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Rationale

Where have we come from? 

We have enjoyed publicly recognised success in children’s academic achievement and through our (October 2006) Ofsted inspection, an ‘outstanding school’.  This followed a very successful ICT subject inspection in May 2006.  We were delighted to receive (July 2010) an interim Ofsted assessment indicating that due to sustained performance, Ofsted did not anticipate inspecting until September 2011 at the earliest.  Our most recent SIAMS inspection of R.E. and Worship, in May 2017, found school to be ‘Good’ in the four areas of inspection.  School is awaiting a Section 5 Ofsted inspection as part of the current government’s programme of inspecting 5% of ‘outstanding’ schools each year, or if there is a decline in school performance as a trend. 

Who are we?

Ramsgate Holy Trinity is a one form entry Church Aided Primary School, built in 1990, between Ramsgate and Broadstairs, set in beautiful grounds.  All involved with the life of the school work extremely hard to ensure that the children in our care receive the best possible experiences in school.

How do we do it?

A team effort: adding to the leadership team to ensure all key areas of learning across the school are represented within its structure.  This year we recognise the need to support new members to our staff team, teaching and non-teaching, to ensure that the team ethic is perpetuated. 

An unrelenting focus: improving best practice through supporting and learning from each other. 

Strategic choice of change: pinpointing what would be of most benefit and relevance to our children in improving their progress across all areas at a sustainable rate. 

Consistency: ensuring whole school consistency in areas such as planning, marking, target setting and assessment for learning, which all support progress. 

A continuous rigorous cycle of monitoring:

The monitoring of teaching and learning, planning, marking, target setting processes, book scrutiny, pupil, parent and staff views, performance management procedures, effective communication and the development and sharing of best practice.

The language of learning: maintaining a development of the language we use in teaching our children, to seek out greater opportunities for active engagement and developing a love for learning here at Holy Trinity.

Achievement of the Children (1)

Some children enter the Reception Class at just below national average levels and are supported to make good progress through the school. The developing use of average point scores to determine assessment levels, enables us to support children with their continued learning.  Our SATs results over time show that a significant majority of children achieve government target levels and beyond. Children are keen to learn and are proud of their achievements. They use various strategies to think about what they have done well, and how to do better.

 The Quality of Teaching and Learning (1)

 The last two years have seen many changes in planning formats, ensuring all aspects of learning are being catered for, including our marking policy (simple, effective, relevant and easy to apply and access consistently), our strategies for engaging children with their learning and progress (child friendly targets that can be regularly reviewed and celebrate achievement; giving opportunities for child self-assessment), assessment routines and analysis of individual data (an increase in the frequency of assessment and target setting).  We ensure that lessons continue to be inspirational, and cater for the varying learning styles across our school. The relationships between the teaching team and the children are tangibly positive and the language of learning within each classroom is given the highest priority. 

The children are truly confident in their learning – even when mistakes are made, they learn from them!  Teachers too are always keen to learn more, from school based and external professional development opportunities, and from suggestions made by both subject and school senior leaders.

Behaviour and Safety of the Children (1)

Our school safeguarding procedures are meticulous in the administrative sense, but most importantly, in and around the school, the children are able to give voice to the reasons for their excellent behaviour. They contribute considerably in promoting the school’s very positive approach to behaviour management and the rewards and benefits offered. It is through their understanding of the impact of their behaviour that leads them to ‘choose’ to behave well, and they know that this clearly has a positive effect on their learning and success. They see the relationship between their efforts and their achievements. The children understand the importance of being part of the team and that everyone contributes to the success of the school.

 Leadership and Management (1)

We have developed, over time, an incredibly strong team spirit and all the team members are aware of their vital piece within the bigger jigsaw of our ‘whole primary school’. We truly are ‘greater than the sum of all the parts’! (Attributed to Aristotle) Following the retirement of a long serving Deputy Headteacher (July 2014), the governors pursued a rigorous and challenging recruitment exercise resulting in a successful appointment to the Leadership Team.  An existing member of the teaching staff has taken on the roll of Acting SENCo and joins the Leadership Team in this capacity.

Leadership of the school, leadership of areas of expertise and leadership of learning are all intrinsic to the school’s continued success.

