Equalities

At SPPS we embrace Equality, Diversity and Inclusion in everything that we do. We are committed to everyone in our school community experiencing equality of opportunity, respect and feeling included. We celebrate diversity and promote a positive culture where everyone can thrive and feel proud of who they are.

Stoke Park Primary School is committed to:

  • Advancing equality of opportunity within our school and the wider community.
  • Fostering good relations and promoting positive attitudes to differences between people of different backgrounds, genders, sexual orientation, ethnic origins, cultures, faiths and capabilities.
  • Eliminating discrimination, harassment and victimisation

The Leadership Team and named governor at Stoke Park Primary School will review the progress we are making towards our equalities targets annually with regard to the following groups under the Equality act: Race, disability, gender, gender reassignment, age, pregnancy and maternity, marital status, sexual orientation, religion and belief. These reviews will take place as a part of the Curriculum and Teaching Committee agenda. The named governor will report on the outcomes of these reviews at Local Governing Body (LGB) meetings.   The SPPS local Governing Body has ultimate responsibility for ensuring that we meet the requirements of the Equalities Act 2010 and at Trust level the Board of Trustees has overall responsibility for EDI.

We recognise our responsibilities under the Equalities Act 2010 and we aim to move beyond compliance with the legislation and to embody the spirit of the legislation through continuous improvement. We are striving for the best experiences and outcomes for all of our children.

Equality Objectives

We have identified the following objectives as key areas for development:

  1. Oracy – given the low starting points for a significant number of children ensuring that the development of spoken language is planned for and permeates all subjects. This will include the development of pupils’ vocabulary but also structured opportunities for pupils to interact with one another and adults. Aims for the development of spoken language could be included in all subject policies and which are assimilated into high level planning. This will support the teaching of the subject and the development of spoken language.
  2. Positive representation of groups – given the changing demographics of the local community, ensuring that curriculum content includes positive representations and imagery of groups within the school so that respect for all is promoted and all pupils feel valued. PSHE, assembly themes, reading materials and the performing arts can be key vehicles for this.
  3. Broadening pupils’ horizons beyond their immediate environment – a significant number of pupils are disadvantage by their narrow experiences of the world. This means that they will be required to learn more abstractly as they do not have a wide range of first hand experiences to connect new knowledge to. Through the school’s curriculum we will, therefore, seek to provide broad, rich experiences of pupils’ local area and beyond to develop their understanding of the world and provide them with extensive cultural capital.
  4. Providing pupils with experiences to develop personal interests and talents and prevent social isolation.  Social isolation is a significant risk factor for children becoming vulnerable to exploitation and extreme ideas. By promoting the development of pupils’ talents in the arts and sports, it offers them the opportunity to be skilled, active members of clubs and groups beyond SPP and at secondary school. If pupils are confident in their abilities, they are more likely to pursue talents, engage in clubs/groups and be socially included.