1. Curriculum Representation and Inclusive Enrichment 

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Objective: By the end of the 2026–2027 academic year, undertake a comprehensive audit and review of the curriculum, enrichment provision and wider school environment to ensure that diverse voices, histories, identities and experiences are meaningfully represented and embedded across all areas of school life. 

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Key actions: 

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• Diversify curriculum content and resources: Review and adapt teaching materials to ensure that people from diverse backgrounds are represented authentically and naturally across the curriculum. For example, incorporating global culinary traditions in Food Technology, recognising scientists and athletes from diverse backgrounds in STEM and PE, and exploring LGBTQ+ artists in Art. 

• Promote representation across the school environment: Review displays and shared spaces to ensure that they reflect a broad range of cultures, identities, histories and lived experiences. 

• Develop an inclusive and representative library offer: Audit library provision to identify and address materials that may reinforce outdated stereotypes. Expand the range of texts to feature complex, authentic and diverse characters. 

• Broaden students’ cultural experiences: Develop opportunities for students to engage with places, exhibitions, museums and cultural experiences beyond their immediate local context, broadening their understanding of different communities, histories and perspectives.

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Intended impact: Students will experience a more inclusive and representative curriculum, develop a broader understanding of diversity and different lived experiences, and feel that their identities and backgrounds are valued within the school community. 

 

2. Consistent Recording and Educational Responses to Prejudice-Related Incidents

 

Objective: By the end of the 2026–2027 academic year, establish a consistent and robust whole-school approach to identifying, recording, monitoring and responding to all prejudice-related incidents. Ensure that every reported incident receives a timely, proportionate and context-sensitive response, with education, reflection and restorative practice central to the approach, alongside appropriate safeguarding and disciplinary measures where necessary. 

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Key actions: 

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• Strengthen reporting and recording procedures: Ensure that all staff understand their responsibility to report prejudice-related incidents consistently and promptly, using clear and accessible reporting systems. 

• Establish a consistent response framework: Develop clear guidance to support staff in responding to incidents in ways that reflect the nature of the incident, the needs of those affected, and the circumstances of the students involved. 

• Prioritise education and restorative practice: Where appropriate, use educational conversations, reflection and restorative approaches to challenge prejudicial attitudes, promote empathy and support meaningful behavioural change. 

• Monitor patterns and evaluate impact: Regularly review incident data to identify recurring themes, locations, behaviours or groups affected, using findings to inform targeted interventions, staff development and preventative education. 

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Intended impact: Prejudice-related incidents will be identified and recorded consistently, students affected will feel supported, and students responsible will be helped to understand the impact of their behaviour and develop more respectful attitudes. Over time, the school will use evidence to evaluate whether the frequency and recurrence of incidents are reducing. 

 

3. Developing Staff Confidence and Competence in Challenging Prejudice 

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Objective: By the end of the 2026–2027 academic year, ensure that all teaching and support staff have completed evidence-informed training to strengthen their confidence, knowledge and practical skills in recognising, challenging and de-escalating prejudicial language and behaviour. 

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Key actions: 

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• Establish a baseline of staff confidence: Conduct an anonymous staff survey to assess current levels of confidence, identify training needs and establish priorities for professional development. 

• Deliver targeted, evidence-informed training: Provide training that equips staff to recognise different forms of prejudice, understand their impact, and respond consistently and appropriately across a range of school contexts. 

• Provide practical strategies for immediate intervention: Develop and share clear, accessible response scripts and guidance to help staff challenge prejudicial language calmly, firmly and without unnecessarily escalating the situation.  

• Promote a consistent whole-school approach: Ensure staff understand their responsibilities for challenging prejudice, reporting incidents and following school procedures, while adapting their responses to the circumstances and needs of those involved. 

• Evaluate impact and identify further development needs: Repeat the anonymous staff survey towards the end of the academic year, using the findings alongside training completion data and incident trends to assess improvements in staff confidence and identify next steps. 

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Intended impact: Staff will feel better equipped to intervene promptly and consistently when prejudice occurs, using calm, proportionate and educational approaches that uphold the school's values and foster a safe, respectful and inclusive environment for all students. 

 

How our school complies with the Public Sector Equality Duty 

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Our school is committed to fulfilling its responsibilities under the Equality Act 2010 and the Public Sector Equality Duty. We recognise our responsibility to actively consider equality in our policies, practices, decision-making and wider school provision, ensuring that all members of our community are treated with dignity and respect and have the opportunity to thrive. 

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We work towards the three aims of the Public Sector Equality Duty: 

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1. Eliminating discrimination, harassment and victimisation 

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We promote a safe and respectful school environment in which prejudice, discrimination and harassment are challenged. We maintain procedures for reporting and responding to prejudice-related incidents, support those affected and use appropriate educational, restorative and disciplinary approaches to address harmful behaviour. 

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2. Advancing equality of opportunity 

We seek to identify and address barriers that may prevent students from different backgrounds or with different protected characteristics from accessing learning, enrichment and wider school opportunities. We review our curriculum, learning resources, library provision and enrichment offer to promote meaningful representation and broaden students' understanding of different identities, cultures and experiences. 

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3. Fostering good relations 

We promote understanding, respect and positive relationships between people from different backgrounds. We aim to develop students' awareness of diversity through high-quality inclusive teaching, curriculum content, enrichment experiences and opportunities to explore different perspectives. We also work to ensure that staff have the knowledge and confidence to challenge prejudice and promote an inclusive school culture. 

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Monitoring, accountability and continuous improvement 

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We review relevant school information, including behaviour and prejudice-related incident records, student outcomes, participation in enrichment and feedback from students, families and staff, where available and appropriate. We use this evidence to identify potential inequalities, inform decisions and evaluate the impact of our actions. 

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Our equality objectives set out our priorities for further development. Progress is monitored through our school improvement processes and governance arrangements, and our published equality information is reviewed and updated annually. We are committed to ongoing reflection and improvement so that equality is embedded in everyday school life.