Our Vision Statement captures our desire to inspire, through our Christian values, unique individuals who believe they can achieve more than they ever thought possible in mind, body and spirit. Through nurture & challenge, we also aim to provide a firm foundation to enable all to thrive; to lead and serve in their lifelong journey as local, national and global citizens. 

At Trinity, we explain spirituality using the doughnut analogy. We are all similar to a ring donut – being made up of the parts you can see just like the ring of the doughnut as well as the parts that cannot be seen such as the hole in the middle of the ring. A doughnut wouldn’t be a doughnut without the hole in the middle and we wouldn’t be who we are (whole) without the unseen spiritual part of us (hole) – how we feel, think, believe.

To explain spirituality, we use the further analogy of window, mirror, door

Children learn and notice more about themselves, others and

the world. Curiosity, motivation, engagement and enjoyment is encouraged through:

• RE, PSHE – Jigsaw Scheme, visitors eg SARI.
• Themed learning based around a question.
•  Real learning outcomes eg presentations of learning to real audiences (See Curriculum).
• Launching projects with Wow days eg trips, visiting story teller and themed days.
• Whole school themes create a buzz around school and provide shared experiences for the whole community eg Maths Fest.
• Outdoor learning promotes a sense of awe and wonder about the world around us with animal care and Y6 residential being top favourites with the children.
• This is Me days.
• Extra-curricular activities.
• Celebration worship and displays in the hall.

Children reflect on their own beliefs, feelings, values, experiences and those of others:

• Mindfulness.
• Support by Learning Mentor.
• Big questions planned for in the curriculum.
• Opportunities in lessons are given for class/peer discussions to explore ideas, justify them and consider the views of others.
• Formative assessment requires the children to reflect on their learning: how they set/met success criteria, identify their next steps in learning and give kind, helpful and specific feedback to their peers.
• Being reflective is part of our approach to ‘deep learning’ where children are given opportunities to be fluent in knowing facts, apply this knowledge to demonstrate their understanding then choose appropriate knowledge and understanding in problem solving situations.
• Play Leaders work with children on the playground to support them in reflecting on their behaviour to solve friendship issues.
• Full participation in lessons and worship gives all children the opportunity to reflect.

Children are encouraged to be creative and imaginative in lessons, homework and in taking action and making a contribution in the community:

• This is planned for in the curriculum eg garden club work in the environment.
• Charitable causes eg Children in Need and Poppy Appeal.
• Jobs around school also allow children to learn about themselves as they take on responsibility eg  Team Captains, Vice Captains and Tech Team.
• Working with PCSO to lead an E Safety presentation to parents.

School Christian vision and values are displayed prominently throughout the school with a values anchor and reflection area in every classroom. Home school value activities are available for families on our website– see Vision and Values section. Values Topic Webs for each topic demonstrate how our learning is underpinned by our Christian values.

Our RE Lead keeps up to date with regular cpd offered from within the Trust or Diocese. Collective worship is well planned around our Christian values, the Christian calendar and other big questions. It is led once a week by local clergy and Open the Door. Parents join us in worship for special services. Prayers before lunch form part of our daily routine.

Open the Book

John Wesley Day

Each year group learnt something about a specific time in John's life and shared it with the rest of the school though art work and a presentation.

Reception

John was saved from his burning home as a young child - he felt this meant that God had work for him to do.

Year One

After university, John travelled to America to tell people about God. No one really listened and the journey was stormy - John was confused and afraid.

Year Three

John's heart was strangely warmed and he felt more courageous in his belief in God.

Nursery

John travelled 250 000 miles on horseback around Britain telling people about God. 

Year Two

People didn't always listen but John continued resiliently and with hope.

Year Six

John showed kindness and compassion.

Year Four

John worked hard to help others and improve conditions in mines and prisons.

Year Five

John also improved schooling and helped abolish slavery.