Our commitment

At Featherstone Primary School, we want every pupil to feel safe, included, respected and able to achieve. We recognise and value the diversity of our school community. Our approach to equality is reflected in our curriculum, our relationships, our support for pupils and families, and the decisions made by school leaders and governors.

In line with section 149 of the Equality Act 2010, we give due regard to the need to eliminate unlawful discrimination, harassment and victimisation; advance equality of opportunity; and foster good relations between people who share a protected characteristic and those who do not.

1. Eliminating discrimination and promoting respect

The school sets clear expectations for respectful behaviour and positive relationships. Its Equality Policy, behaviour and anti-bullying arrangements provide a framework for responding to concerns. Pupils are taught to value differences, and leaders review concerns and patterns to identify any necessary action.

2. Advancing equality of opportunity

Teachers and leaders use assessment, pupil progress discussions and provision reviews to identify barriers to learning and plan appropriate support. The SENDCo oversees provision for pupils with additional needs, including reasonable adjustments and access to the curriculum. The school seeks to ensure that disadvantaged and vulnerable pupils can participate fully in school life.

3. Attendance, inclusion and access

Leaders use attendance monitoring and engagement with families to identify and respond to barriers. These whole-school figures provide context; analysis by relevant pupil groups is needed to evidence whether attendance inequalities are narrowing.

4. Curriculum, achievement and personal development

The curriculum is intended to be ambitious and accessible to all pupils. Leaders monitor outcomes and progress, including for pupils with SEND and other groups where appropriate, and adapt provision where gaps are identified. The school promotes pupils’ personal development, understanding of difference and respectful relationships.

5. Working with parents and carers

The school engages parents through consultations, EYFS activities, curriculum workshops and information sessions, including phonics, Year 6 assessments and mathematics. These opportunities support communication with families and help the school understand and address barriers to participation.

6. Leadership, Staff and Governance

School leaders and the Governing Board are responsible for considering equality implications in policies, provision and improvement planning. Relevant evidence is drawn from the SEF, School Development Plan, safeguarding, behaviour, attendance, SEND reviews and stakeholder feedback. Staff are expected to uphold the school’s equality commitments.

Monitoring and next steps

Review attendance, attainment, participation and behaviour information by relevant pupil groups, where numbers permit meaningful and confidential analysis.

Record how identified barriers have led to adjustments, targeted support or changes in provision, and evaluate their impact.

Review progress against the school’s published equality objectives and report key findings to governors.

Refresh this compliance information annually and ensure that the published equality objectives are reviewed at least every four years.