estimated Pupil Premium Funding 2018/19 £340,956


How do we decide where the money is spent?

Our guiding principle is to direct the pupil premium funding towards initiatives that will have the greatest impact on achievement. The use of data, on academic performance as well as possible barriers to learning such as attendance, homework, equipment and behaviour, will continue to steer the allocation of funding.

Targeted interventions and support are based on a needs analysis which has helped identify priority classes, groups or individuals. Teachers are also able to apply for funds to help students both in and outside of lessons.

After each academic year an evaluation of the cost effectiveness, in terms of impact upon pupils’ academic performance is carried out to ensure efficient use of pupil premium funding.  



Blessed Trinity twice yearly reviews its pupil premium strategies and how funding is spent.

In September, relevant data drives the review, responding to evidence gained in order to direct action planning for the forthcoming year.

In February, the review is focussed on staffing in preparation for recruitment, retention and deployment of staff in the forthcoming new academic year.

Pupil Premium Strategy 2018 - 2019


Impact on Educational Attainment and Progress 2018

Entry Data Y11 2018

Measure All Pupils DP Non DP Gap
Key Stage 2 APS 27.65 25.89 28.49 2.6


Key stage 4 Attainment and Progress Y11 2018

Measure All Pupils DP Non DP Grade Gap
Progress 8 -0.44 -0.58 -0.37  
Attainment 8 39.6 32.4 43.0 1.1 grade
% EB entry 52% 38% 59%  
EB point score 3.6 2.8 3.9  
English P8 -0.38 -0.43 -0.35  
English A8 8.8 7.7 9.3 0.8 grade
Maths P8 -0.41 -0.49 -0.36  
Maths A8 7.6 6.2 8.3 1.1 grade
Grade 5+
Maths and Eng
29% 14% 36%  
Grade 4+
Maths and Eng
53% 43% 58%  





Impact on Educational Attainment and Progress 2017

Entry Data Y11 2018

Measure All Pupils DP Non DP Gap
Key Stage 2 APS 28.20 26.52 28.78 2.26


Key stage 4 Attainment and Progress Y11 2017

Measure All Pupils DP Non DP Grade Gap
Progress 8 -0.46 -0.80 -0.34  
Attainment 8 40.6 32.2 43.6 1.1 grade
% EB entry 52% 30% 59%  
EB point score        
English P8 -0.30 -0.51 -0.23  
English A8 9.2 7.8 9.6 0.9 grade
Maths P8 -0.25 -0.72 -0.08  
Maths A8 8.2 6.1 8.9 1.4 grade
Grade 5+
Maths and Eng
32% 12% 39%  
Grade 4+
Maths and Eng
59% 35% 67%  


KS3 Design & Technology

All pupils study Art for 1 hour per week in year 7, 8 & 9.

Whereas pupils study a combination of two of the following subjects within Design Technology in years 7 & 8:

Year 7

Design and Technology-Food  

Design and Technology - Resistant Materials

Design and Technology-Graphic Products  

Design and Technology-Textiles

Year 8

Design and Technology-Food  

Design and Technology - Resistant Materials

Design and Technology-Graphic Products  

Design and Technology-Textiles

In Year 9, pupils are given the opportunity to choose one of the following subjects to study for the whole year:

Design and Technology-Food   

Design and Technology-Graphic Products  

Design and Technology-Resistant Materials        

Design and Technology – Textiles

Computer Programming


KS4 Design & Technology

GCSE Design and Technology – single award 1 GCSE AQA

Subject content

Within this subject pupils can choose to specialise in the two following areas;

- Resistant Materials

- Textiles

Design and Technology is a practical subject area which requires the application of knowledge and understanding when developing ideas, planning, producing products and evaluating them.

The distinction between Designing and Making is a convenient one to make, but in practice the two often merge. For example, research can involve not only investigating printed matter and people's opinions, but also investigating e.g. proportions, adhesives, colour, structures and materials through practical work.

This GCSE requires pupils to study a wide range of material outcomes and the opportunity to study a specialist technical principle in greater depth by choosing a material area they can specialise in. 

These material areas could include:

• Timbers and manufactured boards

• Metal

• Plastics

• Paper and card

• Concrete

• Textiles

These material areas can cover a broad range of design topics such as:

• Product designing in any material area to fulfil a contextual design challenge

• Mini projects on jewellery making

• Mini projects on casting and moulding in concrete.

• Fashion garments

What's assessed?

Non Exam Assessment (NEA) = 50% of GCSE

Students will be given a contextual design challenge in which they must develop their own design brief and context.  Students must then apply their material knowledge and designing and making skills to develop and test a fully functional prototype that fulfils their design problem.  This will require students to conduct independent research, develop, design, manufacture and test their product with confidence.  The time allowed for NEA is 30-35 hours.

