The Governors’ policy on Equality and Diversity reflects the school’s legal obligation and duty to devise Equality Schemes for Disability, Race and Gender.

This policy is written in the context of:

• The National Curriculum 2000
• The Race Relations (Amendment) Act 2000
• Part 5A of The Disability Discrimination Act (DDA)2005
• The Children Act 2004
• Gender Equality Duty Code of Practice 2007
• Every Child Matters Green Paper 2003
• National Healthy Schools Programme 1999
• The Equality Act 2010
• Schools Admissions Code 2009
• Oldham LA Religious Observance Guidance Policy
• Oldham LA Extended Absence Guidance Policy
• White Paper 2011
• SEN Green Paper 2011

Equality of opportunity at our school is about providing equality and excellence for all in order to promote the highest possible standards of achievement. Equality of opportunity applies to all members of the school community—pupils, staff governors and parents. It is based on the following core values as expressed in the school’s aims.

We aim to enable children to:

Value each school member as an individual who can make a positive contribution to our community.
Strive to ensure our learners develop to their full potential.
Recognise the importance of developing the whole child, therefore, we promote the intellectual, social, physical, emotional, moral, cultural and spiritual development of every child.
Realise we can only begin to anticipate the possibilities in our children’s future, therefore, we strive to inspire enquiry, co-operation, critical thinking, communication, reflection and empathy in our learners, developing a thirst for knowledge and an awareness of themselves as learners.

At our school ‘Every Child Matters’:

• We aim for our children to understand that everyone has the right to feel safe and secure in and out of school. Our children know and understand how to show respect. They are aware of rights and responsibilities and are able to make informed choices. They recognise situations which may be harmful and know when and who to ask for help. We aim to equip children with the courage and confidence to stand up for what is right and to give and receive respect.

• We aim to create an ethos where healthy living is understood, promoted and valued. We believe it is vital for children to have real opportunities to put their learning into practice and begin to take responsibility for their own healthy choices. We work to enhance our children’s self esteem and the human spirit of all who are involved with our school.

• We aim for learning to be fun, enjoyable, relevant and accessible for all. Our celebration of learning means everyone achieves their full potential and develops their sense of self worth. We promote enquiry, independence and an enthusiasm for learning and self fulfilment. We provide opportunities for every child to experience success and to achieve as high a standard as they are able to.

• We aim to develop our children’s understanding of economic well being for all. We promote ambition, aspiration and respect for others. We value our children’s family heritage and aspire that all our children achieve their full potential. We strive to develop key life skills with our children to help prepare them for life beyond our Primary school.

• We aim to develop children who will become responsible members of both the local and global communities and make positive contributions to these communities. We teach that we all have the right to feel valued and secure in our environments and that with these rights come certain responsibilities. We encourage respect for: self, others, learning, environment and property.

The aims are promoted and fostered through our ‘rights and responsibilities’ focus:

• Respect for Myself
• Respect for Others
• Respect for Learning
• Respect for Environment
• Respect for Property

These aims are designed to ensure that the school meets the needs of all, taking account of gender, ethnicity, culture, religion, language, ability, disability and social circumstances. It is important that in this school we meet the diverse needs of pupils to ensure inclusion for all.

This school will take steps to:

• promote equality of opportunity
• promote racial equality and good race relations
• Oppose all forms of prejudice and discrimination

To achieve these aims we will make all members of the school community aware
of our philosophy through our policies and practice and the ethos of respect that exists within the school community.

Leadership and management:

The governing body and school management set a clear ethos which reflects the school’s commitment to equality and respect for all members of the school community.
The school promotes positive approaches to valuing and respecting diversity. All staff contribute to the development and review of policy documents. The school ensures the involvement of governors and takes appropriate steps to enable the contribution of parents through daily discussions, Parent Governors and other consultation with parents. Teaching and curriculum development are monitored to ensure high expectations of all pupils and appropriate breadth of content in relation to the school and the wider community.


The school adheres to recruitment and selection procedures which are fair, equal and in line with statutory duties and LA guidelines. Steps are taken to ensure that everyone associated with the school is informed of the contents of this policy. It is part of the induction programme for new staff. The skills of all staff, including non-teaching staff are recognised and valued. All staff are given status and support and are encouraged to share their knowledge.
Staff induction and regular professional development activities are available for all staff members to support their practice in relation to this policy.
Staff and visitors provide a wide range of role models and reflect the diversity ofthe local and wider community.


The school believes that every child is entitled to a broad, balanced and coherent curriculum. All children have access to the mainstream curriculum. This builds on pupils starting points and is differentiated to ensure the inclusion of:

• boys and girls
• pupils learning English as an additional language
• pupils from minority ethnic groups
• pupils who are gifted and talented
• pupils with special educational needs
• pupils who are at risk of disaffection and exclusion
• Looked After Children

Each area of the curriculum is planned to incorporate the principles of equality and to promote positive attitudes to diversity. All subjects contribute to the spiritual, moral and cultural development of all pupils. We cater for the interests and capabilities of all pupils and take account of parental preferences related to religion and culture. Global Citizenship is an important part of the IPC. Themed weeks and support of Local, National and Global fundraising and events further enhances equality throughout the school community.
For around 10 years, the school has been involved in a Linking Project with another school across the LA, developing community cohesion between two significantly different school communities.

