It is our belief that every school, irrespective of its intake and location, is responsible for educating young people who will live and work in a country which is diverse in terms of age, culture, religion or belief, ethnic or national origins, nationalities, sex/gender, gender identify, sexual orientation, disability and socio-economic backgrounds. Broughton Junior School aims to be a thriving, inclusive and cohesive community.
We wish to show that, through our inclusive policies, ethos, curriculum, actions and relationships, we promote a common sense of identity and support diversity. This is linked very closely to our efforts to ensure that “Every Child Matters” as well as encouraging well-being in general.
We are committed to:
- Celebrating diversity.
- Promoting and advancing equality and inclusion.
- Meeting people’s needs.
- Encouraging participation.
- Promoting cohesion, tackling prejudice and promoting understanding.
- Tackling discrimination and disadvantage.
- Tackling bullying.
- Encouraging, supporting and striving to enable all pupils and staff to reach their potential.
- Working in partnership with parents and the wider community to establish promote and disseminate good practice.
Broughton Junior School equalities objectives are based on analysis of our data and other evidence. They focus on the areas where we have agreed to take action and tackle disadvantages.
The Governing Board will regularly review the progress we are making to meet our equalities objectives:
- To monitor and analyse pupil achievement by race, gender and disability and act on any trends or patterns in the data that require additional support for pupils.
- To close the gap in attainment and progress of disadvantaged children compared to national non-disadvantaged
- To promote spiritual, moral, social and cultural development through all appropriate curricular opportunities, with particular reference to issues of equality and diversity and British and school Values.
- To increase the proportion of children working at greater depth in core subjects with a particular focus on those children judged to be working at a higher attainment band in KS1.