External Exam assessment = 50% of GCSE  Written exam = 2 hours

Section A – Core technical principles (20 marks)

A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding.

Section B – Specialist technical principles (30 marks)

Several short answer questions (2–5 marks) and one extended response to assess a more in depth knowledge of technical principles.

Section C – Designing and making principles (50 marks)

A mixture of short answer and extended response questions.


GCSE Hospitality and Catering WJEC – this is two GCSE’s

(Current year 11 pupils studied for their Catering GCSE in years 9 &10)

Subject content

The GCSE Hospitality and Catering specification offers a unique opportunity for candidates to develop their knowledge and extend their skills within hospitality and catering in a vocational context. It is a suitable qualification for those who want a broad background in this area and for those who wish to progress to further education. It will offer valuable preparation for those entering the world of work.

The specification encourages the investigation and study of hospitality and catering in a variety of contexts and uses a range of assessment techniques to enable the candidate to respond through practical and investigative work.

GCSE Catering

Unit 1 - The controlled assessment is structured as follows:

Task 1 - (20%) Candidates will choose one from the following bank of tasks.

1.    Chefs use a wide range of fruit and vegetables to add colour, flavour and texture to their menus. Using fruit and vegetables produce and serve four interesting dishes that would be popular with customers.

2.    There is a wide variety of dairy products available for chefs to use. Using dairy products produce and serve two sweet and two savoury dishes that could be included on a menu.

3.    Afternoon teas are very popular and are an excellent way for chefs to demonstrate their skills at producing baked products. Prepare, cook and serve four items, at least one of which must be savoury that could be offered as part of an afternoon tea menu.

Task 2 - (40%) Candidates will choose one from the following bank of tasks. All tasks must cater for two covers.

1.    The local hotel in your area is holding an international week. As the trainee chef you have been invited to take part and have been asked to prepare a two-course meal from a country of your choice.

2.    Celebrity chefs have been promoting the importance of a healthy diet. As a school/college caterer you have been asked to produce and serve a two- course meal that would encourage healthy eating in the school/college restaurant.

3.    You have been selected to represent your school/college in the ‘Young Chef of the Year’ competition. You have been asked to plan, prepare and serve a two course meal for two covers suitable for customers with a specific dietary need. (You must clearly indicate and justify the specific dietary need you intend to cater for.)


Unit 2 – Written Exam 40% - Catering, Food and the Customer


GCSE Hospitality – (only available to current year 11 with GCSE Catering)

Pupils will complete an individual project which highlights working as a team.  Pupils are expected to; investigate, plan, carry out and evaluate their chosen task from the ‘Event Based Task’ list.  They will then be expected to work as a team to work through all the sections to produce an event for customers to attend.  Pupils will then be expected to critically evaluate each other’s work within the team and during the event.

Unit 3 - The controlled assessment is structured as follows:

Hospitality skills related to events and functions: Event Based Task. (60%)

Candidates will complete an individual folio that records one planned and executed event chosen from the following: (no change from GCSE Specification 2009). The event must cater for a minimum of 10 people.

1.    Many charities rely on fund raising events. Research, plan and carry out a fund raising event.

2.    Celebrations of all kinds are often large events. Research, plan and carry out a celebratory event.

3.    Schools and colleges host many events during the year. Research, plan and carry out an event.


Unit 4 - Written exam (40%) – Hospitality and the Customer

Level1/Level 2 Hospitality and Catering WJEC

Subject content

Hospitality and Catering Level 1 / 2 Award has been designed to support learners in schools and colleges who want to learn about this industry, develop their specialist skills and establishes a career working in hospitality and catering. 

The WJEC Level 1/2 Vocational Award in Hospitality and Catering is made up of two mandatory units:

Unit 1  The Hospitality and Catering Industry – externally assessed - written exam

Unit 2  Hospitality and Catering in Action – internally assessed – practical assessment

This Level 1 / Level 2 award will offer opportunities in the catering industries range from waiting staff, catering assistants, chefs, reception staff, and hotel and bar managers to food technologists working for supermarket chains.  Pupils will also develop a range of skills both practical and academic, through applied learning that will be useful in the workplace and for future study. This subject will also allow pupils to gain a solid understanding of the hospitality and catering industries which will help learners to progress and achieve their goals.  This qualification has purposeful tasks set in real-world contexts to help pupils to develop their skills ready for the workplace. 

The specification offers a unique opportunity for pupils to develop their knowledge and extend their skills within hospitality and catering in a vocational context.  It is a suitable qualification for those who want a broad background in this area and for those who wish to progress to further education. It will also offer valuable preparation for those entering the world of work.



  2017 Exam Results:  Catering A*-C 71%   Textiles A*-C 85%



Student Progress