Equality

Our commitment to Equality, Diversity and Inclusion

At Sir Alexander Fleming Primary School and Nursery, we are committed to ensuring that all pupils, staff, and stakeholders feel valued, respected, and supported, regardless of their background or characteristics. We embrace our responsibility under the Equality Act 2010 to:

Eliminate discrimination, harassment, and victimisation
Advance equality of opportunity between people who share a protected characteristic and those who do not
Foster good relations between all members of our community

These objectives build on our school’s mission to ensure all pupils ‘Shine, Achieve, Flourish – The SAF Way’ to their next chapter in life.

The Equality Act 2010 applies to all schools and as the responsible body, governing boards have a duty to comply with the Act. As our school is a maintained school, the responsibility lies with the governing body.

The Act protects pupils and staff against discrimination, harassment, and/or victimisation based on the nine protected characteristics, which are:

In summary, the Act requires schools to:

prevent unlawful behaviour which includes direct discrimination, indirect discrimination, harassment and victimisation
make reasonable adjustments for individuals with disabilities
publish equality information demonstrating compliance with the Act
be aware of, and take into account, the public sector equality duty (PSED) when making decisions and taking action

Schools must publish information demonstrating compliance with the PSED annually and publish equality objectives annually. At Sir Alexander Fleming Primary School and Nursery, our equality objectives have been a collaborative exercise between the governing body and senior leaders.

Objectives should:

contribute to the welfare of pupils and the school community.
not be burdensome but do need to be specific and measurable.
be used as a tool to help improve pupils’ experience of school.

At our school, we provide an environment in which everyone involved in the school community is valued and has equality of opportunity. We are ambitious for all of our pupils.

Equality objectives for Sir Alexander Fleming Primary School & Nursery for this academic year 2026-2027:

Our Equality Objectives are:

To strengthen inclusive practice across the school so that all pupils, including those with SEND and Pupil Premium, consistently access high-quality teaching, participate fully in school life, and make expected or better progress from their starting points.
To increase the attendance percentages and decrease the persistently absent percentages of children in receipt of Pupil Premium Grant (PPG)
To increase the percentage of PPG boys achieving Age Related Expectations (ARE) in Reading, Writing and Maths
To ensure that PPG pupils make Above National Expectations for progress in Reading, Writing and Maths.
To ensure that children are aware of the protected characteristics and can articulate these.
To ensure that all staff consistently follow up on bullying incidents and that these are reported appropriately.

Actions to Meet Equality Objectives

To strengthen inclusive practice across the school so that all pupils, including those with SEND and Pupil Premium, consistently access high-quality teaching, participate fully in school life, and make expected or better progress from their starting points.

Actions

Quality of Teaching and Learning

Deliver regular CPD for all staff on high-quality adaptive teaching (scaffolding, questioning, modelling, flexible grouping).
Ensure lesson planning explicitly identifies adaptations for SEND and Pupil Premium pupils.
Embed consistent use of formative assessment to identify gaps and respond quickly.
Monitor teaching through learning walks and book scrutiny with a focus on inclusion.

Targeted Support and Intervention

Use termly pupil progress meetings to identify pupils at risk of underachievement.
Implement short-term, targeted interventions led by teachers and reviewed regularly for impact.
Ensure PPG and SEND pupils are prioritised for teacher-led time within lessons.
Track the impact of interventions half-termly and adapt where needed.

Curriculum Access

Audit and adapt the curriculum to ensure it is accessible and inclusive for all learners.
Provide appropriate resources (e.g. visual aids, ICT tools, adapted texts, assistive technology).
Ensure all pupils can access trips, clubs, and enrichment activities.
Use pre-teaching and overlearning strategies to support understanding.

Participation and Inclusion in School Life

Monitor participation of SEND and PPG pupils in clubs, trips, leadership roles, and wider opportunities.
Remove barriers by offering financial support, resources, or adjustments where needed.
Promote pupil voice, ensuring SEND and PPG pupils are represented.

