Scheme agreed by Governors:                                             Date December 2018


Scheme due for review:                                                         Date   January 2022          


Head Teacher: Mr S Allen                                                      DateDecember 2018


Lead Person:      Mr T Whalen                                               Date December 2018

Contents of our Single Equality Scheme


  1. Introduction
  2. Legal Framework
  3. Our school values and vision
  4. Our school within Norfolk’s profile
  5. Collecting and analysing equality information for children at Mile Cross Primary School
  6. Collecting and analysing equality information for employment and governance at Mile Cross Primary School
  7. Consultation and Involving People
  8. Equality Impact Assessments
  9. Other School Policies
  10. Roles and Responsibilities
  11. Commissioning and Procurement
  12. Publicising our Scheme
  13. Annual Review of Progress
  14. Ongoing Evolvement of our Scheme

App 1.                      
Description of Legal duties relating to each strand, and definitions

App 2.                      
Action Plan

App 3.                      
What we have done so far

App 4.                      
Useful resources contacts

App 5.                    
Equality Impact Assessment – a guide and templates


‘This Single Equality Scheme brings together Mile Cross Primary School’s approach for promoting equality in our policies and procedures and, most importantly in our day-to-day practices and interactions with the whole school community.

Our scheme includes our whole school – children, staff, governors, parents and carers and all those within our extended school community.

We acknowledge that it is very important for us all to work together in achieving our aim of being fully inclusive and accessible and ultimately in providing a quality learning experience for our children’.

Mile Cross Primary School is a community school.  Children, staff, governors, parents and the community work in partnership to foster a love for learning, celebrate diversity, promote equality and widen opportunities for all.  The School has a caring ethos where everyone feels valued, respected, safe and proud to belong.

At Mile Cross Primary School,we treat everyone with respect, dignity and equality regardless of disability, age, ethnicity, culture, religion or beliefs, national origin or status, gender or sexual orientation.

Discrimination in any form is not tolerated and will be challenged. If you are discriminated against or witness any discrimination taking place at Mile Cross Primary School, please contact the Headteacher. 

Working together, we can ensure our school is free from discrimination.

Head teacher, Chair of Governors

‘Equality means that every person, no matter how they look, should be treated the same. Treat people how you would like to be treated and be kind to all’

School Council 2018

  1. Introduction

Mile Cross Primary is a two-form entry school in Norwich with a 52 place Nursery (15 hours). We offer a broad and balanced curriculum and are committed to upholding and promoting equality of opportunity. We know our school very well and use our understanding and data to inform our planning and objectives.

  1. Legal Framework

We welcome our duties under the Equality Act 2010 to eliminate discrimination, advance equality of opportunity and foster good relations to age (as appropriate), disability, ethnicity, gender (including issues of transgender), maternity and pregnancy, religion and belief and sexual orientation.

Our scheme reflects the requirements of the Education and Inspections Act 2006 to promote community cohesion.

We also recognise these duties reflect international human rights standards as expressed in the UN Convention of the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998.

The Equality Act 2010 protects people from discrimination and makes it unlawful for the Governing Body of Mile Cross Primary School to discriminate against, harass or victimise a pupil or potential pupil

  • In relation to admissions
  • In the way it provides education for pupils
  • In the way it provides pupils access to any benefit, facility or service
  • By excluding a pupil or subjecting them to any other detriment

In addition, Mile Cross Primary has two specific duties:

  • To publish information to show compliance with the Equality Duty and update annually.
  • Publish equality objectives at least every 4 years which are specific and measurable.
  1. Our school ethos, values and visions

At Mile Cross Primary we

  • Respect each other’s age, disabilities, gender, race, religion, gender identity and sexual orientation.
  • Celebrate diversity and use it to improve our outcomes.
  • Tackle difficulties for individuals as quickly as possible.
  • Strive to make the best possible provision for all pupils.
  • Respect diversity – we know that treating people equally is not simply a matter of treating everyone the same. We adopt the Norfolk Inclusion Statement’s view that inclusion is: ’The process of taking necessary steps to ensure that every young person is given an equality of opportunity to develop socially, to learn and to enjoy community life’.
  • Know that equality is not simply about protecting the potentially vulnerable. We believe that all pupils may be disadvantaged by the holding of prejudicial views, and seek to promote good relationship between all groups, and positive attitudes towards disabled people, people from different ethnic or cultural groups or faith background and people of different gender or sexual orientation.
  • Value staff for their ability and potential to help make the best possible provision for the pupils in our school.
  • Are proactive in our efforts to identify and minimise existing barriers or inequalities.
  • Seek the views of our school and wider community and involve them in policy review.
  • Recognise our role in promoting community cohesion, and actively encourage the participation in public life of all learners in our school
  1. Our school within Norfolk’s profile

Norfolk is a rural county with a diverse population of approximately 898,400. 39% of the population live in Norfolk’s three major centres (Norwich, King’s Lynn and Great Yarmouth) but 37% live in communities with fewer than 2,500 people. 

