Inclusion

We are committed to inclusion and believe that all children have a common entitlement to a broad and balanced curriculum which is accessible to them. A number of children in the course of their school career will experience periods when they have difficulty in keeping up with their peers. Pupils develop at different rates especially in primary education. Springfield is committed to identifying and supporting any child in this position under the Special Educational Needs System.

Equalities

Springfield is inclusive; we focus on the well-being and progress of every child and we are committed to ensuring all members of our community are of equal worth. We believe that the Equality Act provides a framework to support our commitment to valuing diversity, tackling discrimination, promoting equality and fostering good relationships between people. It also ensures that we continue to tackle issues of disadvantage and underachievement of different groups.

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

At Springfield Community School, our current equalities objective is to narrow  the attainment gap between groups of pupils, focusing in particular on:

•  increasing  parental engagement in school
• developing pupils’ awareness ad understanding of different communities and faiths
• narrowing the attainment gap between boys and girls in KS2 Maths

Please read our full Equalities Statement and Equalities Policy.

Our schools are inclusive; we focus on the well-being and progress of every child and we are committed to ensuring all members of our community are of equal worth.

We believe that the Equality Act provides a framework to support our commitment to valuing diversity, tackling discrimination, promoting equality and fostering good relationships between people. It also ensures that we continue to tackle issues of disadvantage and underachievement of different groups.

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

The Public Sector Equality Duty or “general duty”

This requires all public organisations, including schools to

• Eliminate unlawful discrimination, harassment and victimisation
• Advance equality of opportunity between different groups

Foster good relations between different groups

We expect all members of the school community and visitors to support our commitment to promoting equalities and meeting the requirements of the Equality Act. We will provide training, guidance and information to enable them to do this.

 What are we doing to eliminate discrimination, harassment and victimisation?

• We take account of equality issues in relation to admissions and exclusions; the way we provide education for our pupils and the way we provide access for pupils to facilities and services.
• We are aware of the Reasonable Adjustment duty for disabled pupils – designed to enhance access and participation to the level of non-disabled pupils and stop disabled children being placed at a disadvantage compared to their non-disabled peers.
• The Head of School ensures that all appointment panels give due regard to this policy so that no one is discriminated against when it comes to employment, promotion or training opportunities.
• We actively promote equality and diversity though the curriculum and by creating an environment which champions respect for all.
• Our admissions arrangements are fair and transparent, and we do not discriminate against pupils by treating them less favourably on the grounds of their sex, race, disability, religion or belief, sexual orientation, gender reassignment, pregnancy or maternity
• We challenge all forms of prejudice and prejudice based bullying.

What are we doing to advance equality of opportunity between different groups?

• We know the needs of our school population very well and collect and analyse data in order to inform our planning and identify targets to achieve improvements. We take action to close any gaps, for example, for those making slow progress in acquiring age-appropriate literacy and number skills. We also ensure children from all groups are challenged to reach higher levels.
• We have procedures, working in partnership with parents and carers, to identify children who have a disability through our pupil admissions meetings and home visits
• We also collect, analyse and use data in relation to attendance and exclusions of different groups.
• We use a range of teaching strategies that ensures we meet the needs of all pupils
• We are alert and proactive about the potentially damaging impact of negative language in matters such as race, gender, disability and sexuality
• We ensure equality of access for all pupils to a broad and balanced curriculum, removing barriers to participation where necessary.
• We are also implementing an Accessibility Plan

What are we doing to foster good relations?

• We prepare our pupils for life in a diverse society and ensure that there are activities across the curriculum that promotes the spiritual, moral, social and cultural development of our pupils.
• We teach about difference and diversity and the impact of stereotyping, prejudice and discrimination through PSHE and citizenship and across the curriculum.
• We use materials and resources that reflect the diversity of the school, population and local community in terms of race, gender, sexual identity and disability, avoiding stereotyping. We include the contribution of different cultures to world history and that promote positive images of people
• We promote a whole school ethos and values that challenge prejudice based discriminatory language, attitudes and behaviour.
• We provide opportunities for pupils to appreciate their own culture and celebrate the diversity of other cultures.
• We provide opportunities for pupils to listen to a range of opinions and empathise with different experiences
• We promote positive messages about equality and diversity through displays, assemblies, visitors, whole school events e.g. Black History Month

Please refer to the equalities policy for full details of our approach to promoting equality.

Further support for SEND pupils comes from via our Accessibility Plan, which can be found on our School Policies page