Trinity St Mary's CE Primary School

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Kindness, Unity & Courage 


Trinity St Mary’s CE (TSM) is committed to providing a special educational experience for all the children in our care; allowing children access to a broad and balanced curriculum, which is underpinned by the 2014 National Curriculum, so that they become confident, independent learners who are global citizens and equipped with skills for their future.  

We believe that it is enjoyment of learning that fosters self-esteem, self-motivation and a sense of well-being upon which children thrive, and we aim to provide this in our approach to delivering the curriculum.

The curriculum of the school is broad and balanced with the school ethos at the centre of how we teach. Great emphasis is placed on planning the curriculum so that there is continuity, progression and challenge whilst ensuring creativity and inclusion of every pupil.

Our aim is to create confident and independent learners by the time children reach the end of their time at Trinity St Mary's School.


The impact of the curriculum is measured through the thorough analysis and tracking of outcomes for all pupils across school, which guarantees that no child is left behind.

Staff at Trinity St Mary’s use both formative and summative assessment procedures to ascertain the attainment and progress of all pupils.

During lessons, teachers will annotate and evaluate the progress of the pupils against the learning objectives. Pupils are also assessed formally 3 times per year using independent pieces of work and a cross-section of test materials to ascertain their level of attainment and progress made. Writing, across the curriculum, is assessed each half term with in-house moderation being led by the English lead, who is a moderator for Wandsworth. Following these assessments, pupil progress meetings are held to review the results and identify children who are at risk of not making expected progress or achieving age-related expected attainment. Pupils who take part in intervention activities have their progress monitored through intervention evaluation meetings that are held with the SENDCo.

Teachers continually assess understanding within lessons through a range of strategies including: questioning, self and peer assessment, learning conversations and target setting. Feedback is given to learners in line with the Marking policy. Self and peer assessment are valued strategies, which enable pupil’s involvement and ownership of their own learning and progress.

Challenging targets are set throughout the academic year, through discussion with the child, teacher and subject lead. These targets are set against both attainment data from the previous academic term and against expected milestones of progress.

The implementation of the policy will be monitored through:

  • Lesson observations
  • Planning scrutiny
  • Book Scrutiny
  • Pupil progress meetings
  • Pupil Interviews and Questionnaires 
  • Parent surveys and feedback