  • 7.6% of Norfolk’s children are from a minority ethnic group (2011 census).
  • The latest school census indicates that 25.62% (2018) of the school population speak English as an additional language (6.96% in 2015).
  • 2.9% of children within Norfolk schools have an EHCP Statement of Special Educational Needs (July 2018)
  • Based on National data 6,500 boys and 4,100 girls aged 0-15 are experiencing some form of disability in Norfolk (Disability Rights Commission).
  • Norfolk has an ageing population – higher than regional or national average (Norfolk Insight).
  • Estimates suggest 20 per 100,000 people in the UK have gender reassignment although numbers are rising. This would suggest a figure of 170 people in Norfolk and if spread across all age groups, there would be approximately 40 aged 0 – 19.
  • 1.7% of the population are lesbian, gay or bisexual (ONS, 2015)
  • Norfolk has over 1000 places of Christian worship; 4 mosques; 6 Buddhist centres; 2 synagogues; Sikh, Hindu and Humanist/secular associations (Norfolk Data Observatory)
  • In 2010, there were 487 conceptions to girls under 18. This is above the rate for the East of England but below the overall rate for England.

Mile Cross Primary serves one of the most highly deprived wards in Norwich.

Mile Cross Primary is an above average sized school on a large council estate serving an inner-city area of Norwich. The proportion of children entitled to Free School Meals is higher than average (27.4% December 2018). With 38.3% Ever 6.

The percentage of children that have a disability at the school is 6.5% (December 2018).

Mile Cross Ward has the highest Child & Working Tax Credits claimants, compared with all other wards in Norwich City area.

The percentage of Reception Year children that are obese is 16% (2018).

2.7% of staff at the school have a disability (as defined by the 2010 Equality Act).

The proportion of children from ethnic minority groups is 29.4% – Dec. 2018 (18.3% in 2015).

419 families live in a ‘Workless Household’ within the Mile Cross Ward (2018).

The percentage of children who have English as an additional language is 15.5% in (Dec. 2018)

The percentage of children with Special Educational Needs is 15% (Dec 2018). 13.3% SEN Support. 1.7% with EHCP.

Children’s attainment on entry to the nursery is well below average as evidenced by assessments on entry.

There is a permanent Traveller site within the catchment area of the school.

There were 30 different languages spoken by children and families at the school in December 2018.

  1. Collecting and analysing equality information for children at Mile Cross Primary School

Mile Cross Primary is an inclusive school.  We use the curriculum and teaching to enhance the self-esteem of all those it serves and to provide a learning environment in which each individual is encouraged to fulfil her or his potential.

We collect and analyse the following equality information for our children/students:

Information gathering (children)

  • Attainment levels
  • Progress levels
  • Attendance levels
  • Exclusions (fixed term and permanent)
  • Attendance at Extended School activities/extra curricular activities e.g. School clubs
  • School trips
  • Complaints of bullying and harassment including record of harm (on CPOMS).
  • Participation in School and Class Council

We have identified the following issues from this information-gathering exercise:

  • Attendance at after school clubs is not yet separated into race, disability and gender – consider where this should be recorded and acted upon
  • Participation in School Council is not yet separated into race, disability and gender – consider where this should be recorded and acted upon

These actions have been prioritised over the four-year life span of our scheme and have been included in our Action Plan.

  1. Collecting and analysing equality information for employment and governance at Mile Cross Primary School

Mile Cross Primary School is committed to providing a working environment free from discrimination, victimisation, and harassment. Mile Cross Primary School also aims to recruit an appropriately qualified workforce and governing body that is representative of all sections of the community in order to provide a service that respects and responds to the diverse needs of our local population.

We collect and analyse the following profile information for our staff and governors:

Information gathering (Staff and governors)

  • Applicants for employment
  • Staff profile (recruitment monitoring kept in individual files)
  • Governing body profile
  • Attendance on staff training events
  • Disciplinary and grievance cases
  • Staff appraisals/performance management

We have been mindful of the laws relating to confidentiality when devising this plan and action plan. Although there is a statutory duty to share information about the school’s single equality scheme, we recognise that care must be taken when sharing or publishing statistics, data or information to ensure that any information published cannot be used to identify individuals.

