Trinity St Mary's CE Primary School

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Equality & Diversity at TSM

At Trinity St Mary’s Church of England Primary School, we take pride in being a multicultural community with a Christian ethos where worship and religious education are integral parts of our school life. We welcome our duties under the Equality Act 2010 to eliminate discrimination, advance equality of opportunity and foster good relations with regard to age (as appropriate), disability, ethnicity, gender (including issues of transgender, maternity and pregnancy), religion and belief, and sexual identity.

In addition, TSM use the SDBE documents including Valuing all God’s Children to support equality and diversity within the school community. We welcome our duty under the Education and Inspections Act 2006 to promote community cohesion. We recognise that these duties reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities and the Human Rights Act 1998.


We are strongly committed to equality and aim to make sure that:

 Everyone feels valued and diversity is celebrated

 Everyone is treated fairly and with respect. We recognise that people have different needs and understand that treating people fairly does not always involve treating everybody exactly the same.

 A challenging, diverse and broad curriculum is provided

 The use of other languages at home is recognised and appreciated as a strength

 Diversity is celebrated through the curriculum and all aspects of teaching and learning

 We want to make sure all our pupils achieve their potential, both in terms of their academic and personal growth and therefore provide a safe, caring, stimulating and inclusive learning environment.

 We acknowledge that for some pupils, extra support is needed to help them achieve and be successful.

 We try to make sure that people from different groups are consulted and involved in our decision making processes

 We will not tolerate discrimination or harassment or any action or conduct that contravenes the Equality Act 2010 and we will challenge any behaviour that compromises this commitment.


Examples of how we advance equality of opportunity

We provide:

 A diverse curriculum with opportunities for children to explore a range of cultures and learn about people from a diverse background. 

 Dedicated SENCO and HLTA support

 SEN resources and training

 Specific training for Teaching Assistants in Occupational Therapy, Numicon and Phonics

 Tracking pupil progress every term

 Data analysis by EAL needs, gender and pupils eligible for pupil premium funding

 Action plans and targets if underachievement or lack of progress is identified

 Progress tracking of vulnerable groups every term

 Identification, targets and challenge for more able pupils and middle attainer groups

 Early identification and targeted learning support for pupils with specific needs

 Training for teachers so they are confident in analysing data and know how well different groups are doing

 Monitoring and support through performance management

 Interventions and ensuring they are targeted, implemented and regularly evaluated

 Target lists of under-performing pupils and monitored progress, termly

 Monitoring of the provision for identified pupils / groups who have not made sufficient progress and identified underachievement through Pupil Progress meetings

 Place 2 Be counsellors to work with identified emotionally vulnerable pupils

 We undertake annual reviews for pupils with an EHCP

 As a Rights Respecting School: Our commitment to being an inclusive school where every young person, regardless of gender is supported and encouraged to achieve to their highest potential links directly to the work we are doing in order to be a Rights Respecting school.

Article 2: All children have these rights, no matter who they are, where they live, what their parents do, what language they speak, what their religion is, whether they are a boy or girl, what their culture is, whether they have a disability, whether they are rich or poor. No child should be treated unfairly on any basis.

Article 17: You have the right to get information that is important to your well-being, from radio, newspaper, books, computers and other sources. Adults should make sure that the information you are getting is not harmful, and help you find and understand the information you need.

Article 19: You have the right to be protected from being hurt and mistreated, in body or mind.

Article 28: You have the right to a good quality education. You should be encouraged to go to school to the highest level you can.

Article 29: Your education should help you use and develop your talents and abilities. It should also help you learn to live peacefully, protect the environment and respect other people.