| Objective | Actions to achieve the objective and responsibility | Timescale | Status/Review |
| To promote spiritual, moral, social and cultural development through all appropriate curricular and extra-curricular opportunities. | Broad and balanced curriculum which reflects British Values and equal opportunities for all. PPG children have funding towards residential, uniform costs. Direct teaching of awareness and tolerance through assemblies. All staff responsibility. | Throughout the year | Spring 2 review: Curriculum whole school planning undertaken. Once that has been done we will highlight and be able to evidence that this is happening throughout school with adequate progression. PPG funding happening Monday assembly based on SMSC. Subjects included so far: Refugees, Plastic pollution, Be mindful, Facing our fears. |
| To reduce prejudice and increase understanding of equality through direct teaching across the curriculum. | Open discussions with children about issues and questions they raise. RE curriculum Assemblies and PSHCE lessons SMSC evidenced by Opeus gridmaker Work of Pastoral Officer All staff responsibility. | Throughout the year | Spring 2 review: Regular circle time introduced into classrooms. RE Leadership (SD) and PSHE Leadership (RW) development will be happening this term. Just found gridmaker and so will put to use once subject leader training has happened. Pastoral officer role has been developed, a space is being created and training given in order to develop further. |
| To move beyond deterministic notions of fixed ability and to model teaching and learning behaviours that avoid labelling. | Discussion around the wide range of disabilities relating to the children’s own experiences and that within the wider world. Use staff, parents and children within our school community as role models. Work of Pupil and Parent Support Worker All staff responsibility. | Throughout the year | Spring 2 review: PSHE lessons being taught and circle time discussions. School working with internal and external support where required. |
| To narrow the gap between attainment of disadvantaged pupils and others across the school. | All staff aware of PPG children. Mentor system established. Work of Pupil and Parent Support Worker – weekly sessions with PPG children. PPG children in interventions for their stage and age. | Throughout the year | Spring 2 review: Staff all aware of PPG children. PPG children are given interventions regularly according to strongest needs. Data can be tracked separately. PE sessions to target these children currently and to support confidence and wellbeing. |
| To promote cultural development and understanding through a rich range of experiences, both in and beyond the school. | Develop a curriculum which embeds this throughout school. Visitors, trips and experiences to promote this. Books and resources to use within school that promote and celebrate a variety of cultures and religions. | By July | |
| To eradicate prejudice related bullying in relation to the protected characteristics listed in the Equality Act 2010. *age *disability *gender reassignment *marriage and civil partnership *race *religion or belief *sex *sexual orientation | To follow a clearly guided, age-appropriate PSHE scheme of work. To create a whole school ethos where differences are celebrated led by staff. To use the school behaviour policy as a tool to support. | Ongoing | |
| To tackle prejudice and promote understanding in relation to people with disabilities. | Any prejudice in school is acted upon immediately. Preventative work which involves exposure to those who are different and thinking about the word ‘disability’ – whether disability is always something you can see or if it is hidden. To train staff using the ‘Thrive’ model. | Ongoing | |