We have identified the following issues from this information-gathering exercise:

  • Attendance on staff training events is not separated into race, disability and gender, although overall records are kept.
  • Governing Body Profile is not yet separated into race, disability and gender.


Actions to address the issues identified have been prioritised over the four-year life span of our scheme and have been included in our Action Plan.

7. Consultation and involving people

We involved children, staff, governors, parents and carers, and our wider school community in creating the Single Equality Scheme and action plan.  This helped to ensure that the views of potentially disadvantaged groups were fully incorporated in the development of this Scheme and action plan.  Examples include:

  • Discussions at school council
  • Consultation with parents/carers
  • Discussions at staff meetings
  • Discussions at governing bodies
  • Discussions within cluster groups
  • Contact with the local community

During consultation, involvement and the existence of previous policies the following good practice was identified acknowledging all equality strands:

  • ‘The opportunities open to children here are fantastic.’(Parent comment to Ofsted Nov. 2017).
  • ‘The school celebrates its diversity, with parents sharing information about their faiths and cultures. Pupils visit places of worship, although some are rather hazy about what different faiths believe.’(Ofsted Nov. 2017)
  • 96% of parents questioned either ‘strongly agreed’ or ‘agreed’ that their child was happy at the school (October Parent Survey 2018).
  • 90% of parents questioned agreed that the school provides good support for the emotional well-being of their child (October Parent Survey 2018).
  • 98% of parents questioned agreed that their child feels safe at the school (October Parent Survey 2018).
  • Quiet and purposeful environment as observed by majority of visitors
  • Key policies in place – Safeguarding, PSHE, SEN, behaviour, Anti bullying
  • Focussed ILPs in place for children with specific needs
  • Data on attainment regarding race, gender, SEN and disability is collected and acted upon
  • Effective delivery of PSHE/Jigsaw materials reinforced throughout the curriculum. Staff felt that the learning outcomes address issues of respect, positive identity, friendship and conflict, working together etc.
  • Playground Friends have helped children to feel safe and included on the playground
  • Staff felt that the school provides equal access to the curriculum for everyone by differentiation, providing a creative and multi-sensory curriculum, use of external advisors, using children to support each other with language barriers
  • More direction signposts in place for ease of access
  • Children show visitors around school

Discussions also identified the following needs:

  • Ensure all staff and governors are aware of Single Equality Scheme and their rights and responsibilities within it.
  • Ensure easy access to the SES for everyone in school community – distribute equalities leaflet but consider trying to make it understandable to all through the language that is used.
  • Ensure everyone in the school community understand the definition of ‘Disability’ as stated by the 2010 Equality Act, and that everyone is comfortable to disclose disability without fear of prejudice.
  • Be more aware of religious beliefs, and those without religious belief within the school community, and ensure that these are recognised and celebrated within the life of the school.
  • Invite more representatives of various Charities and organisations relating to race, disability, religion and gender to school to give advice/support and assist with curriculum development (lead assemblies/clubs etc.).

What we have achieved so far (Dec 2018) See Appendix 3

Race equality

  • We have had no racist incidents in school that were formally reported to the Local Authority (Jan – Dec 2018).


At Mile Cross Primary we follow the Local Authority Procedures for dealing with racist actions or any form of discrimination. The school uses the LA form ‘Report of Racist Incidents to Children’s Services’ as published on under Safeguarding and Equalities and updates the number of incidents reported in the My School section of the website.

Disability equality

  • We have a handful of children with disabilities that could, in principle, have accessibility problems. All children and staff are fully involved in the life of the school and full access to everythingwe offer.

The Disability Discrimination Act 2005 (DDA) defines a disabled person as someone who has ‘a physical or mental impairment which has a substantial or long – term adverse effect on his or her ability to carry out normal day to day activities’. The DDA 2005 has also extended the definition so ‘people with HIV, multiple sclerosis and cancer (although not all cancers) are deemed disabled before they experience the long term and substantial adverse effect on their activities, Section 18 has been amended so that individuals with a mental illness no longer have to demonstrate that it is ‘clinically well recognised’ although the person must still demonstrate a long term and substantial adverse impact on his/her ability to carry out normal day to day activities.


