We have a number of responsibilities and duties under legislation relating to equality and diversity in the curriculum, to pupils, staff and visitors.

These legislations cover issues in relation to gender, age, race, disability, religion and belief, community cohesion, sexual orientation and gender reassignment.

This section describes how we will promote equality, diversity and community cohesion in accordance with current legislation.

The school population reflects the diverse, multi-ethnic and multi-faith local community in which it is situated. Hackney is the second most deprived local authority in England.

The ethos of the school, informed by Christian faith, promotes harmonious relationships and attitudes of respect for all. We have a clear mission statement, which forms part of our vision and is incorporated into our aims.

There is a high level of commitment to the school from the school community, staff, parents, governors and the parishes. The value of teamwork is seen as crucial to ensure that all the ‘stakeholders’ work towards the same vision to move the school forwards.

Through the above we strive to eliminate discrimination and we promote equality of opportunity for all. We do not discriminate against anyone, be they staff or pupil or parent, on the grounds of ethnicity, religion, attainment, age, disability, gender or background.

We promote the principle of fairness and justice for all through the education that we provide in our school. We recognise that doing this may entail treating some pupils differently.

We seek to ensure that all pupils have equal access to the full range of educational opportunities provided by the school including visits, PE and assemblies.

We constantly strive to remove any forms of indirect discrimination that may form barriers to learning for some groups whether pupils or staff.

We ensure that all recruitment, employment, promotion and training systems are fair to all, and provide opportunities for everyone.

We challenge personal prejudice and unfair stereotypical views whenever they occur.

We value each pupil’s worth, we celebrate the individuality and cultural diversity of the community centred on our school, and we show respect for all minority groups.

We are aware that poor self-image and ignorance are key contributors to prejudice and stereotyping. Through positive educational experiences we aim to understand other people’s point of view and promote positive social attitudes, and respect for all.

In order to promote equality we monitor pupils’ progress and achievements systematically and use this information to plan next steps.

We value the opinions of pupils, staff, governors, parents and the community and seek these to inform decisions. Objectives for action plans are developed from information that is gathered from the school community.

We will take all reasonable steps to ensure that pupils enjoy their time at school, feel included and make progress.

For our school, the term ‘community’ has a number of dimensions including:

  • the school community – the children and young people it serves, their parents, carers and families, the school’s staff and governing body, and community users of the school’s facilities and services;
  • the community within which the school is located – the school in its geographical community, local schools and the people who live or work in that area. This applies not just to the immediate neighbourhood but also to the city or local authority area within which a school is located
  • the UK community – all schools are by definition part of this community
  • the global community – formed by EU, international links and pupils’/staff family networks.

We strive to promote, encourage, understand and respond to our communities in various ways including:

  • strive to eliminate all forms of racism and racial discrimination;
  • promote equality of opportunity;
    Providing a rich curriculum for sharing cultures and beliefs and enhancing respect and positive behavior towards each other.
  • Having displays that reflect and celebrate our community highlighting the positive and challenging stereotypes.
  • Planning activities and events that promote the diversity and the potential of the local community such as international evening, ambitions day, and visits to places of worship.
  • Taking part in a wide range of community activities and inviting the community to work with us on specific projects.
  • Continually monitoring the needs of vulnerable groups of pupils and gaining views of parents and carers.
  • Highlighting issues in our global community
  • promote good relations between people of different racial and ethnic groups.

It is the right of all pupils to receive the best education the school can provide, with access to all educational activities organised by the school. We do not tolerate any forms of racism or racist behaviour.

All teachers and support staff challenge any incidents of prejudice or racism. We record any incidents on the CPOMS safeguarding system and draw them to the attention of the Headteacher. These are then reported to the Local Authority and the governing body on a termly basis.

We endeavour to make our school welcoming to all minority groups. We promote an understanding of diverse cultures through the topics studied by the children, and we reflect this in the displays of work shown around the school.

Our curriculum reflects the attitudes, values and respect that we have for minority ethnic groups. For example, in Religious Education, the children learn the importance of a range of religious festivals including Eid and Diwali.

We have an annual international evening where pupils and their families can share food from their places of origin and wear cultural dress. Music and dance reflects  strive to ensure that disabled pupils have access and participate in all aspects of school life.

We strive to ensure that disabled pupils have access and participate in all aspects of school life. Teachers modify teaching and learning as appropriate for children with disabilities. For example, they may give additional time to complete certain activities, or modify teaching materials, or offer alternative activities where children are unable to manipulate tools or equipment.

We will not discriminate on the grounds of sexual orientation.

Our school premises are equipped for access by people in our school community who have disabilities. We have clear and easy access to the lower building and disabled toilets. We strive to maintain and continually improve the environment.

We are committed to seeing all individuals and groups of pupils making the best progress possible in our school.

We provide the same opportunities for both boys and girls within school, also offering a range of after school clubs that are open to both sexes.

We recognise the personal needs of both boys and girls in upper KS2: for example separate changing facilities in PE.

We use a comprehensive tracking programme called ‘Target Tracker’which tracks the progress of every individual pupil on a termly basis. It enables to see at a glance the progress each child is making.

Target Tracker supports us to identify different groups of pupils (ethnicity, gender, SEN, EAL) and compare their progress and achievement to other pupils. This enables us to make accurate decisions about where support is best needed to give the best opportunities for all pupils.

The governing body will make sure that the school complies with all current equality legislation.

The governing body will make sure that this scheme and its procedures are followed.

The governing body seeks to ensure that people with disabilities are not discriminated against when applying for jobs at our school.

The governors take all reasonable steps to ensure that the school environment properly accommodates people with disabilities.

The governing body will, in the school profile, make reference to arrangements for disabled pupils.

The governors welcome all applications to join the school, whatever background or disability a child may have.

The governing body will review this scheme every 3 years along with the accessibility, gender and disability action plans and before this if required.

It is the Headteacher’s role to implement this scheme.

It is the Headteacher’s role to make sure that the scheme is readily available and that the governors, staff, pupils and parents/carers know about it.

The Headteacher produces regular information for staff and governors about this scheme and how it is working, and provide training for them when necessary.

The Headteacher makes sure that all staff know their responsibilities and receive training and support in carrying these out.

The Headteacher will take appropriate action in cases of harassment and discrimination.

The Headteacher promotes the principle of equalities when developing the curriculum, and in providing opportunities for training.

The Headteacher promotes respect for other people in all aspects of school life.

The Headteacher views all incidents of unfair treatment, and any racist incidents, with due concern.

Staff do their best to recognise their own prejudices, and make every effort to ensure that all pupils are treated fairly and with respect. We do not knowingly discriminate against any child.

When selecting classroom material, staff strive to provide resources which give positive images, and which challenge stereotypical images.

Staff will model good practice, dealing with racist incidents and being able to recognise and tackle bias and stereotyping.

Staff will promote equality and good relations.

Staff will keep up to date with the law on discrimination and attend appropriate training.

Staff will comply with the schools Code of Conduct.

The school council will be made aware of equality and diversity issues and be involved in things like the Anti-Bullying Policy.

Ensure equality and diversity issues are on the PTFA’s annual agenda, i.e. input in policies such as Anti-Bullying.

Parents will read and respond where appropriate to letters and questionnaires and attend meetings with regards to equalities and diversity.

The Equality Policy outlines further information which can be found in the policies section.