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At Holy Trinity, We Believe:

Differences should be embraced, not erased.

Genesis 1:26–27 (NRSV):
“Then God said, ‘Let us make humankind in our image, according to our likeness; and let them have dominion over the fish of the sea, and over the birds of the air, and over the cattle, and over all the wild animals of the earth, and over every creeping thing that creeps upon the earth.’ So God created humankind in his image, in the image of God he created them; male and female he created them.”

As Christians, we believe that every person—regardless of ethnicity, race, or gender—is made in the image of God. This divine truth is not a privilege reserved for some, but a sacred reality shared by all. Every individual carries inherent dignity, worth, and beauty in God’s eyes.

Because all people are created in God’s image, we affirm that all are equal before Him and worthy of respect, kindness, and love. Discrimination, prejudice, and exclusion have no place in the body of Christ, and so we do not tolerate this at Holy trinity.

At Holy Trinity, we are called to celebrate the diversity of God’s creation. Difference is not something to be feared or erased, but embraced as a reflection of the richness of God’s image among us.

How do we fight Discrimination, prejudice and exclusion?

Educating

Hts is committed to – instilling our curriculum with opportunities and trips that build tolerance to other cultures, such as our trips to the Hare Krishna Temple. We are always looking for experiences for our students to better round themselves and.

During Black History Month, our school was committed to delivering lessons with in cooperating black history this month, teachers were asked to – PowerPoints.

Celebrating differences.

Inclusion

  • High expectations and aspirations for every learner, regardless of background or need.
  • Creating a culture of belonging where every learner feels safe, welcomed, and valued.
  • Early identification and removal of barriers to participation and learning.
  • Inclusive curriculum and teaching, with necessary adaptations to help all learners succeed.
  • Strong partnerships with parents, carers, and external agencies to secure the best outcomes.
  • Focus on disadvantaged groups, including pupils with SEND, those known to social care, socio-economically disadvantaged learners, and those with protected characteristics.
  • Relentless pursuit of equity, ensuring inclusion is not an add-on but embedded in everyday practice and leadership vision.