There is a specific disability legislation in relation to disabled children and accessibility which means that at Mile Cross Primary we plan strategically over time to:

  1. Increase access to the curriculum
  • Further staff training on specific relevant disabilities and how children can be supported enabling maximum access to the curriculum
  1. Make improvements to the physical environment of the school to increase access
  • Due to the new building access arrangements are very good. Any new additions to the school e.g. EYFS Outside Learning environment have accessibility as a key focus. This will continue to be monitored.
  1. Make written information accessible to children in a range of different ways
  • Investigate possibility of translating into other languages for children and parents/carers who have English as an addition language.

Gender equality

  • Results in 2018 show that there is a gender gap in Greater Depth Maths (KS1 2018) which will continue to be addressed through the development of Mathematics Mastery across the school. There was also a gender gap (KS2 2018) in Greater Depth Reading which is addressed in the English Action Plan and through targeted teaching in KS2. There is also a gap in phonics (Yr1 2018) which continues to be addressed on entry into the EYFS.

The duty also includes the need to consider actions to address the causes of any gender pay gap. Norfolk County Council (the employing body of Mile Cross Primary) considers that this has been addressed through the implementation of the Modern Reward Strategy and unified conditions and pay for school teachers.


Transgendered people are explicitly covered by the Gender Equality Duty. The term transgender refers to a range of people who do not feel comfortable with their birth gender. At Mile Cross Primary School, we will respect the confidentiality of those seeking gender reassignment and we will provide a supportive environment within our school community. 

Age, sexual orientation, religion and belief

At Mile Cross Primary School we ensure that we do not discriminate on the grounds of age, sexual orientation, religion or belief. This scheme includes our priorities and actions to eliminate discrimination Children from each year group are represented on the School Council, and as children progress, they begin to gain further responsibility throughout the school.

No child is denied admission to the school on the basis of their religion or belief and all pupils are treated equally irrespective of their own or their parent/carer’s religion or belief.

Community Cohesion

At Mile Cross Primary School we have a responsibility to promote community cohesion developing good relations across different cultures, ethnic, religious and non-religious and socio-economic groups. We have incorporated our priorities into the SES and Action Plan to make it easier to monitor our progress and performance in meeting our objectives.

How we promote Community Cohesion

This section outlines the school’s strategy for promoting community cohesion.

Teaching and Learning

  • Develop a curriculum that is diverse and positively reflects the cultures, languages and beliefs of children and local communities
  • Teach an appreciation of cultural diversity, how it enriches our lives and presents unique opportunities for learning while encouraging children to discover what they hold in common with others
  • Provide a programme of curriculum-based activities whereby children’s understanding of community and diversity is enriched through visits and meetings with members of different communities.
  • Support children for whom English is an additional language (EAL) to enable them to achieve at the highest possible level in English.
  • Enable an effective voice and involvement of children in the governance and organisation of the school in a way that teaches them to participate in and make a difference in school, in their local community and beyond.
  • Continue to integrate Jigsaw (a PSHE scheme of work) into the curriculum, encouraging respect and understanding of others, promotion of shared values and an appreciation of the importance of human rights to us all, support of children’s development of a positive identity and their belonging to the school community and wider society
  • Promote school rules in a positive manner, teaching skills that children need to take responsible action and confidently engage with peers
  • Deliver a range of Collective Worship that is of broadly Christian nature, but also includes exploration and celebration of other major faiths and acknowledges aspects of Social Conscience and world events and builds on Jigsaw themes.

Equity and Excellence

At Mile Cross Primary

  • We should continue to focus on securing high standards of attainment for all children from all ethnic backgrounds and of different socio-economic statuses, ensuring that children are treated with respect and supported to achieve their full potential.
  • The school tracking systems (Arbor) will enable us to evaluate progress of different groups and to tackle underperformance by any particular group.

Engagement and extended services

At Mile Cross Primary we will continue to

  • Seek to broaden the ways that we work in partnership with other schools. We shall look either locally or further afield at the means of developing relationships with other schools, through visits or through other forms of communication.
  • Provide a wide range of after school clubs for the children in response to demand, monitoring attendance at the clubs and ensuring that there is equality of opportunity.
  • Look for opportunities to work with community mentoring schemes, enabling families to work together on specific projects.
  • Maintain strong links and multi-agency working between the school and other local agencies, such as the youth support service, the police and social care and health professionals where appropriate
  • Engage with parents through daily welcome into school, parent-teacher meetings, curriculum workshops, parent and child courses and family liaison work through the café programme.
  • Provide extended services, and in particular bringing parents together from different backgrounds through parenting and family support
  • Provide extended services to bring the community together through several clubs run by the community services

8. Equality impact assessments

The Scheme has been agreed by our Governing Body. We have a rolling programme for reviewing our school policies and their impact. We will undertake assessments to identify the impact or effect (either negative or positive) of our policies, procedures and functions on various sections of the population paying particular regard to the need of minority groups.  Where negative impacts are identified we then take steps to deal with this and make sure equity of service to all. In line with legislative requirements, we will review progress against our Equality Plan annually and review the entire plan on a four-year cycle.