Pastoral and Family Support

Use the pastoral team to support engagement, wellbeing, and attendance of target pupils.
Develop strong relationships with families, offering meetings, workshops, and support.
Implement individual support plans where needed (academic, social, or emotional).

Monitoring and Accountability

Track progress, attainment, attendance, and participation of SEND and PPG pupils regularly.
Report outcomes to SLT and governors termly.
Hold staff accountable for the progress of all pupils in their class.

Whole School Ethos

Promote an inclusive culture through assemblies, curriculum content, and daily practice.
Ensure consistent use of inclusive language and expectations across the school.
Celebrate diversity, achievement, and effort for all groups of pupilsTo increase the attendance percentages and decrease the persistently absent percentages of children in receipt of Pupil Premium Grant (PPG)

Actions

Introduce weekly attendance tracking specifically for PPG pupils
Hold half-termly attendance review meetings with SLT, attendance lead, and pastoral team.
Implement early intervention triggers (e.g. contact home after 2–3 days absence).
Develop individual attendance plans for persistent absentees.
Offer parent workshops/support sessions on routines, punctuality, and barriers.
Introduce incentives linked specifically to PPG attendance (e.g. rewards, certificates, breakfast club access).
Use home visits where appropriate to build relationships and identify barriers.
Ensure breakfast club or soft start provision is available for targeted families.To increase the percentage of PPG boys achieving Age Related Expectations (ARE) in Reading, Writing and Maths

Actions

Identify target group of PPG boys in each year group with clear attainment gaps.
Set termly personalised targets and monitor progress closely in pupil progress meetings.
Implement engaging, boy-friendly texts and topics to increase motivation (especially in writing).
Provide pre-teaching and overlearning opportunities for key concepts.
Use same-day intervention/keep-up sessions led by class teachers.
Increase guided reading frequency for targeted pupils.
Introduce mentoring (staff or older pupils) to raise confidence and engagement.
Track participation in lessons (not just attainment).To ensure that PPG pupils make Above National Expectations for progress in Reading, Writing and Maths.

Actions

Use live marking and immediate feedback to accelerate progress.
Provide high-quality adaptive teaching in every lesson (not over-reliance on withdrawal).
Ensure targeted intervention groups are short-term and reviewed regularly.
Train staff in effective use of questioning and scaffolding.
Monitor intervention impact every half term (stop/change if ineffective).
Ensure PPG pupils are prioritised for teacher-led support, not just TA support.
Provide access to resources at home (reading books, online platforms, revision materials).To ensure that children are aware of the protected characteristics and can articulate these.

Actions

Map protected characteristics across the curriculum (PSHE, English texts, assemblies).
Deliver planned assemblies each half term focusing on a different characteristic.
Introduce pupil discussions and reflection activities after assemblies.
Use high-quality diverse texts in reading lessons.
Create class displays and discussion prompts linked to equality themes.
Implement pupil voice surveys or interviews to assess understanding.
Celebrate key national/international events (e.g. Black History Month, Pride, Disability Awareness).
Train staff to ensure consistent use of inclusive language.To ensure that all staff consistently follow up on bullying incidents and that these are reported appropriately

Actions

Provide annual staff training on bullying, safeguarding, and reporting procedures.
Create a clear, simplified reporting system for staff (e.g. standard form or digital log).
Ensure all incidents are recorded centrally and reviewed regularly by SLT.
Introduce termly audits of bullying records to check consistency.
Share expectations with staff regularly (briefings, CPD).
Deliver pupil workshops on bullying, respect, and reporting concerns.
Establish clear follow-up procedures (checking in with victims and perpetrators).
Ensure parents are informed consistently and outcomes are logged.

To find out more about how Sir Alexander Fleming Primary and Nursery School prepares children for life in modern Britain, please read our parents’ guide: Life in Modern Britain

Equality-Policy-including-Equality-Objectives-2026-2027

Accessibility Plan-2026-2029

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Supporting-Pupils-with-Medical-Conditions-Policy 2026-2029