There are times when an individual or group of people need additional support to assist
them in reaching their full potential. It is our aim to recognise these areas for concern and to act accordingly. We have identified particular groups and we aim to address equality in the following ways:
The school values all its staff and pupils. We are not judgmental of our families regarding their employment status and all people are valued regardless of social background and social or economic needs.
We recognise that some families have difficulty paying for school trips and arrangements
can be made to provide support. We have a system of collecting yearly fees, trip money, dinner money which is sensitive and does not cause embarrassment.
It is recognised that homework can be more difficult for pupils with little space or extra responsibility at home. Staff are sensitive to these issues and invite parents to discuss difficulties so that an understanding exists between parent and teacher.
The school recognises that we are a boys school therefore naturally have more interaction with boys. We therefore teach the importance of women and their roles in all aspects of life
We have visiting speakers consisting of males as well as females.
We encourage all our boys to be assertive and articulate and to be proud of their abilities.
Bilingualism is seen as a positive advantage.
We understand that children need time in which to feel secure and that they may experience a “silent” period. We recognise, however, that some bilingual pupils may also have special educational needs.
Children are encouraged and given opportunities to use their first language.
Bilingual pupils work with monolingual pupils who provide good role models of language use at their own level.
The school is proud to be a true “community faith school” and welcomes and provides for pupils of all levels of attainment. We recognise that all pupils are entitled to follow a broad and balanced curriculum and we aim to ensure that all pupils have access to such a curriculum.
Children with an IEP or a statement of need are treated with equal respect and value. All staff have high expectations of all pupils.
There is a wide range of resources available to cater for pupils of all abilities and work is often differentiated so that pupils can achieve personal goals.
The school welcomes staff and pupils with differing physical abilities.
We try to use resources which challenge stereotypical views of those with different physical abilities.
The terminology used to describe forms of physical ability should not be offensive.
Staff are made aware of pupils’ individual needs and how to cope with them (e.g. asthma attacks) in a safe, sensitive and practical way.
Britain consists of a racially diverse population and we recognise that our multi-cultural society enriches schools in a positive way. All staff and pupils are encouraged to adopt a respectful awareness of other cultures and languages, to be thoughtful, tactful and to examine and be critical of their own racial prejudices. It is important to remember that racism can take place on a conscious and unconscious level.
Resources should give a positive view of our multi-racial society and encourage respect for people as individuals.
We welcome families of any religious or non-religious persuasion. All individuals have the
right to express their religious views and practices within the constraints of the National Curriculum, whilst maintaining respect for the belief of others.
Lessons and assemblies regarding religion give pupils opportunities to learn about the variety of world religions. Pupils are encouraged to accept and respect a variety of religious and cultural views within the religions studied. Pupils are encouraged to challenge stereotypes and discuss diversity.
Displays and resources should reflect the diversity of religions.
Mental health and drug/alcohol abuse
The school is sympathetic to the needs of families with mental health issues or drug or alcohol abuse. Information given to teachers is treated with sensitivity and only passed on to other members of staff who have contact with the child and may need to be aware of a particular home situation as part of our commitment to safeguarding.
When teaching children about the dangers of drug and alcohol abuse, teachers are
sensitive to the experiences of children in their class. We aim to give factual information in a balanced non-judgemental way. We encourage children to discuss issues and develop their own opinions.
Offensive language is challenged and staff explain why certain language is considered offensive to groups of people.