The school looks for evidence of equality impact in policies and the following procedures and practices:

  • Pupil Progress
  • ILPs (Individual Learning Plans)
  • EHCPs (Education & Health Care Plans)
  • Care plans
  • Fire evacuation procedures (PEEP in place where appropriate)
  • School Visits policy (ensuring trips are accessible to all)
  • Lunchtime arrangements (are they putting disabled children at a disadvantage e.g. noise)
  • Range of books in school that contain fair representation of different groups
  • Club registers
  • School performances (ensuring they are fully inclusive)
  • Parent accessibility
  1. Other School Policies

We have used our existing school policies to inform our Single Equality Scheme. These include:

  • School Improvement and Development plan
  • SEN policy
  • Single Equality Scheme
  • Anti-racist policy
  • Behaviour and Discipline Policy
  • Inclusion Policy
  • Pupil Premium
  • SEN information report
  • Mental Health & Emotional Wellbeing Policy

  • Roles and Responsibilities

The governing body is responsible for ensuring that the school complies with legislation, and that this policy and its related procedures and objectives are implemented.

  • The Head Teacher is responsible for the implementation of this scheme and will ensure that staff are aware of their responsibilities, that they are given appropriate training and support and report progress to the governing body.
  • The Deputy Head Teacherhas day-to-day responsibility for co-ordinating the implementation of this scheme.
  • All staff are expected to promote an inclusive and collaborative ethos in the school, deal with any prejudice related incidents that may occur, plan and deliver a curriculum which reflects our principles and keep up to date with equalities legislation relevant to their work.
  • All children have a responsibility to themselves and others to treat each other with respect, to feel valued, and to speak out if they witness or are subject to any inappropriate language or behaviour.
  • We will take steps to ensure all visitors to the school, including parents/carers are adhering to our commitment to equality.

 11 Commissioning and Procurement

Mile Cross Primary School is required by law to make sure that when we buy services from another organisation to help us provide our services, that organisation will comply with equality legislation. This will be a significant factor in selection during any tendering process.

12 Publicising our scheme

This policy can be found in the Safeguarding folder and the Policy folder located in the Head Teacher’s office.

It is published on the school’s website.

Awareness of the policy (within the safeguarding folder) is made during staff induction.

Reference to the scheme will be made in a newsletter, and a summary leaflet given out to all parents.

  1. Annual Review of Progress

We will continue to review annually the actions we have taken in the development of our Single Equality Scheme which include:

  • The results of information gathering activities for race, disability and gender and how we have used this information towards improvement.
  • The outcomes of involvement activities from minority groups
  • A summary from equality impact assessments undertaken
  • An update of the progress made against priorities
  • Celebrating what we have achieved in relation to promoting community cohesion

We will also revise our Single Equality Scheme and Action Plan at least every three years.

15 Ongoing evolvements of our scheme

We will continue to involve people from all aspects of our school community in the ongoing evolvement of our Single Equality Scheme and Action Plan.  This includes:

  • A regular slot at School Council meetings to discuss equality and diversity issues
  • Staff training
  • Having staff available to discuss equality and diversity matters during parent consultation meetings
  • Having annual school open days and other events for the wider school community to celebrate the work of children and give the opportunity for feedback

Appendix 2

16 – Single Equality Scheme Action Plan 2018 – 2021 Mile Cross Primary School

Actions identified should be listed here.  The examples are given to show how the table should be completed. 

R = Race, D = Disability, G = Gender,

SO = Sexual Orientation, A = Age,

R/B = Religion or Belief

CC = Community Cohesion

Planned Outcome

Planned Actions


To Be Actioned By

Monitored by






















To support parents to take an active part in their child’s education & at school


Continue to seek more and greater opportunities for parents to engage with their children’s learning and development:


SENCO Drop-ins (with Governor) with specific invitations sent/informal with refreshments & looking at resources.

Develop and extend the role of PSA with additional funding from the Norwich Opportunity Area.

Build on the successes of PE Cafes to explore the idea of fitness sessions – trampolines with parents.


Continue to promote and assess success of ‘Book Looks’ on Reading Thursdays from feedback from parents so that they have greater opportunities to be engaged with their child’s progress.


