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Clifford Road

Primary School and Nursery

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Equalities Statement and Objectives

Equality information and objectives for 2020-2023


Clifford Road Primary and Nursery is committed to the principle of equality for all pupils irrespective of race, religion, gender, language, disability or family background, and to the active support of initiatives designed to further this principle. We believe equality at our school should permeate all aspects of school life and that it is the responsibility of every member of the school and its wider community. Every member of the school community should feel safe, secure, valued and of equal worth.

Our school aims to meet its obligations under the public sector equality duty by having due regard to the need to:

· Eliminate discrimination and other conduct that is prohibited by the Equality Act 2010

· Advance equality of opportunity between people who share a protected characteristic and people who do not share it

· Foster good relations across all characteristics – between people who share a protected characteristic and people who do not share it

 

At Clifford Road Primary and Nursery, we are aware of the requirements of the Equality Act 2010 and understand that it is unlawful to discriminate and treat some people less fairly and to put them at a disadvantage.

Objectives

Actions

Success Criteria

To mitigate unconscious bias

  • Purchase and circulate books that cover a range of cultural heritages and supports SMSC within the curriculum.
  • Actively guide children to books that they find relevant and that reflect their cultural heritage.
  • Continue to promote ‘smashing stereotypes’ as part of science week
  • Continue to purchase books that promote messages and positive role models across the protected characteristics.  
  • Embed the elements of SRE that relate to the protected characteristics using the Jigsaw programme.
  • Teachers and subject leaders will continue to incorporate examples that question stereotypes and value diversity, e.g., in guided reading, PSHE and P4C.  
  • Subject leaders will review and update their SMSC maps to reflect this objective.
  • The curriculum will actively promote role models and inspirational figures that are counter stereotypical.
  • Teachers and subject leaders will be able to give examples in their planning where stereotypes are questioned and diversity is celebrated.
  • Children’s aspirations will be raised.
  • More children will read BME books/authors which reflect the school’s diversity and will help alleviate unconscious bias.

To ensure equality of provision and opportunity in extra-curricular activities and enrichment activities

  • Increase access to extra curriculum sports clubs by continuing to run these half termly
  • Use the Sports Premium and other grants to run fitness and dance clubs
  • Continue to offer whole class clarinet lessons and free follow-on tuition
  • Continue to build cultural capital with a focus on the Arts
  • Continue to subsidise club fees and music lessons, and offer financial support that will ensure no child is excluded from taking part in an activity due to financial hardship. 
  • Letters/ communications about extra-curricular activities and enrichment activities are adapted so that parents know that financial assistance is available/ EAL children and parents are not disadvantaged by language barriers.
  • Barriers preventing access and participation removed.
  • Children are given the opportunities and experiences that they may otherwise not have had.
  • Children’s aspirations will be raised.
  • Increased participation of girls in fitness related and healthy lifestyle activities.
  • Increased participation of underrepresented groups in clubs as identified by analysis.

 

To re-establish good progress in all groups following the National Lockdown of schools.

 

  • Adopt and embed a Recovery Curriculum - and all 5 levers are considered when planning
  • Continue to ensure the curriculum remains broad and engaging
  • Provide high quality resources, which are pitched correctly and enjoyable to use so that the children are engrossed in their learning. 
  • Prioritise identifying gaps and re-establishing good progress in the essentials
  • Continue to closely monitor and track provision mapping for effectiveness and sustainability. A particular focus will be on double disadvantaged children.
  • Ensure that the school budget supports the above actions
  • All pupils access the broad and balanced curriculum.
  • The curriculum contributes to the children’s mental, emotional, social and physical wellbeing.
  • Pupils with SEND, EAL and Pupil Premium/low income groups will make good progress from their starting points.
  • All pupils will be ready for the next stage of their education.

 

 

 

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