Teaching and Learning:

Teachers ensure that the classroom is an inclusive environment in which pupils feel all contributions are valued and positive steps are taken to allow all pupils to participate. Teaching is responsive to pupil’s different learning styles and takes account of their experiences and starting points, in order to engage all pupils. Pupil grouping in the classroom is planned and varied. Teaching styles include collaborative learning so that pupils appreciate the value of working together. The use of collaborative learning ensures that children working in mixed ability groupings coaching, supporting and celebrating each other’s work. All pupils are encouraged to question, discuss and collaborate in problem solving tasks. Differentiation and support further enhance personalised learning. Assessment for Learning and Achievement for All are a focus in Performance Management objectives and the School Development Plan. Teachers challenge stereotypes and foster pupil’s critical awareness and concepts of fairness, enabling them to detect bias and challenge inequalities.
Resources and displays reflect the experience and backgrounds of pupils, promote diversity and challenge stereotypes in all curriculum areas. They are reviewed regularly to ensure that they reflect the inclusive ethos of the school.

Assessment, Pupil Achievement and Progress:

Pupil performance is monitored by formal and informal procedures and is analysed by FSM,SEN, ethnicity and gender. Monitoring is carried out by the SLT and subject leaders at regular intervals. Any pattern of underachievement of a particular group is addressed through targeted curriculum planning, teaching and support. Promoting progress for vulnerable groups is a priority in the School Development Plan.
The school ensures, where possible, that assessment is free of gender, cultural and social bias. The staff use a range of methods and strategies to assess pupil progress, applying strategies that are appropriate to individual children. Staff have very high expectations of all pupils and they continually challenge them to reach higher standards. The school recognises and values all forms of achievement. Children have targets based on Assertive Mentoring, appropriate to their cohorts priorities in learning. Self-assessment provides all pupils with opportunities to take responsibility for their own learning through regular reflection and feedback on their progress.

School Ethos:

The school opposes all forms of racism, prejudice and discrimination. The school supports diversity and promotes good personal and community relations. The promotion and reinforcement of the Unicef Rights Charter is a priority. Diversity is recognised as having a positive role to play within the school. All staff foster a positive atmosphere of mutual trust among pupils from all ethnic groups. Clear procedures are in place to ensure that all forms of bullying and harassment, including religious, racist, sexist and homophobic, are dealt with promptly, firmly and consistently and are in line with LA policies and guidance. All forms of harassment, discrimination and victimisation are recorded and dealt with in line with relevant school policies, including the completion of the LA Normi systems. All staff are trained to deal effectively with bullying, racist incidents, racial harassment and prejudice.

Behaviour, Discipline and Exclusion:

The school expects high standards of behaviour from all pupils. The school’s procedures for disciplining pupils and managing behaviour are fair and applied equally to all. The review of Behaviour management procedures and Anti Bullying approaches are prioritised. It is recognised that cultural background may affect behaviour. It is also recognised that certain barriers to learning can affect behaviour and the school has systems in place to deal with children with both short term and long term barriers to learning. The school takes these into account when dealing with incidents of unacceptable behaviour. All staff operate consistent systems of rewards and discipline. The use of Building Learning Power skills are focussed on reducing competitiveness and promoting equality between individuals and groups. Pupils, staff and parents are aware of policies and procedures for dealing with
harassment. They know that any language or behaviour, which is racist, sexist or potentially damaging to any minority group, is always unacceptable and will be challenged and dealt with in line with school policy.

Admissions and Attendance:

Through the LA admissions policy, steps are taken to ensure that the school’s admissions process is fair and equitable to all pupils. Comprehensive information about pupil’s ethnicity, first language, religion, physical needs, diet etc. is included in all admissions forms.
The school and families are aware of their rights and responsibilities in relation to pupil attendance and absence is always followed up by appropriate personnel who are aware of community issues. Raising attendance in line with National Averages is a constant priority. In line with the Agreed LA Religious Observance Policy agreement, provision is made for leave of absence for religious observation which includes staff as well as pupils. In line with Oldham LA Extended Absence Policy, the school follows the guidance for Extended Holidays to a country of heritage.

Partnership with Parents:

All parents / carers are encouraged to participate at all levels in the full life of the school. The school takes steps to encourage the involvement and participation of underrepresented groups of parents and sections of the community. Parental contribution and Achievement for All (AFA) is a high priority. The AFA project has introduced into school Structured Conversations with parents of all children ensuring they are involved in the planning of support for their child. We train our own parent leaders and have many parent activities.
Information and meetings for parents are made accessible to all. Support is given to read and interpret newsletters, reports and other documents when this is required. Progress reports to parents / carers are accessible and appropriate, in order that all parent/ carers have the opportunity to participate fully. There are 3 parents days each year when all parents contribute to their child’s ‘Passport’.


The Governing Body and Head teacher will ensure that the school complies with
all relevant equalities legislation. The Governing Body and Head teacher will ensure that the policy and related procedures and strategies are implemented.
The Head teacher will ensure that all staff are aware of their responsibilities under the policy. Inclusion and Equality will be monitored through the Governors committee meetings and other reports to Governors.

Monitoring and Reviewing:

This policy is regularly reviewed. It is linked with the school improvement plan and promotes race equality within the school.
This policy will be regularly monitored and reviewed to ensure that it does not disadvantage particular sections of the community.

The School:

During the academic year 2013-2014
• 47% of the student population are female and 53% are male
• 94% of the school staff are female and 6% are male
• 0% of the student population are physically disabled
• 0.33% of students have statements of SEN
• 19% students have SEN school action
• 6% of students have SEN school action plus
• 0% Staff has a disability
• 100% of the school population come from minority ethnic groups
• 99% the school population speak English as an additional language
• 49% of the school’s staff come from minority ethnic groups