Equalities Statement and Action Plan 2025 – 2028

 At Bowerham Primary and Nursery School and Baby Unit, Governors and Staff are committed to ensuring equality of opportunity for all irrespective of race, gender, disability, belief, sexual orientation, age or socio- economic background in line with the Equality Act 2010. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and ability to participate fully in school life. This commitment applies to our work in the classroom, our pupil support systems, our recruitment and retention of staff and our work in the local and wider community. 

 

We believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit us. Through our work in the classroom, we will seek to foster within our pupils their own commitment equality by: 

  • promoting attitudes and values that challenge any discriminatory behaviour or prejudice; 
  • challenging bullying and stereotypes; 
  • developing and understanding of the different forms discrimination can take; 
  • understanding the impact discrimination can have on others; 
  • creating an environment which champions respect for all. 

 

As a school we also: 

  • make sure the school is a safe, secure and stimulating place for everyone; 
  • ensure that everyone is treated fairly and with respect; 
  • ensure equality of access for all pupils and prepare them for life in a diverse society; 
  • use materials that reflect the diversity of the school, population and local community without stereotyping; 
  • ensure we have clear procedures for dealing with prejudice-related bullying and incidents; 
  • provide opportunities for pupils to appreciate their own culture and celebrate the diversity of other cultures; 
  • seek to involve all parents in supporting their child’s education; 
  • provide regular opportunities for the school community have opportunities to share their views; 
  • recognise that people have different needs, and we understand that treating people equally does not always involve treating them all exactly the same; 
  • recognise that for some pupils, extra support is needed to help them to achieve and be successful; 
  • carefully monitor the progress of vulnerable groups of pupils and put in place strategies within and outside of the class to ensure everyone achieves their best. 

 

A  D  S  C  R  B  SO  M  P  Objective  Planned Actions  Staff  Success Criteria 
                  To improve children’s understanding of different families and relationships (including same sex) following the new Statutory Guidance 2025 – Relationships Education, Relationships and Sex Education (RSE) and Health Education  To integrate our Relationships Education within our Health & Wellbeing units across the school following the new statutory guidance. 

Visuals used within lessons are inclusive and 

diverse throughout the curriculum 

 Pastoral team SLT  Increased knowledge and understanding of relationships education and keeping themselves safe. 

One decision meets the new statutory guidance 2025. 
       
                  To further broaden children’s understanding of difference, including additional needs (physical and learning).  Further increase understanding and acceptance including additional needs (physical and learning) through assemblies, lessons, class discussion, 1-1 social stories significant people and books throughout the school.  SENDCo 

SLT 

 Building acceptance and understanding f the world around them. Increased knowledge and understanding of difference, including additional needs (physical and learning). 
  SEND books purchased for the school library. Include books that explain to SEND children what it means to have ADHD/ASD/DYSLEXIA/OCD     
  Visuals used within lessons are inclusive and 

diverse throughout the curriculum. 

    
                  To raise awareness of the single equality policy at staff meetings and as part of the induction   Threaded through staff meeting, updates and professional development. Part of the induction process   HT SLT  To live and breathe the policy 
                  To further promote equality and inclusion in our clubs, activities and sporting teams  Analysis of attendance of clubs and teams. Targeted support and attendance at clubs  Pastoral team   Increase participation 

A – Age, D – Disability, S – sex / gender reassignment*, CC – Community Cohesion, R – race, B – Belief or Religion, SO – Sexual Orientation, M – Marriage and civil partnership P = pregnancy and maternity 

Monitoring is the responsibility of the Headteacher, Governors (through the School Improvement Committee) and senior leader with responsibility for inclusion. Staff, parents and pupils have been consulted. The statement and action plan will be reviewed annually. (Legally, the objectives must be published at least every four years.) 

 

Reviewed by the School Leader:  Approved by Governors:  Next review date: 
Autumn 2025  Autumn 2025  Autumn 2028