Governors are very supportive of the school.  Equally, they offer rigorous challenge to the leadership team in the making of decisions.  They support the judicious introduction of new initiatives and monitor impact.  Governors have reconstituted (effective from September 2014) and are very aware of the vital skills required to make a governing body effective in its challenge to the school.  The governing body is considering a change to clerking, to make the ‘holding the school to account’ even more focussed, in including challenge to the governing body in its endeavours to strive to further school improvement. 

The children share in this aspect of school life, with older pupils taking a variety of responsibilities to support the smooth running of the school ranging from the care of younger children at lunch time, sports monitors and reading buddies.  It has been undoubtedly the team spirit at Ramsgate Holy Trinity which promoted continued school improvement. 

Statutory Inspection of Anglican & Methodist Schools Report May 2017:

The school’s leadership team and governing body promote a high standard of attainment and progress based on the school’s Christian ethos.

Established strengths:

The Headteacher, staff and governors work as a united team, providing committed leadership rooted in a well understood Christian vision for the school.

Excellent teaching in Religious Education has an outstanding impact on pupils’ spiritual, cultural and moral development and results in high standards of achievement.

Collective worship is at the heart of the school community, engaging, affirming, and nurturing all its members.

Where are we now?

 

We, through our school ‘Self Evaluation Form’, have the confidence to judge the school as ‘outstanding’, having considered the new Ofsted framework.  We seek support in making this judgement from Local Authority and independent educational consultants.

We are able to self-review, as individuals and as a school in order to seek improvements.

We are able to explore ways of enhancing children’s learning through the use of resources.

We are able to enrich the curriculum through music, sport, art, dance and drama.

Current Actions:

We have introduced new English, mathematics and science schemes, reflecting the change in National Curriculum requirements from September 2014. Our on-going focus is to raise achievement and attainment in writing across the school, to ensure that all pupils make appropriate progress across Key Stage 2

We are introducing new assessment materials for core subjects, as well as maintaining our traditional annual testing procedures from September 2014. 

All members of the teaching staff have considered the implementation of the new National Curriculum to reflect the radical change in statutory guidance for all subjects. 

In addition to our aim of ensuring the highest possible achievement for our children, our focus throughout the coming year will be to develop the implementation of the new National Curriculum, through appropriate INSET for colleagues, staff discussion through staff meetings and INSET and through our routine monitoring processes, well embedded in our annual programme.

Together with teachers, the Leadership Team uses a whole school tracking tool and has been able to extract and analyse appropriate data with ease.  The Leadership Team has developed the tracking of children related to the new National Curriculum requirements of monitoring children who are emerging, expected or exceeding the appropriate standards of attainment and achievement.   We continue to highlight ‘cusp’ children and intervention programmes to support learning, as well as the close monitoring of our Pupil Premium children. 

We have further developed our monitoring process, particularly related to teacher self evaluation and the reporting back to colleagues.  General written feedback is given all members of staff, with individual, personal feedback, which is recorded and monitored, where appropriate, to bring about improvement in teaching and learning.  We look at subject policy, scheme of work, planning, R, W, C & M and ICT (reading, writing, communication & mathematics and information communication technology) across the curriculum, marking policy & presentation, differentiation, assessment & next steps and finally, coverage & pace.  We also carry our pupil interviews in a range of subjects.  We have introduced additional monitoring of two core curriculum areas to ensure consistency following monitoring.

We support continued improvement in all areas of school life.

We continue to focus on ‘Every Child Matters’ which was changed in name by coalition government in May 2010, but the principle remains.

And for the future?

To continue with the consistently high standards of teaching and our continual drive to maintain ‘outstanding’ provision, respecting the current team work, sharing our common aims and beliefs, sharing best practice and maintaining the current Ramsgate Holy Trinity School ethos and continued celebration of the best possible provision for our children.

Three Year Financial Planning:

Our practice of ‘continuous improvement’ prevails, with the creation of additional playground and walkway space for KS1 children, the addition of a cycle shelter and storage space for ‘active play’ materials, together with re-carpeting the school library, re-furnishing the Computer Suite (chairs) and increasing the provision of electric hand dryers for the children.  Air conditioning has improved the school Meeting Room.

The most recent developments include the change of windows to French windows with canopies in the KS2 classrooms together with a covered area for working outside and as a shelter for parents and children during inclement weather.

Most ‘consumable’ costs are met within the typical ‘BS&A’ budget each year.  Typically, a budget of c. £25,000 (increased by inflation rate) is adequate for our every day consumables and to meet the incidental demands of subject improvement plans. 

