1. Holy Trinity Catholic School Headteacher’s Report to Governors Autumn 2016

2. Staffing Staffing from September
Reception Class – Miss Ella Nolan
Mrs Lorraine Hickman, Mrs Mandy Smart
Year 1 – Mrs Sam Butler-McLees
Mrs Jo Mooney
Year 2 – Mrs Nicola Jenkins
Miss Katie Hickman
Year 3 – Mrs Sarah Sauvagnargues
Mrs Jessica Heppell
Year 4 – Mrs Kyla Bates
Mrs Emma Taylor, Mr Andrew Eustace
Year 5 – Mrs Natalie Medler
Mrs Janice Flashman
Year 6 – Mrs Wendy Smart, Mrs Sarah Allcock
Mrs Di Woolley, Mrs Irene Hills
Parent Support/Asst SENCo – Mrs Andrea Cullen
Office – Mrs Cathy Pickford, Mrs Maria Haverty
Caretaker – Mr Mark Henderson
In July we will be saying Good bye to Mrs Thomas from Foundation, who is retiring, Mrs Widdows Lunchtime Supervisor and Emily Hickman cleaner who is starting her maternity leave.

3. School Numbers Number on roll FS2 Year 1 Year 2 Year 3 Year 4 Year 530 28 27 25
No of Catholics 9 7 12 6 10
Basic characteristics of the school
Characteristics
National
School
Comparison
Number on roll
269
200
below
%free school meals 26
2.0
low
%pupils from minority ethnic groups
30.7 13
Very low
%EAL
19.5
10.5
Deprivation indicator
0.24
0.10
Average Scaled score in Year 6 in 2016
103.3
107.3
Above average
Pupils with SEN support
12.5
Average

4. Pupil Premium expenditure Total allocated for 2015-2016 £19,500
Focus on Learning in the curriculum %
Focus on social, emotional and behaviour %
Focus on enrichment beyond the curriculum 15%
Focus on early intervention: %
Action
Allocation
Desired Impact / Outcome
TA small group /individual support 3 days each week
£3,870
£4,200
Emotional and social well-being of targeted pupils. Increase in pupil confidence and self esteem. To improve pupils’ achievement
Actual spent
2 x Additional teacher ½ day
£4,950
To improve pupil achievement by accelerating progress
Purchase of ICT equipment
£1,500
£3,000
To improve pupils’ achievement, motivate reluctant readers to writers
Additional lap tops so each child has an individual laptop to work on.
Teacher one to one support
£1,050
Improved results Pupil progress meetings 3 x annually
Number of 1:1 sessions 36
Resources:
KS1 reading support scheme
Sent up of reading volunteer group/area
KS2 Guided reading scheme 
Maths (models and images)
£2,500
£500
£1,370
 £1,00
£4470
To improve pupils’ achievement, motivate reluctant readers to read
 To help children develop a sense of number order and number pattern
Financial support for Residential Trip and curriculum enhancement days
£560
£2,300
Pupil and parental feedback
Additional help was required
Theatre Bursary
£900
Pupil Feedback
Contribution Educational Psychologist
 £750
£750
Expertise and help to meet the needs of children
Continuing Professional Development:
including Inclusive Strategies training
£600
More effective planning and teaching to meet the needs of all children
Total
£19,500
£21470  T

5. Impact of Pupil Premium Funding
Percentage of Pupils Meeting or Exceeding Age-related Expectation
Reception Y1 Y2 Y3 Y4 Y5 Y6
No. Pupils 1 4 6 3
Reading
100%
75%
 67%
Writing
50%
 37%
Maths
83%
67%
SPAG

6. Pupil Premium expenditure Total allocated for 2016-2017 £21,200
Focus on Learning in the curriculum %
Focus on social, emotional and behaviour %
Focus on enrichment beyond the curriculum 17%
Focus on early intervention: %
Action
Allocation
Desired Impact / Outcome
PSA
small group /individual support 3 days each week
£8,000
Emotional and social well-being of targeted pupils. Increase in pupil confidence and self esteem.
To improve pupils’ achievement
3x Interventions
£6,950
To improve pupil achievement by accelerating progress
Purchase of ICT equipment
To improve pupils’ achievement, motivate reluctant readers and writers
Teacher one to one support
£1,050
Improved results Pupil progress meetings 5 x annually
Resources:
Whole school Spelling scheme
£1200
 To improve pupils’ achievement. 
To help children develop a sense of number order and number pattern
Financial support for Residential Trip, curriculum enhancement days , places in after school clubs, Breakfast club
£3,000
Pupil and parental feedback
Theatre Bursary
£900
Pupil Feedback
Music Tuition
£870
Increase in self esteem and confidence-pupil questionnaire.
Contribution Educational Psychologist
 £1,500
Expertise and help to meet the needs of children
Continuing Professional Development:
including Inclusive Strategies training
 £600
More effective planning and teaching to meet the needs of all children
Total
£32,070
Allocation of Pupil Premium money received
£21,200

