Trinity Vision

 This is the vision statement of the school as of January 2013. 

It is rather more than simply a ‘statement’ aiming to provide a theological commentary on what we do and indicate what we hope is a coherent approach to our common life and work.

The statement is a distillation of the work of transformation at Trinity over the period 2008-2012 from a school that was undersubscribed, unpopular with its neighbours and achieving very poor results for pupils to a school now oversubscribed and despite pupils arriving with the second poorest Primary school levels in the borough achieving the second highest (of fifteen schools) GCSE results at the end of their time at Trinity.

In September 2013 Trinity will open a Primary phase becoming an all through school.

 

Trinity Vision: A Christian Learning Community

The three pillars:        Learning    –    Leadership    –    Relationships

Our aim:

To be a place where children and adults flourish within a strong Christian community, achieving the very best educational standards and developing character and strength of personality.

Learning is achieved through the five ‘Rs’ of ‘superlearners’:

 

5Rs

Reasoning

Mark 12: 13-17

“ They sent to Jesus some Pharisees and some Herodians to trap him in what he said.  And they came and said to him, “Teacher, we know that you are sincere, and show deference to no one; for you do not regard people with partiality, but teach the way of God in accordance with truth. Is it lawful to pay taxes to the emperor, or not?  Should we pay them, or should we not?” But knowing their hypocrisy, he said to them, “Why are you putting me to the test? Bring me a denarius and let me see it.”  And they brought one. Then he said to them, “Whose head is this, and whose title?” They answered, “The emperor’s.”  Jesus said to them, “Give to the emperor the things that are the emperor’s, and to God the things that are God’s.” And they were utterly amazed at him.”

 

Reflection

Matthew 14: 22-23

“Immediately Jesus made the disciples get into the boat and go on ahead to the other side, while he dismissed the crowds.  And after he had dismissed the crowds, he went up the mountain by himself to pray.  When evening came, he was there alone.”

 

Resourcefulness

Matthew 7: 24-25

“Jesus said: Everyone then who hears these words of mine and acts on them will be like a wise man who built his house on rock.  The rain fell, the floods came, and the winds blew and beat on that house, but it did not fall, because it had been founded on rock.”

 

Resilience

Luke 22:39-43

“Jesus came out and went, as was his custom, to the Mount of Olives; and the disciples followed him. When he reached the place, he said to them, “Pray that you may not come into the time of trial.”  Then he withdrew from them about a stone’s throw, knelt down, and prayed, “Father, if you are willing, remove this cup from me; yet, not my will but yours be done.”  Then an angel from heaven appeared to him and gave him strength. In his anguish he prayed more earnestly, and his sweat became like great drops of blood falling down on the ground.”

 

Responsibility

Mark 10: 17-22

“As Jesus was setting out on a journey, a man ran up and knelt before him, and asked him, “Good Teacher, what must I do to inherit eternal life?” Jesus said to him, “Why do you call me good? No one is good but God alone. You know the commandments: ‘You shall not murder; You shall not commit adultery; You shall not steal; You shall not bear false witness; You shall not defraud; Honor your father and mother.’”  He said to him, “Teacher, I have kept all these since my youth.”  Jesus, looking at him, loved him and said, “You lack one thing; go, sell what you own, and give the money to the poor, and you will have treasure in heaven; then come, follow me.”  When he heard this, he was shocked and went away grieving, for he had many possessions.”

 

Outstanding educational outcomes are fundamental to young people being able to make life choices and having access to the world of work; at Trinity they are delivered in a God-centred community. 

 

We base our common life on theological principles aiming to express these in every aspect of the school’s learning and curriculum:

The school stands within the Anglican Catholic tradition and draws from this:

  • a love of beauty
  • a yearning for justice
  • a eucharistic life centred on worship and hospitality

The school serves the needs of all who come, regardless of religious faith, ethnicity, gender or sexual orientation. Trinity is a ‘church school’ not a ‘faith school’ Like an Anglican parish church it serves all members of the community. Trinity is pro-active in supporting the journey of the church and wider community towards inclusivity and justice.

We use the human family as the model for our life together, our tutor and House system and our nurture of young people; we aim to support families and support pupils in the Christian virtue of faithfulness as they make relationship choices in their own lives.

We believe in vocation and seek to enable young people to explore life choices in career and relationships, to open up meaningful work experience, gap years and the best and most appropriate post-16 provision.

Trinity culture (uniform, vocabulary, visual imagery, school song, prayer corners etc) give pupils a sense of belonging and shared identity and builds pride in the community.

We are a learning community in which every member of the community seeks to be open to new learning. Deep learning is sought over time and by being part of a variety of learning communities. We share our work practices and benefit from self reflection and reflection with colleagues.