Promote, communicate and support visits of parents into school – Story Cafes, Maths Cafes, PE Cafes and share good practice with other schools (VNET)



All teaching staff and SLT







PE Lead

Deputy Head/Headteacher








Improved links and engagement with the local community

Historical research, creative writing, photography, music creation and theatrical performance within the community – live outdoor performances. Working in conjunction with ‘Empty Vessel’ productions with two other local school.s

Summer 2019

Arts Lead & DHT










Quality Mark for Dyslexia awarded

Whole staff training

Audit of school provision

Action plan created in conjunction with the Dyslexia Outreach Service

Appointed Dyslexia Champion

Dyslexia Friendly Classrooms & teaching practices



Completed by Spring 2018

All Staff & SENCO























All staff are aware of the Single Equality Scheme and have awareness of their responsibilities


Raise awareness of Single Equality Scheme at:


Staff meetings

Ensure staff have common understanding of equalities and relevant terms and know how to report incidents


Head teacher and Deputy

Head teacher









The governing body is taking active steps to be representative of the local communities

Continue to ensure cross section of people on Gov Body – City, Council, community, parents



Chair of Governors






















Schemes of work explicitly address the causes and consequences of discrimination and help children recognise and understand and challenge stereotypes. Jigsaw (PSHE scheme) is effectively embedded into the curriculum.

Curriculum areas include within their schemes of work opportunities to promote shared values and challenge prejudice, discrimination and stereotyping, e.g. racism,

Monitor impact of Jigsaw

Ensure out of school activities are planned to encourage the participation of the whole range of pupils

Ensure curriculum is differentiated












Access for disabled parents, children and visitors meets the requirements of the DDA

Monitor building requirements

Changing format of information as appropriate e.g. large print/additional languages

Staff training on specific disabilities as required

Classrooms optimally organised to promote the participation and independence of all pupils
















Develop more links with school community, local community, national and global communities, raising understanding of diversity and reducing possible discrimination

More shared times in school across year groups or whole school special days.

More involvement with local community e.g. Joint activities with other schools, community projects.

Set up links with contrasting school globally


SLT and teachers

Deputy Headteacher























Children are made more aware of equality and diversity, acting to ensure that they are not discriminating against other groups.

Identify aspects of Jigsaw and try to integrate. Evaluate range of resources in school and purchase any further relevant children’s books for assemblies and curriculum that promote equality and diversity

Increase range of trips, visitors, clubs that give children experience of equality and diversity.


PSHE Lead / All teaching staff/ Deputy Headteacher









All equality information gathered for staff and children is separated into race, disability and gender groups. The school will use this to ensure that no group is discriminated against

Review issues outlined in the policy for all areas. Where information is not collected, decide how to collect and present this.

Where it is collected, ensure that relevant action is being taken


2019 and thereafter


Head and Deputy Headteacher


Chair of Governors








All policies will be reviewed using Equality impact assessments as part of an ongoing rolling programme

Staff review policies according to schedule incorporating EIA


All teaching staff and SLT









To respond to current affairs and global and local events in a sensitive way that helps the children make sense of the world around them


To continue to build the children’s resilience, emotional literacy and their ability to empathise with other people.



School to plan and respond to current affairs (such as political change, terrorist attacks, natural disasters, etc) in order to answer children’s questions and address anxieties in a safe and structured way.



All teaching staff and SLT

Deputy Head/Headteacher


An Access Audit was carried out by Jan Stanlick in December 2018 and a number of recommendations made:

Access Report Ref.




Cost £


Accessible car parking

Bays all marked with 3 marked disabled bays.

In place




Ramps available for disabled. Lift access within school.

In place



Refuge points

Refuge points available at either end of stairs. Communication buttons installed.

In place

School require keys




Disabled toilets and showers with rails and emergency pull cords.

In place




Improved lux levels maintained at all times.

In place



Versatility of space

Versatility of space for disabled use; studio and hall. Disabled toilet accessible. Ground and first floor. The Lorax Room

In place

Nursery & Reception (Disabled)




All heating systems enclosed.

Finger guards on all doors.

In place



Induction loops

Provision of induction loops in hall and studio.

Vibration panels in hall to make sound better for induction loops.

In place




Ensure consistent heating around school.

In place



Improve Reception facilities

Put in bankers hatch with solid glass window. New buzzer.

In place



Transporting children

Accessible specialised transport explored with ramp and winch.

In place



Fire alarm and disabled lodge

Training so in the event of a fire all staff are confident in the use of disabled lodges

Summer term 2019




Personal education plans in place for each child with a physical disability. monitor and update each Autumn term 

In place review September 2019

(or as needed)



New Gates

Used daily for ease of access and safety. If very icy revert to using old gates.

