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.

• 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.