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Transition from Pre-School / Nursery

At Holy Trinity C of E Primary School we provide a transition timetable for children who will be joining us in September. This includes visiting us for story sessions and a play morning where they can investigate all the play equipment the classes have.


Every summer, the foundation stage staff also visit, or communicate with, all the local pre-schools and nurseries to talk to each child’s key worker. This gives us an opportunity to discover how best to support each child from day one.

In September, all foundation stage pupils will attend school on a staggered timetable for the first 4 weeks. During the first week the school is closed and staff visit the children at home. This incredibly valuable experience has proved over the years to be hugely beneficial to the children and parents. We see the children in an environment they are most comfortable with and it’s an opportunity for parents to have a 1:1 with the class teacher.


This staggered timetable guarantees a smooth transition into full time education.


More details regarding the induction of school pupils are provided once applications have been accepted.

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EYFS Curriculum

In Reception (Early Years) we follow the Statutory Framework for the Early Years Foundation Stage and Development Matters.


The curriculum for Early Years is organised into 7 areas of learning. There are Prime and Specific areas. All areas of learning and development are important and inter-connected. The Prime areas are crucial for engaging and promoting children’s curiosity and enthusiasm for learning, for building their capacity to form relationships and thrive. The Prime areas are strengthened and applied through the Specific areas.


Alongside the curriculum we focus on ‘how children learn’ and this is assessed through The Characteristics of Learning.


The characteristics of effective learning are developed through:

  • Playing and exploring (being curious and asking questions) so that children become engaged. They have opportunities to find out and explore, play with what they know and develop the confidence to ‘have a go’.

  • Active learning so that children are motivated. They learn to become involved, concentrate, keep trying (be resilient) and enjoy achieving.

  • Creating and thinking critically so that they have their own ideas, can make links in learning and can choose ways of doing things.


Learning takes place through a range of adult led and child initiated activities. Children take part in whole class and small group learning opportunities throughout the day with a variety of adults in a variety of settings (inside / outside / Willow Hall etc).


The three Prime areas are: Communication and Language, Physical Development, Personal, Social and Emotional Development.


The four Specific areas are: Literacy, Maths, Understanding the World and Expressive Arts and Design.

Communication and Language

There are three Early Learning Goals in this area:


Listening and attention: Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.


Understanding: Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.


Speaking: Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.


At Holy Trinity C of E Primary School we believe that the ability to communicate effectively leads to a happy learning experience. Children should be fluent and confident in a range of situations and with a range of people. They need to be able to listen to the views of others, responding appropriately by questioning or commenting. We encourage speech to be clear and the children to make eye contact.


Specific skills are taught and opportunities planned for children to rehearse their skills to ensure development. Effective listening and pronunciation is vital for learning phonics and time is spent supporting the correct sounding of phonemes. Parents are also inducted into correct phonic pronunciation in order to support their children’s literacy development.

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Physical Development

There are two Early Learning Goals within this area:


Moving and handling: Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.


Health and self-care: Children know the importance of good health through physical exercise and a healthy diet. They also talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.


Children at Holy Trinity C of E Primary School have many opportunities planned to develop effective fine and gross motor skills that will support a range of learning experiences from handwriting, using scissors and a knife and fork to putting on PE Kits and coats. These skills increase the children’s levels of independence and well-being.


Specific skills are taught in PE, and a wide range of resources for developing these skills are available for the children to use.

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Personal, Social and Emotional Development

There are three Early Learning Goals within this area:


Making relationships: Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.


Self-confidence and self-control: Children have the confidence to try new activities, and say why they like some activities more than others. They are confident about speaking in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or do not need help.


Managing feelings and behaviour: Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.


Holy Trinity C of E Primary School has received recognition of its commitment to becoming a Rights Respecting School. As such the children learn about their rights and the responsibilities that go with them. They learn that with adult support they can uphold their responsibilities and be outstanding citizens. Behaviour Management is closely linked and children understand that they work for the good of the class, as well as for themselves. Class Charters made and 'signed up' to by the children form an integral part of PSED in school. Circle times are effective in teaching children management skills around feelings, emotions and friendships. Red Caps (KS2) support children in the playground with taking turns and playing fairly, for example.


The children are taught about our School Values and are encouraged to promote and demonstrate these in their learning and play.

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There are two Early Learning Goals within this section:


Reading: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.


Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.


There are many opportunities in the Early Years classes for children to engage in activities that promote a love of books and writing. Children engage in activities that develop pencil control and they learn to write their name with correct letter formation from September. Children are placed in focus groups for phonics, enabling learning to be specific, targeted and personalised. Phonic sessions take place daily and are used to enhance the links between sounds, reading and writing. Planned weekly sessions of shared and guided reading and writing take place in small groups or as individuals.

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There are two Early Learning Goals within this area:


Numbers: Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.


Shape Space and Measure: Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.


In Mathematics children learn to count, order, record and recognise numbers. Much Mathematics is embedded through work and play in other areas -  when making or building things, through role play for example. They develop skills in adding and subtracting, and using numbers in problem solving situations in and around the classroom. Children explore shapes, and learn the vocabulary of Mathematics. They have further opportunities to compare measurements and to use non-standard measurements in their play.

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Understanding the World

There are three Early Learning Goals in this area:


People and communities: Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.


The World: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.


Technology: Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.


Through a range of topics and everyday experiences children develop their understanding and knowledge of the world around them. This area of our curriculum includes activities which cover learning In The World, Technology, People and Communities, Conservation, and Global Issues through UNICEF ‘Rights Respecting’.


People and Communities: children learn about similarities and differences. This could be looking at seasons, how we have changed from babyhood to childhood, within friends and families, traditions, celebrations etc.


In The World: covers early science and geography skills. For example learning about the changes in seasons, different environments, maps and environmental features.


Technology: children learn about a range of technology, they explore why things happen and how things work.

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Expressive Art and Design

There are two Early Learning Goals in this area:


Exploring and using media and materials: Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.


Being imaginative: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.


A role play area is set up to enhance the topic being covered; opportunities are made for learning in all seven areas of our curriculum. Children use their imaginations as they take on roles and create story lines in their play.


Children take part in music and movement sessions. They have opportunities to explore the sounds of different instruments and to create their own sounds. They have opportunities to listen and respond to different types of music.


Children are taught a range of art and design technology skills which they are then encouraged to use in their child initiated activities. Children are encouraged to make individual choices, to select the resources they need to make their pictures/models. They are taught how to look after and put away these resources.

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Religious Education and Diversity

As a church school we follow the Surrey RE syllabus. We try to integrate RE into our many topic areas. For instance, when we learn about ‘Babies’ we visit our church and take part in a baptism ceremony. We also learn about other festivals such Diwali and Chinese New Year.

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“Tell me and I forget, teach me and I may remember, involve me and I learn.”
Benjamin Franklin

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