In place




Local community parking across gates to limit access when school closed. Parents parking in designated disabled bay in car park. Yellow lines around school and staff car park.






Visually impaired

Colour differentiated trunking for visually impaired across the school.

In place



Visually impaired

Braille signs across the school.

Work towards



Appendix 3. – Single Equality Scheme (updated December 2018)

What we have achieved so far:

Race equality

  • We have had no racist incidents in school. Staff are aware of the need to record incidents and how to deal with them.
  • Children with EAL are encouraged to play language games in 1:1 or small group situations on a regular basis. EAL support staff make observations and assessments which are fed back to the teacher. Where possible support staff make links with the class themes. New EAL Leader (SB) in place and working closely with cluster schools to find best practice.
  • Staff use translation sheets and books of common phrases to aid direct communication with the children.
  • Close relationships with Traveller Families and the Traveller Service who deliver staff INSET and classroom sessions
  • Staff use Google Translate and app ‘Speak & Translate’ to communicate with parents where appropriate
  • Interpreters are employed to ensure EAL parents/carers can be fully involved in FSP procedures, Annual Review meetings and Child Protection Conferences.
  • Parent Questionnaires have been written in Lithuanian and Polish – with support from these communities to make sure they are written correctly.
  • Parents are invited to read stories in their language to children on Reading Thursdays

Disability equality

  • All areas and rooms in the school and nursery are accessible to children, staff and visitors
  • Work place assessments are carried out as required and adjustments made according to recommendations, enabling staff to be fit to work and address their well being
  • Staff are well trained on the specific medical needs of individual children, including care plans where appropriate.
  • Many members of staff have health and safety at work qualifications. 100% of teachers and TAs are certificated in Paediatric First Aid and First Aid – well above recommendations for the number of first aiders required. Most of the MSAs in school have received Emergency First Aid training. This has enabled more staff to address the medical needs of particular children, allowing for more flexibility when going on trips.
  • Multi agency support requested and involved for individual children e.g. Occupational therapist, sensory support. This has ensured that the needs of particular children are met

Gender equality

  • We analyse results, carry out termly tracking through Pupil Progress Meetings and act on findings
  • Gender differences in attainment were analysed in 2018 and showed that boys were achieving lower in Greater Depth – Reading. Good male and female role models for children both in school and on playground.

Sexual Orientation

  • Through the curriculum, the school meets the needs of all children regardless of their developing sexuality, family circumstances or cultural background. No child is discriminated against when delivering any part of the curriculum or extra curricular activities.
  • The school would take active steps to discourage the word ‘gay’ when used as an abusive term.
  • Homophobic bullying is taken seriously and dealt with as firmly as bullying on other grounds 


  • The school does not make assumptions about the capability or fitness of anyone based purely on their age. This covers the areas of recruitment and selection, harassment and dignity, training and promotion and retirement.
  • Children from each year group are represented on the School Council, and as children progress through the school they begin to gain further responsibility throughout the school.

Religion or belief

  • No child is not admitted to the school on the basis of their religion or belief and all pupils are treated equally irrespective of their own or their parent/carer’s religion or belief
  • Teachers pay particular attention (and actively embrace) festivals and customs relating to the religions and beliefs of other cultures.
  • A range of Collective Worship is delivered that is of broadly Christian nature, but also includes exploration and celebration of other major faiths. We have a weekly ‘Open the Book’ assembly taken by the local church
  • Within the RE agreed syllabus that the school adheres to, children learn more about their local community by visiting local places of worship

