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.
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.
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
SEMH/ADHD / ADD /ODD
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.
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.
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.
OTHER CURRICULUM RELATED INFORMATION
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.