Equal Opportunity

Promoting Equality: Curriculum

We aim to provide all our pupils with the opportunity to succeed. To achieve this we will ensure:

• Curriculum planning reflects a commitment to equality.
• The curriculum prepares pupils for life in a diverse society and uses opportunities to reflect the background and experience of pupils and families in the school.
• There will be opportunities in the curriculum to explore concepts and issues related to identity and equality.
• The promotion of attitudes and values that celebrate and respect diversity and challenge discriminatory behaviour and language wherever it occurs.
• The use of images and materials which positively reflect a range of cultures, identities and lifestyles.

Promoting Equality: Achievement

There is a consistently high expectation of all pupils regardless of age, gender, ethnicity, ability, social background and sexual orientation. To secure the best possible outcomes we recognise that:

• Adults in the school will be expected to provide good, positive role models in their approach to all issues relating to equality of opportunity.
• It is important to identify the particular needs of individuals and groups within the school and to use targeted interventions to narrow gaps in achievement.
• A range of teaching methods is used throughout the school to ensure that effective learning takes place at all stages for all pupils.
• All pupils are actively encouraged to engage fully in their own learning.

Promoting Equality: The ethos and culture of the school

At Chadwell St Mary Primary School, we are aware that those involved in the leadership of the school community are instrumental in demonstrating mutual respect between all members of the school community:

• We strive to achieve a feeling of openness and tolerance which welcomes everyone to the school.
• The children are encouraged to greet visitors to the school with friendliness and respect.
• The displays around the school reflect diversity across all aspects of equality and are frequently monitored.
• Reasonable adjustments will be made to ensure access for pupils, staff and visitors (including parents) with disabilities (this not only includes physical access, but takes account wider access to school information and activities).
• Provision is made to cater for the cultural, moral and spiritual needs of all children through planning of assemblies, classroom based and off-site activities.
• Pupils’ views are actively encouraged and respected. Pupils are given an effective voice for example, through advocacy, the School Council, pupil perception surveys and there are regular opportunities to engage with pupils about their learning and the life of the school.
• Positive role models are used throughout the school to ensure that different groups of pupils feel welcomed and included.