7. Holy Trinity Catholic School Sport Grant 2016-2017 £8980
Action
Cost
Desired Impact
Partnership with Chipping Norton Schools
£2,200
Running sport competitions, or increasing pupils’ participation in the School Games
Adventure playground
Total cost £15,000
£5,300
To ensure the longevity of our sports equipment
Continuing Professional Development:
 £670
Providing cover to release primary teachers for professional development in PE and sport
Provide free extra curricula clubs for all children
£310
Providing places for pupils on after school sports clubs and holiday clubs
Employment of a Hockey Coach
£500
To skill up teachers'’ teaching of Hockey
Total
£8,980

8. Just some of the events in this term
Teddy Bears’ Picnic
French Day at HT
Forest School returns
Harvest Festival Collections
Wear pink for cancer research
JLT and Year 6 attend the remembrance Day ceremony
Year 6 trip to Steam
Year 3 trip to Hill End
Christmas Appeal

9. Staff Development Insets this term have focussed on:
RE, Maths, Gifted and Talented, Science, SEND.
Training undertaken in Summer
Training on FGM.
Induction for new staff
COSH
RE course for new teachers
Fire awareness course
NQT
EYFS moderation
Maths Conference
Inclusion Conference
First Aid
Designated Safeguard Training
Mentor Training

10. Progress of school development plan
The Progress of Key Priorities within the School Development Plan- Leadership and Management
Objection/Action
On target
Partially on target
Off target
notes
Start of new school SEF √
To challenge the MAC board to exercise its strategic view 1
To develop better leadership of learning and teaching
Enhance the role of middle leaders 2
Ensure performance management is challenging and fair 3
Enhance the school environment reflecting children’s ideas. 4
1. Learning walks of 2 Directors of the MAC.
2. Middle leaders end of Year assessment.
3. PM observations completed and recommendations for performance management will go to pay committee.
4. New interactive boards purchased as well as 20 new lap tops.

11. Self Evaluation- Leadership and Management
Descriptors
Outstanding
Good
Requires Improvement
Inadequate
Notes
Leaders and governors are committed to setting high expectations √
Leaders and governors focus consistently on improving outcomes for all pupils
Leadership promotes equality of opportunity and diversity.
LB attend LGBT conference and feedback to staff
Pupils’ spiritual, moral, social and cultural development as well as British values are at the heart of the school
Safeguarding is effective including protecting pupils from radicalisation and extremism
LB and NJ attended safer recruitment training. LB attended CSE training and feedback to staff.
All staff and governors complete Prevent training
There is effective deployment of Pupil Premium, SEND, Sports grant funding.

12. Self-Evaluation- Leadership and Management
Area
Grade
outstanding
Good
Requires improvement
Inadequate
Leadership and Management √
Strengths
Robust yet supportive performance management system- teaching and its impact on learning is evaluated formally each term.
Development of middle leaders
Pupils’ attainment and achievement- monitored termly to ensure high standards are sustained and improved on.
End of Key Stage returns were well above National Expectation.
The school’s development plan is focussed and identifies the school’s many strengths and provides a perceptive view of areas for further development.
Audits- This year’s annual H&S, and finance audits have been very good.
Staff well being survey was excellent
Governors’ Impact- Governors continue to closely monitor the school and challenge the Head
Strong engagement with families- through the newsletter, Open clinic by Headteacher, coffee mornings, parent questionnaires. Parents feel that their views are valued and used to improve the school further.
Pupil voice- New junior leadership team to meet regularly with Mrs Stansfield.
Links with the parish have improved due to new arrival of Father Tony
Priorities for Improvement
Additional opportunities for families to feed into the school improvement cycle
Spelling
Maths- quick recall on number facts
Forest School
New IT Resources for Classrooms

13. The Outcomes of pupils at the school

14.
Aim:
To analyse data on attainment and progress, which will enable governors, or those with a similar responsibility, to hold senior leaders to account.

