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Trinity School Trinity School

Trinity School

School Development Plan

 

 

GOALS

Excellent Achievement and Outcomes for all

1. Key Stage 3

  • All students on average make more than a year’s  progress in their reading age during the academic year as measured by our Accelerated Reader Programme at KS3

  • KS3 schemes of work allow students to evidence progress over time

  • KS3 assessments are rigorous (testing the skills in the curriculum) and allow for appropriate intervention

2. Key Stage 4:  

  • Progress 8 of all students is +0.5

  • Progress of PP students is at least in line with their non PP counterparts

  • SEND students continue to make excellent progress at least in line with none SEND students

  • Progress8 scores for girls and boys are within 0.1 of each other.

  • English and Maths 4+ and 5+ continues to improve for all prior attainment groups and overall.

  • For each prior attainment group Attainment 8 is at least at the national average

  • A Level ALPS Score of 3

  • PP students are tracked through KS5 and achieve progress in line with their non PP counterparts

  • Students who receive a bursary achieve in line with their counterparts

  • Retention rate is 70% or above KS4 into KS5

  • Students have a ‘Seven Years at Trinity’ Outlook

  • All students improve their grades in English and Maths resits.

3. Career Guidance:

  • NEETS 0% (September 2018)

  • All students who wish to go to university are supported to do so

High Performing Classrooms

1. All lessons will be high performing (HPLs) as evidenced by:

  • Resilient, engaged and motivated students who enjoy learning

  • Clear objectives and success criteria

  • Clear differentiation for all abilities

  • High quality questioning and student contribution

  • Well established routines for positive learning

  • Clear evidence of progress

  • Clear evidence of different forms of feedback

  • Students are clear about next steps.

  • Use of FROG to encourage independence

2.  A culture of coaching is established throughout the school as:

  • Students are given the opportunity to problem solve, ask questions, work as teams and support each other with their learning.

  • Students set themselves targets based on teacher feedback in reports, everyday marking and end of term assessments.

  • Staff work collaboratively to develop and strengthen practice within faculties and across the school.

3. Whole School Literacy and Numeracy strategies continue to strengthen learning in all subject areas:

  • Students become more aware of the transferable skills they need to support their learning.

  • Students are making progress in their reading and student engagement in reading for pleasure improves over time.

4. New Curriculum and Specifications are embedded and established:

  • Teachers are confident with new assessment procedures across all Key Stages.

  • Teachers demonstrate knowledge and understanding of new specifications and curriculum.

  • UNICEF RRSA is developed further throughout our lessons. 

Resilient and High Performing Students

1.  Students use coaching skills effectively as:

  • Students are given the opportunity to problem solve, ask questions, work as teams and support each other with their learning.

  • Students are confident to set themselves targets based on teacher feedback in reports, everyday marking and end of term assessments.

2. Students develop themselves as confident, self-assured learners by:

  • Making the most of all the opportunities on offer both within and outside the curriculum.

  • Showing respect for others and demonstrating excellent attitudes to learning.

  • Knowing what their next steps are and feeling prepared for life after Trinity.

  • Students demonstrate high standards of behaviour.

  • Valuing their education and having excellent attendance (95.5%).

High Performing Staff

1. Staff continually develop their practice to deliver HPL by:

  • Using Faculty time to share and continually develop best practice.

  • Staff work collaboratively to develop and strengthen practice within faculties and across the school.

2. Staff take an active lead in managing their own development by:

  • Recognising their strengths and weaknesses and developing their own performance plan.

  • Use the principles of coaching to develop self and others.

  • Staff regularly self-assess and actively manage their own performance management.

3. The School to further establish itself as a Training and Support Hub for High Performance by:

  • Developing training opportunities for staff at all levels.

  • Growing the Schools Direct and Returning to Teachers Programmes.

  • Giving staff opportunities to lead on CPD within and outside of the school.

  • Growing own staff expertise through accredited programmes e.g. Master Teachers, Lead Practitioners, NAML, NLE, SLE.

4. All staff promote students’ spiritual, moral, social and cultural development, including the promotion of British Values, to ensure students feel safe and supported through:

  • Staff training to the appropriate level in all aspects of safeguarding.

  • Staff confidence in delivering a targeted PSHE curriculum that meets students’ needs.

  • Using the behaviour system to create a culture where students excel. 

  • Taking every opportunity to promote the UNICEF RRSA.