Detailed information on curriculum content can be found in our Curriculum Newsletters. These newsletters are produced each term by our teachers and they provide parents and visitors with an overview of the aims of our teaching and current content for the term ahead.

We make every effort to link learning to ‘real-life’ experiences. Trips, visitors and experiences play an integral part in our learning and, whenever possible, we try to make school days memorable and exciting for our children.


At Holy Trinity Primary School we share a determination that every child must read. Reading is at the heart of our curriculum and learning and has a high profile around the school.

Other Reading Resources

In addition to our synthetic phonics, we have invested a significant amount of time and capital into reading resources:

  • We subscribe to ‘Bug Club’ – an online reading resource that children can use both at home and in school;
  • Classes have a good selection of graded and free reading books.

What Reading ‘Looks Like’ at Holy Trinity Primary School



Reading is taught in line with the needs of the individual, but early reading is founded upon high quality synthetic phonics based upon the principles of ‘Letters and Sounds’ and generating an enthusiasm and interest in reading.

You can hear the correct sounds via our website here: Letters and Sounds

Early learning = lifelong learning

The Foundation Stage is the first stage of the National Curriculum focusing on the distinct needs of children aged 3 to the end of the reception year in primary school. The Foundation Stage is delivered in a range of settings. At Holy Trinity Primary School we take children at the final year of the Foundation Stage.

In the Foundation Stage children work towards the nationally agreed Early Learning Goals. With two spacious rooms and an enclosed outdoor play area complete with role play apparatus, our Foundation Stage Unit is specifically designed and resourced to facilitate learning through play. Children are continually assessed in the Foundation Stage and progress is systematically measured against Early Learning Goals. In the Foundation Stage children’s progress is logged in their ‘Learning Journey’ books.

Foundation Stage learning has six learning areas. These are:
• personal, social, emotional development;
• communication, language and literacy;
• mathematical development;
• knowledge and understanding of the world;
• physical development; and
• creative development.

Each learning area has early learning goals. The goals set out the skills, understanding, knowledge and attitudes that, it is hoped, children will reach or exceed by the end of the Foundation Stage. Children will be at different stages of progress towards these goals depending on their age and stage of development. All children are individuals and not all will fit into this typical pattern of progress. Our teachers understand this and take this into account when planning activities and experiences.

Learning Through Play

This period of life and learning is really important both in its own right but also in preparing children for later learning. From the age of three to five, children grow, develop and learn rapidly.

Most children go through the same stages but each child is different. They choose their friends and develop their own preferred ways of learning. Children aged three, four and five are constantly encountering new experiences which they try to understand. As they do so they explore the world around them, ask questions, extend their skills, develop their confidence and build on what they already know.
Well planned play is central to learning in the Foundation Stage, making learning both challenging and fun. The indoor and outdoor ‘classrooms’ are organised to give children plenty of space to move. The role of the adult is crucial in supporting children’s learning through planned play and extending and developing children’s spontaneous play.

In the Foundation Stage children practise skills, build up ideas and concepts, think creatively and imaginatively and communicate with others as they investigate and solve

Phonics plays a vital role in learning in The Foundation Stage. The development of phonic skills is a fundamental part of everyday learning at Holy Trinity and we provide help and support for parents/carers so they can support their children’s acquisition of phonics at home.

The National Curriculum

We follow the 2014 Curriculum.

In Key Stage One we ensure that there is a smooth transition from the Foundation Stage. In 2015-16 we have one class each of mixed ability Year 1 and 2 children. Early in Year 1 our children’s learning is very much focused upon the principles of the Foundation Stage; learning through play, exploration, choice and decision making. When children have ‘completed’ the Foundation Stage they begin Key Stage One of the National Curriculum. Our commitment to reading is continued into Year 1 and Year 2 through the daily focused teaching of synthetic phonics.

In Key Stage Two the school day is extended by 20 minutes to take account of the curricular demands and transition towards Secondary School. Our commitment to reading remains strong in Key Stage Two, our aim is to ensure that all children develop an enthusiasm and love for reading that will serve them now, and in the future. In 2015-16 we have three Year 3/4 classes, two Year 5 classes and one Year 6 class, all mixed ability.


In order to ensure that children make progress we provide a series of ‘interventions’ throughout the school. The interventions address gaps in knowledge/understanding or simply address aspects of learning that specific children find problematic – we monitor progress through regular scrutiny of pupils assessed progress.


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Site last updated December 12, 2019 @ 11:19 am; This content last updated January 27, 2017 @ 4:05 pm