15. Y1 Phonics Screening Check
Cohort
% School
% National 2015
All pupils 28 86 77
FSM
Non FSM 80
SEND 3 33 42
Non SEND 25 96 83
EAL 4 50 76
Unclassified
Non EAL 24 85
Male 18 73
Female 10 90 81
% achieving 100% 14 17
ANAYSIS:
School achieved well above national standards.
86% of children passed the check in line with last year’s achievement of 88%
Next Steps
To maintain this high pass rate

16. Attainment at KS1 Subject School v National Working below
Working at expected
Reading
school 12 88
Writing
School 16 84
Maths
Unfortunately, as of now there are no KS1 National figure to compare with the school results.

17. Attainment at KS2 Subject School v National Working below
Working at expected
Scaled score
Reading
School 4%
96%
109
National
34%
66%
103
Difference 30 6
Writing 0%
100%
No scaled score Teacher Assessment
26%
74%
Maths
15%
85%
106
30%
70% 3
SPaG 8%
93%
107
28%
72%
104
21%
Significance

18. ANALYSIS OF KS2 data
Attainment of 82% of children achieving expected level in Reading, Writing and Maths significantly above national figures. Which is 53%. Threshold for 2016 is 65%.
Scaled scores in all subjects significantly above national figures.
96% Attainment in Reading and 93% Attainment in SPaG are significantly above National
Next Steps:
Maintain current level of outcome for our pupils

19. Attainment of Groups at KS2
Characteristics
Maths
Reading
Writing
SPAG
School
Scaled score
National
All Pupils
106
103
109
107
104
% Achieved expected
85%
96%
100%
93%
Boys
105.2
106.6
105
82%
91%
Girls
106.4
110.8
108
87%
Pupil Premium (3pupils)
105.3
110.7
108.3
70%
66%
67%
SEND (6 pupils)
102
84%
% Achieving Expected in R,W and M
53%
ANALYSIS:
KS2 attainment for SEND and disadvantaged children has narrowed against National figures. In Reading and writing our SEND children outperformed National non-SEND data.
Outcomes for all groups are better than national figures. Girls outperformed boys in all areas.
Next Steps:
Continue outstanding outcomes for pupils.

20. October data Average % of end of Year objectives Per Year October 2016
Reading
Writing
Maths
Autumn 15
Autumn 16
Year 1 16 36 14 23 9 22
Year 2 50 56 35 33 34
Year 3 19 27 24 15
Year 4 28 8 21
Year 5 6 17
Year 6 30 25 26 20
20% being the expected in October

21. % Of Children Achieving Expected Progress Autumn 2016
Reading
Writing
Maths
Year 1
Below 27 43
At+
100 73 57
Above 67 17 33
Year 2 At 50 77
Year 3 40 26 60 74 29 19
Year 4 20 56 83 80 44 23
Year 5 53 63 47 37 7
Year 6 28 36 72 64 4

22. Early Years

23. 2015-2016 Holy Trinity Local Authority GLD 94% 66% APS 38.2
(2015 figures)
GLD
94%
66%
APS
38.2
Average point scores (APS) shown here are for the EYFS profile only and do not equate to National Curriculum levels. The maximum possible point score for an incredibly able child would be 51. An average child might be expected to score 34 points.
A ‘good level of development’ (GLD) is deemed to be a child achieving EXPECTED in all prime areas plus Literacy and Mathematics.
Our EYFS exit score and GLD compare well to the LA and National figures (2015) .

24. Self Evaluation- Effectiveness of the Early Years
Descriptors
Outstanding
Good
Requires Improvement
Inadequate
Notes
Highly successful drive to improve outcomes and maintain the highest levels of outcome √
Effective safeguarding
Training- safe recruitment
CSE
Anti Bullying
New fencing
CCTV
High engagement of parents
Open clinic
Leavers questionnaire
Children are motivated and eager to join in
Lesson observations and learning walks
Children make consistently high rates of progress
Assessment is accurate and based on high quality observations
New assessment programme being trailed by EYFS and will be rolled out to parents in the new year

25. Personal development, behaviour and welfare

26. Attendance From 1st September until 31st October 2016
 Pupil
Premium
Attendance
Foundation
Year 1
Year 2
Year 3
100%
Year 4
95.65%
Year 5
95.45%
Year 6
98.97%
% Attendance
% of unauthorised
late
Reception
98.27
0.29
Year 1
96.62
1.4
2.46
Year 2
97.72
0.1
0.4
Year 3
98.61
0.58
0.12
Year 4
97.74
0.2
1.57
Year 5
96.72
1.46
Year 6
0.92
Pupil Premium child in Year 4 has improved attendance from 30% to 82% after being closely monitored

27. Behaviour Number of permanent exclusions
Number of fixed term exclusions
Number of Level 3 incidents 4
Number of racists incidents
Number of Anti LGBT incidents

