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Equality Legislation and Accessibility

Equalities Legislation 2010


Under the 2010 Equality Act, it is unlawful for schools to discriminate against a pupil or potential pupil. Schools must have due regard to foster positive relationships, eliminate discrimination and advance equality of opportunity.


What we are doing to eliminate discrimination, harassment and victimisation and any other conduct prohibited by the Equality Act 2010.


  • The conduct prohibited by the Equality Act 2010 is detailed in the school’s Equality Policy which is available to all members of the school community through a variety of sources,
  • The school’s equality policy and equality issues in school are monitored by a nominated member of the school’s Governing Body and by the Head teacher
  • We provide training to our staff and Governors about their responsibilities under the Act and about equality issues. Details of the most recent training can be found on the school’s Equalities Page on the school website. Copies of notes or slides from the training will be given to the staff attending as a reminder of the issues discussed.
  • We ensure that all staff are aware of their duty to make reasonable adjustments including the duty to provide auxiliary aids and services and what that means in practice,
  • We will make reasonable adjustments to the school environment and make its activities as accessible and welcoming as possible for pupils, staff and visitors to the school,
  • By planning ahead, we will ensure that all pupils are able to take part in all the activities in school including extra-curricular activities and any residential visits. We will monitor uptake to ensure no one is disadvantaged on the grounds of a protected characteristic,
  • We take seriously the need to consider the equality implications whenever policies and procedures are developed, adapted and reviewed and whenever we make significant decisions about the day to day life of the school. This will ensure that policies, procedures and decisions do not even inadvertently, disadvantage groups of pupils with protected characteristics. A record will be made of any equality considerations and will be published on the school website as appropriate,
  • Equality considerations are taken into account in all our school policies as they are introduced or reviewed, including our behaviour policy, our anti bullying policy, and our recruitment and pay policies.
  • Bullying and prejudice related incidents will be carefully monitored and dealt with effectively,
  • We will ensure that all appointment panels give due regard to equality issues and so that no one is discriminated against when it comes to employment, promotion or training opportunities. We will ensure that job applicants are not asked health related questions in accordance with the Act and the school’s policy unless they related to an intrinsic function of the work they do. We will ensure that reasonable adjustments are made to the interview/recruitment process as necessary,
  • We will consider any possible indirectly discriminatory effect of the school’s standard working practices when considering requests for contractual variations to these practices. Requests will only be refused if there are good business reasons unrelated to any protected characteristics.
  • We are committed to ensuring our pupils understand that they belong to a society and a world that is diverse and multi-cultural. We will regularly consider and review the way our teaching and the curriculum helps promote an awareness of the rights of individuals and helps pupils understand and value difference and diversity and to challenge prejudice and stereo-typing.  We will actively promote equality and diversity though the curriculum and by creating an environment which champions respect for all.


What we are doing to advance equality of opportunity between those who share a relevant protected characteristic and those who do not share it.


  • We know the needs of our school population very well and collect and analyse data in order to inform our planning and identify targets to achieve improvements,
  • We have procedures, working in partnership with parents and carers, to identify children who have a disability through our admissions meetings,
  • We collect data and monitor the progress and achievement of pupils by the relevant and appropriate protected characteristics. This information will help the school ensure that pupils are achieving their potential, the school is being inclusive in practice and that trends are identified which will inform the setting of our equality objectives.
  • We take action to close any gaps in progress or achievement for example, for those making slow progress in acquiring age appropriate literacy and number skills.
  • We will collect and analyse data on the school population: by gender and ethnicity; on the % of children identified as having a special educational need and/or disability and by their principal need or disability; by year group - in terms of ethnicity, gender and proficiency in English; on inequalities of outcome and participation, related to ethnicity, gender and disability and proficiency in English,
  • We will collect and analyse attainment data which shows how pupils with different characteristics are performing in helping to identify whether there are any areas of inequality which need to be addressed, ASP will be used as this contains much detailed analysis by relevant characteristics,
  • We will also collect, analyse and use data in relation to attendance and exclusions of different groups.
  • We will ensure that we engage and consult with those people who are affected by a policy or activity in the design of new policies and in the review of existing ones,
  • We will encourage pupils with particular characteristics to participate fully in any school activities for example by encouraging both boys and girls and pupils from different ethnic backgrounds to be involved in the full range of school clubs and societies,
  • We are aware that although the Act relates mainly to current pupils, it also applies to future children and we will for example, seek to be sufficiently prepared if a Visually Impaired or Hearing impaired child joins our school through a planned programme of building refurbishment,
  • We will avoid language that runs the risk of placing a ceiling on any child’s achievement or that seeks to define their potential as learners, such as “less able”. We use a range of teaching strategies that ensures we meet the needs of all children. 
  • We provide support to children at risk of underachieving; we are alert and proactive about the potentially damaging impact of negative language in matters such as race, gender, disability and sexuality.
  • We will take positive action which is proportionate to address the disadvantage faced by particular groups of children with particular protected characteristics, such as targeted support. 


What we are doing to foster good relations across all protected characteristics.


  • We will prepare our children for life in a diverse society and ensure that there are activities across the curriculum that promotes the spiritual, moral, social and cultural development of our children,
  • We teach about difference and diversity and the impact of stereotyping, prejudice and discrimination through PSHE and citizenship and across the curriculum.
  • We will use materials and resources that reflect the diversity of the school population and local community in terms of race, gender, sexual identity and disability, avoiding stereotyping.
  • We promote a whole-school ethos and values that challenge prejudice-based discriminatory language, attitudes and behaviour.
  • We provide opportunities for children to appreciate their own culture and celebrate the diversity of other cultures,
  • We include the contribution of different cultures to world history that promote positive images of people.
  • We provide opportunities for our children to listen to a range of opinions and empathise with different experiences,
  • We promote positive messages about equality and diversity through displays, school assemblies, visitors and whole school events,
  • We will review relevant feedback from the annual parents questionnaires and from parents’ evening, parent-school forums, from issues raised in Annual Reviews or reviews of progress on Individual Education Plans/Personalised Provision Maps, mentoring and support;
  • We will secure and analyse responses from staff surveys, staff meetings and training events, review feedback and responses from the children and groups of children, from the school council, PSHE lessons, and whole school surveys on children’s attitudes to self and school.


What information we publish


The information the school publishes to show it is complying with its general and specific duties includes the following:-  


  • the school’s Equality Policy,
  • all other relevant school policies,
  • the school’s current accessibility plan objectives (see below),
  • slides from staff training on equality issues,
  • newsletters,
  • all other information which shows how we are complying with our Public Sector Equality Duty.

Accessibility Plan 2018-2020