We do not believe intelligence is fixed or that prior attainment determines future progress.

We are a community built on literature and books as the foundation of all learning. Books and reading are evident throughout the school. We connect pupils to the stream of western culture in all subject areas and beyond the taught curriculum.

The school buildings are  learning environments demonstrating God given beauty, key vocabulary, a rich culture and celebrating children’s work and achievements. The visual environment reflects the diversity of our community.

Worship expresses who we are. Tutor Group, House and Whole School Worship are essential to rehearse how we expect members of the community to relate to one another:

  • in celebration (gratefully – eucharistically)
  • listening
  • inclusive
  • valuing shared silence

As a eucharistic community we are always seeking to praise and create a positive climate, we seek solutions. Praise is public and lavish; areas for improvement are expressed privately and with care.

We are a hierarchical community in which different roles are exercised by pupils and staff and hierarchy is indicated, for example, by the use of academic gowns, seating in worship, welcome of guests. Leadership is encouraged at all levels and all have the opportunity to exercise leadership.

Formality in our public events and relationships gives structure and character and is matched by a sense of theatre and performance which pupils and staff share with good humour.

Pupils are taught Trinity Etiquette so that all members of the community benefit from:

  • courtesy
  • kindness
  • self-control

We are an outward looking community and seek to make connections for the school, locally, across London, nationally and internationally so that pupils benefit from a sense of belonging and community. Residential and other visits re-inforce this sense of connectedness:

The school’s Christian life follows strongly in the tradition of intense Christian community especially in its expression at the Taizé Community (Year 10 visit to France) where young people are able to share in the life of the community without an assent of faith being required. Taizé provides a model of bible study and learning, silence, and a contemporary Christian aesthetic based on the use of icons, colour and spaciousness. Taizé is also an opportunity to reflect on vocation, life choices and making a life-long commitment.

“To live intensely. God wants nothing else for us.”

Prior Alois of Taizé, January 2013

 

The Shrine at Walsingham (Year 7 visit) and our membership of the Woodard family of schools are foci of an expression of Christianity in which pilgrimage and retreat are important features of learning and in which the environment communicates and conveys meaning:

“The environment itself conveys the critical and dominant messages by controlling the perceptions and attitudes of those who participate in it.” 

(Teaching As A Subversive Activity)

The use of colour, icons and incense at Trinity highlight the significance of non-verbal modes of communication and that : everything conveys meaning.

 

Residential visits in Years 8 and 9 give an experience of rural life, food production and build on the Christian traditions of working the land.

 

We are ‘a grammar style school’ aiming to offer the very best for every child within a formal, traditional academic framework enriched by sport, music, art, drama and preparing children for fulfilling working lives.

 

Trinity is committed to ensuring pupils and staff are safe and free from harm in every aspect of the school’s work and in all our relationships.

 

Trinity Values:

are derived from asking the question ‘What is God like?’  and answered in the Christian doctrine of the Trinity, pictured in the icon by Andrei Rublev:

 

Rublev

 

A place at the table:

  • to be seated
  • to listen
  • where all have equal value

 

Trinity Values lead us:

  • to practice Restorative Justice 

“Through him God was pleased to reconcile to himself all things.” Col. 1:20

 

  • seek through silence (mindfulness practices) to be a listening community

“Be still and know that I am God.” Psalm 46: 10

 

  • to create a place of beauty

“Worship the Lord in the beauty of holiness.” Psalm 96:9

 

The icon was painted by the Russian monk Andrei (Andrew) Rublev some time between 1408 and 1425. It is based on the story in Genesis 18:

“The Lord appeared to Abraham by the oaks of Mamre, as he sat at the entrance of his tent in the heat of the day. He looked up and saw three men standing near him. When he saw them, he ran from the tent entrance to meet them, and bowed down to the ground. He said, ‘My lord, if I find favour with you, do not pass by your servant. Let a little water be brought, and wash your feet, and rest yourselves under the tree. Let me bring a little bread, that you may refresh yourselves, and after that you may pass on—since you have come to your servant.’ So they said, ‘Do as you have said.’ And Abraham hastened into the tent to Sarah, and said, ‘Make ready quickly three measures of choice flour, knead it, and make cakes.’ Abraham ran to the herd, and took a calf, tender and good, and gave it to the servant, who hastened to prepare it. Then he took curds and milk and the calf that he had prepared, and set it before them; and he stood by them under the tree while they ate.”

 

The icon is sometimes called The Hospitality of Abraham or the Philoxenia – love of the stranger; it gives us a number of important elements in our common life of learning:

  • hospitality
  • inclusivity
  • eucharistic
  • the importance of meals
  • a space at the table
  • the colours used in our buildings (the feature walls and floor colours)
  • stillness and silence

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