Teaching, learning and the curriculum

  • Children are involved with setting their own class rules and are encouraged to develop shared values (rights and responsibilities) within the class/school. There are regular assemblies on rules, and all staff are encouraged to be consistent in their approach using the rules. Visitors comment on the‘calm, purposeful atmosphere in school, and excellent behaviour from the children’. Ofsted (Nov. 2017) noted ‘The school’s work to promote pupil’s personal development and welfare is outstanding’.
  • The school has clear policies on Behaviour and Anti bullying and children are encouraged to develop an awareness of the need for tolerance and understanding. They are also encouraged to take responsibility to try to sort out own minor issues. Incidents are recorded on the school’s safeguarding and tracking system (CPOMS) so that patterns of behaviour can be tracked and addressed.
  • PSHE is taught and integrated into the curriculum using Jigsaw; encouraging respect and understanding of others, promotion of shared values and an appreciation of the importance of human rights to us all, support of children’ development of a positive identity and their belonging to the school community and wider society.
  • The school uses techniques to help children to understand and empathise with others e.g. Children in Need Day, Red Cross Kindness Calendar.
  • Multicultural education is evident in whole school planning through the CLJ curriculum. Multicultural aspects are included and celebrated across the curriculum. The school has a wide range of resources, such as dual language books and signs, dolls, instruments etc. This has helped to ensure that all children are enabled to access the curriculum.
  • Pupil participation is encouraged and valued through School and Class Councils. This has enabled them to have a voice about visits that they would like. Playground Friends were established with representatives from each class – they ensure that all children are included and safe on the playground.
  • There are high levels of teaching assistants in school, which assist in ensuring that individual needs are met and that every child can access the curriculum effectively.
  • A range of Collective Worship is delivered that is of broadly Christian nature, but also includes exploration and celebration of other major faiths and acknowledges aspects of Social Conscience and world events. This has heightened children’s awareness of events taking place that affect others. Visiting speakers to Assemblies e.g. Young Carers give children an awareness of local and national issues to which they can contribute. Families have consistently contributed generously to any charitable fund raising in school e.g. EACH, Save the Children Fund.

Equity and excellence

All staff complete tracking data termly and have Pupil Progress meetings with the HT and SLT every term. This serves to identify individual children who are not making expected progress and address these needs via intervention groups and small group support. 

Engagement and Extended Services

  • Breakfast care is arranged within school. This supports approximately 15 families in school with working parents or disadvantaged families. A new Teatime Club also supports working families after school beyond the time of after school clubs.
  • The school provides a vast range of after school clubs in response to requests from children, including sports, art, cooking, ICT, gardening, film and dance.
  • The choir performs regularly in the community – care home, local shop, local hospital etc.
  • The school works together with community representatives, for example, through bringing community representatives into school to work with children.
  • A Webster Stratton Parenting class is running within the cluster and is delivered by the School’s Parent Support Advisor.
  • The school engages with parents through curriculum workshops, parent and teacher meetings and informal meetings. Foundation Stage parents are invited into school to drop their children in the morning, and teachers are accessible to meet parents at the beginning and end of every school day.
  • The DHT monitors attendance figures weekly, and appropriate action is taken. Systems put in place have a positive impact, particularly on persistent absence.
  • The school engages with extended services and the Arts to bring the community together through activities e.g. Norwich Arts Week – Open Studios.
  • The school regularly uses interpreters to facilitate effective communication. The app ‘Speak & Translate’ has been used to communicate with parents over minor issues. 

Further actions

  • Ensure that displays/basic signage/welcome continue to include or incorporate languages spoken in school (currently 30).
  • Continue to address gender gaps in school, particularly in reading.
  • Continue to monitor provision for and attainment of vulnerable groups and analyse the impact of Pupil Premium funding.

The extent to which the school’s actions have a positive impact on community cohesion within the school and beyond

  • The school liaises with community and Arts projects e.g. DHT and Art Lead achieved ArtsMark Gold (Summer 2018) and worked with Norwich Theatre Royal in the production of The Barber of Seville and continues to work with other community projects – Empty Vessel.
  • Despite a decrease in multi-agency work in schools within the county and the phasing out of PCSOs (which supported families in the community to improve housing and other social issues) the school has actively sought other opportunities for families to receive the focused support they have needed, and therefore engage with the school more effectively. The school has commissioned Family Matterswhich has been very effective in supporting families who fall just below the threshold for Children’s Services to be engaged.
  • The children take part in raising money/providing resources for a variety of charities such as Comic Relief, Children in Need, Macmillan and assistance in world disasters. These events are always well supported.
  • Events that actively engage parents have continued to grow – Story Cafés, Reading Café’s, Book Look’s/Reading Thursdays, PE Café’s, Parent Christmas Activities, Fit Friday etc.
  • Links with local business are thriving with recent partnerships with Enterprise Rent-A-Car, John Lewis and the Norwich School (Dragon’s Den).
  • The school is working very closely with VNET in supporting other schools. The Heads/SLTs of a number of Norfolk schools visit the school half termly with the remit of whole school improvement.
  • The school plays an active role in safeguarding within the cluster and the LSCG.
  • The Head sits on the Partnership Board of the Norwich Opportunity Area and two of the three panels which aims to improve life chances for children within the area through education. 

Further action to be taken

  • Continue to seek more one-off information sessions for parents on various aspects of the curriculum or school life
  • Continue to build links with other schools
  • Continue to grow the leadership skills of the SLT through supporting other schools e.g. VNET, Mathematics Mastery.
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