We have included Computing resources as a major focus for expenditure in the coming years, as maintenance and development.

Individual Subject Improvement Plans are prepared by post holders each year for submission to and consideration by the headteacher (and SLT).

We have improved the current door entry system and ‘signing in’ system, in order to enhance security.

We will add to the ICT and computing provision, with additional desk top computers for the ICT Suite and further develop the provision of i-pads for classroom use.

We benefit from the addition of stage lighting and sound system upgrade in the school hall.

Consideration for long term development:

Premises:      Continuation of internal re-decoration.

Buildings:      To consider extension of Headteacher’s office and school entrance, should additional funding be made available through the Diocesan Board of Education.  Plans have already been drawn up for extension of classrooms for KS1.  This is dependent on the availability of additional land.

 

How have our results changed over time?

  • The trend is always dependent on cohort. The results achieved remain consistent with teacher assessment.
  • Where appropriate, parents are advised when pupils are working below test levels and receive a ‘teacher assessment’. Equally, ‘gifted and talented’ children may be entered into the KS2 SATs early, in consultation with parents.

How are we making sure that every child gets teaching to meet their individual needs?

  • Children have individual targets and are taught in appropriate groups in order to support the achievement of the targets. Extension activities develop our more able and ‘gifted and talented’ children. Children with Additional Educational Needs are offered the appropriate support to ensure continued development.
  • Targeted support is offered through support from teaching assistants and booster classes. These classes are supported by qualified teachers who have a major impact on learning outcomes.
  • 1:1 tuition is offered to those who will benefit from support to achieve National target standards.
  • We have few children in ‘vulnerable groups’ but they too are closely monitored and supported to reach individual target levels and we strive to support them reaching National target standards.
  • We celebrate the achievements of our ‘gifted and talented’ children publicly as appropriate.

How are we working with parents and the community?

  • We have the appropriate number of parent governors who work effectively to express ‘the parent voice’. The school has an active P.T.F.A. (Parents, Teachers and Friends Association) working to enhance provision for children beyond the school budget, through fun and fund raising activities for children, parents and staff.
  • We are a Church Aided school and have broad links with other church communities, even church communities abroad.
  • We offer a range of extra-curricular activities according to the available staffing.
  • Parents frequently offer assistance as classroom support assistants, assistance for school visits and transporting children to school sporting events beyond the school day.
  • Parents receive a formal annual school report for their children. There are two formal consultation evening as well as informal opportunities to discuss and review children’s work. Formal meetings are offered to parents to receive information about SATs testing at both Key Stages, Kent Tests and secondary education, supporting children with literacy and mathematics as well as a meeting for new parents before their child enters the Early Years Foundation Stage of the school.

What have pupils told us about the school, and what have we done as a result?

  • We have a vibrant School Council. There is a lead teacher and a member of the senior management team in attendance at meetings as well as a member of the governing body. School Council suggestions are carefully considered and the appropriate actions taken. Such is the success that the Chair of Finance Committee offers a budget to the School Council each year.
  • Please ask a member of the School Council for further information about its impact!

How do we make sure our pupils are healthy, safe and well-supported?

  • Beyond the statutory policies and key personnel in post for ‘Safeguarding Children’, the children participate in a variety of ‘healthy lifestyle’ curricular activities, including traditional sports day activities.
  • Children receive a wide range of additional opportunities through full participation in the  local School Sports Partnership via our P.E. Co-ordinator.
  • Children tell us (questionnaire) that they feel safe in school and we act to support where bullying becomes a problem that children are unable to handle themselves.
  • On average, 40% of children in Key Stage 2 receive a school meal, all others bringing a packed meal from home.
  • School Council has considered ‘healthy snacks’ and has written to parents requesting support from home.
  • A considerable amount of budget has been allocated to ensure that intruders are kept out of school. In the main, this is the enhancement of perimeter fencing and improved school gates. The Early Years foundation Stage and KS1 children have a secure play area. The KS2 play area is fenced.

How do our absence rates compare with other schools?

  • Parents respect the need for children to be in school and work with us. It is rare to find families taking excessive time out of school for holidays in term time. The governors’ accept that for financial reasons, this may be the only option for some families to be able to take a holiday together.

What activities and options are available to pupils?

