Objective | Target group | BRAG | Action | Timescale | Monitoring and Evidence |
To promote spiritual, moral, social and cultural development through all appropriate curricular opportunities, with particular reference to issues of equality and diversity | Disability, Gender, Race, Religion or belief, Sexual orientation, | | - To devise a programme of visits to include places of worship, other towns and cities – speak with other schools to see who/what they use to support SMSC
| Annual review of the Whole School Curriculum Map | - Topic planning
- Curriculum newsletters
- Use of SCARF materials
- Pupil Voice
- PSHCE to monitor SCARF usage
|
| - Programme of visitors organised for assemblies/RE lessons/topics to share different faiths and cultures
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| - Cultural Stimulus (Term 5 focus) to focus on enrichment and understanding of world faiths/cultures
|
| - Use events like World Cup, Olympics as opportunities to explore other cultures
|
| - To check that incidents of gender bias are challenged – raising awareness of all stakeholders
|
| - Embed Coram Life Education’s SCARF (Safety, Caring, Achievement, Resilience, Friendship) as a resource to support equality and diversity
|
| - Explore and review resources from the Disability Action Alliance
|
To eradicate prejudice related bullying in relation to the protected characteristics listed in the Equality Act 2010 | Disability, Gender, Race, Religion or belief, Sexual orientation | | - Review Anti-bullying Charter through Talking Groups
| | - Staff are equipped with knowledge to tackle HBT bullying
- Number of recorded incidents of specific name calling i.e. homophobic/ racist will decrease over the period of this document
- Pupils will be able to articulate the understanding of discriminatory behaviours
|
| - Use Stonewall materials to support children’s understanding in assemblies, class work and display posters around the school
|
| - Review system for recording and monitoring incidences of discriminatory behaviours to ensure it is effective
|
| - Systems ensure swift identification of any issues, prompt and effective action involving parents where necessary and effective recording.
|
| - Consider appointing a Lead Person to train as a Stonewall Champion and work towards achieving Bronze Award
|
To promote a fully inclusive environment and learning opportunities for all pupils | Disability and Special Needs | | - To provide opportunities during PSHCE and Talking Groups for pupils to learn about and discuss issues related to disabilities and special needs
| Termly Talking Group Agenda item | - Topic planning
- Curriculum newsletters
- School newsletter
|
| - Programme of visitors organised for assemblies to share experiences of living with or supporting people with disabilities or Special Needs
|
| - Seek opportunities for pupils to volunteer as peer supporters of pupils with disabilities or Special Needs
|
| - Use events such as Para-Olympics as opportunities to explore disabilities and special needs
|
| - To check that incidents of discrimination are challenged
|
To promote a fully inclusive environment and learning opportunities for all parent/ carers | Disability and Special Needs | | - Programme of regular parent/carer coffee mornings with training in different aspects of disability or SEN
| Termly as available HT termly meetings at DSPL3 | - SENCo records/ registers of attendance
- Questionnaires
- School website
|
| - Local events for parents/carers and families of pupils with disabilities and Special Educational Needs regularly advertised on school website
|
| - Annual questionnaire to parents/ carers about the provision for pupils with disabilities and SEN
|
| - Families invited to attend annual ‘SENCo and Families Forum’ to explore their feelings about school practice
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