28. SEND at Holy Trinity
We have 28 children who are on the SEND register, we offer support in a variety of ways:
Support
Number of children
CAFs – Common Assessment Framework
4 active, 1transferred to CNS, 1 closed, 1 in progress
TACs- Team around the Child 15
TAFs- Team around the Family 5
CIN core groups
CP conference 3
SENSS- Special Educational Needs Support Services 8
EP-Educational Psychologist 6
Assessing Witney hub
PCAMHS/CAMHS
3 successful referrals
Social care referrals
None since September-
CHICKS- respite care
Organised Family days out 13
Professional meeting/Case mapping
Riding for the disabled 1
Working with HSLW
weekly 5 when needed
Speech and Language
Official Wave 2& 3 Interventions
45 children
Working with a Quality First Teacher- 1:1, small group 10
Gifted and Talented booster groups 25
Spurgeons
Number of children who have benefitted from financial support 14

29. The Progress of Key Priorities within the School Development Plan- Personal development, behaviour and welfare
Objection/Action
On target
Partially on target
Off target
notes
Revisit the school’s behavioural policy √
To continue to improve rates of attendance
To develop a whole school approach to internet safety 1
To monitor and develop pupils’ attitude to learning 2
To improve the process of monitoring serious incidents
E-Safety workshops for parents and all Key Stage 1 and 2 children have taken place in this year. New e-safety posters put up in all classrooms and new e-safety policy has been implemented.
New junior leadership team in place to help with pupil voice. Pupil questionnaire.

30. Self-evaluation- On the Effectiveness of Personal Development, Behaviour and Welfare
Descriptors
Outstanding
Good
Requires
Improvement
Inadequate
Notes
Pupils are confident, self assured leaners √
Pupils discussions and debates show respect for others’ ideas and points of view
Pupils value their education and attendance is good for all groups 1
Pupils’ impeccable conduct reflects the school’s strategies to promote high standards of behaviour 2
School works hard to prevent all forms of bullying
Pupils can explain accurately how to keep themselves healthy
Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and the wider community.
Pupils feel safe
We have had a number of requests from parents asking for holidays during term time. These have all been declined and if taken it has been an unauthorised absence.
Pupils behaviour is very good but we always feel there is room for improvement.

31. Effectiveness of teaching, learning and assessment

32. Quality of teaching, learning and assessment
Strengths
Rigourous monitoring by both SLT and Governors
Early interventions are helping narrow the gap for less able pupils
Disadvantaged pupils are making good progress
SEND- Excellent use of other agencies to offer emotional support as well as academic
Priorities for
Maintain outstanding teaching
Spelling
Pupils to have a more active role in their learning
Forest Schools
New classroom resources
Robust assessment of EYFS- which is shared with parents

33. Self evaluation on the quality of teaching, learning and assessment
Descriptors
Outstanding
Good
Requires Improvement
Inadequate
notes
Teachers demonstrate deep knowledge and understanding of the subjects they teach. √
Teachers plan effective lessons maximising lesson time
Teachers check pupils understanding
Teachers’ feedback is in line with school policy and pupils know how to improve their work.
Pupils are eager to improve their learning and capitalise on opportunities to use feedback
Excellent cross curricular links
Parents are provided with clear and timely information on how well their child is progressing

34. CPD Autumn Term Safer Recruitment Training- LB & NJ CSE- LB FGM- AC
Closing the Gap conference
Apply for additional funding- Hosted by HT
Channel
EYFS Inspirational Day
Generalist safeguarding- all staff
RM Integris Briefing
Raising the Bar training
Managing Bullying Effectively
Safeguarding supervision
EPI Pen Training- All staff
Partnership meetings- SENCo, English, Maths, ICT, Assessment, PE
Mac Headteachers Meeting
CBT- Cognitive Behavioural Therapy
DES Confirmation Course
RE Cluster meeting
First Aid training- 13 members of staff
OSTA course- New Era Working

35. Development of Catholic Life
Strengthens:
Relationship with other MAC schools building the strategic view of the MAC
Pupils continue to work with a spirit of communion.
Behaviour in school remains outstanding. Positive comments from children regarding restorative approach
Pastoral care remains strong with PSA working with over 23 children and families
Charity work is strong
Areas for development
Children need to understand the reason for fundraising
Children need to have a good understanding of our mission of the school and live it out

36. Overall Effectiveness
Descriptors
Outstanding
Good
Requires Improvement
Inadequate
The Quality of teaching, learning and assessment √
All other judgements are likely to be outstanding
The school’s thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development enables pupils to thrive
Safeguarding is effective