  • Through school staff, there are many extra-curricular activities offered to children, including:
  • Football, netball, cricket, gymnastics, rounders, rugby, recorders, drama and art. We hope to broaden the range of opportunities for KS1 children, currently they are able to participate in ‘Elite’ football and dance club.
  • Independent providers offer football and a ‘yoga’ style fitness activity.
  • French is taught throughout KS2 and informally at KS1.
  • Each class follows a series of school visits related to curriculum activities.
  • Children’s involvement with wider opportunities beyond school are celebrated with the presentation of certificates and trophies after school worship.
  • Children in Yrs 3 & 4 learn to play the recorder as part of the school day. A wide range of peripatetic teachers offer instrumental lessons.

What do our pupils do after leaving this school?

  • We strive to ensure that, working with parents, children move to the most appropriate secondary school to suit individual needs.
  • We are in an area where selection at 11+ takes place.
  • The children participate in transition days in their new schools. Staff also visit this school to introduce themselves and meet children, gaining further information to ensure that transition is a smooth process.
  • Children also have the opportunity, through sporting activities, to meet children from other primary schools and will often meet these children again at secondary school.
  • The school enables children to participate in other ‘transition’ activities as appropriate.

Ofsted’s view of our school

This is an outstanding school where teachers are passionate about teaching and pupils are excited about learning. The secret of the school’s success is its constant striving to do even better, which means that its capacity for improvement is exceptional. There is no hint of complacency here. In fact, school leaders take a rather modest view of its effectiveness. Parents, on the other hand, are more generous in their praise. One summed up the views of many: ‘Holy Trinity is a lovely school. Our children enjoy their lessons and activities and look forward to going to school each morning.’ This was obvious amongst the sea of happy faces in the playground before school began.

Enjoyment in learning is evident in every class and pupils’ behaviour is exemplary. Pupils are eager to learn and excited about taking part in the wide range of activities provided for them. This is in response to the imaginative and often inspirational teaching which motivates pupils and fully engages their attention and interest. Teachers know their pupils very well and plan work that meets every pupil’s needs. The exceptionally good rapport and respect between pupils and adults provide a solid foundation for learning and for developing pupils’ confidence and self-esteem. The curriculum is planned creatively so that it is often difficult to determine whether one is watching, for example, a lesson about literacy, history or information and communication technology (ICT), so skilfully are the different subjects blended together. Equally impressive is the way the school cares for its pupils and nurtures their spiritual, moral, social and cultural development. Its Christian ethos shines through, whether in the quiet, reflective mood of worship or the calm, purposeful working atmosphere in every part of the school.

It is not surprising that pupils do well in this stimulating and nurturing environment. Their achievement is outstanding, not just because they reach exceptionally high standards in the national tests, but because the school broadens their horizons and extends their knowledge and skills across the whole curriculum. This begins in the Reception Year, where an excellent mix of experiences across all areas of learning lays a very good foundation. Consistently high expectations from all teachers ensure that pupils continue to build on this and make excellent progress.

A shared commitment to excellence and highly effective teamwork are the defining features of the outstanding leadership and management. Senior managers provide inspirational and dynamic leadership for a very talented staff team who work as one to provide the best possible education for their pupils. Governors provide excellent support for staff and play a decisive role in evaluating the school’s effectiveness and planning its future. The school acknowledges that its systems for tracking individual pupils’ progress towards their targets are not sufficiently rigorous.

Date of last inspection: 10-Oct-2006


Ofsted graded our school as Outstanding

Inspectors made judgements on a scale: outstanding (grade 1); good (2); satisfactory (3); inadequate (4).


What have we done in response to Ofsted?

We have developed the use of a management tool for target setting and tracking pupils’ achievement. We have devoted INSET opportunities to this area of development and we are working to develop greater accuracy in the setting of pupil targets. Teachers have ‘ownership’ of the tracking tool and it has been modified over a period of time to support target setting and tracking.

We have developed our monitoring process, looking not only at schemes of work, planning, pupils’ work, marking and assessment but also carrying our pupil interviews in a range of subjects. We have introduced additional monitoring of two core curriculum areas to ensure consistency following monitoring.

We strive for continued improvement in all areas of school life.

More Information

If you would like more information about school policies, including our policies on special educational needs and disability, admissions, finance, school food and our complaints procedure, please contact us:
By telephone: 01843 860744