At Orchard Primary Academy, we welcome our duties under the Equality Act 2010. Our general duties with regard to equality are:
- Eliminating discrimination.
- Fostering good relationships.
- Advancing equality of opportunity.
We will not discriminate against, harass or victimise any staff member, pupil, prospective pupil, or other member of the school community because of their:
- Religion or belief.
- Sexual orientation.
- Gender reassignment.
- Pregnancy or maternity.
- Marriage and civil partnership.
We aim to promote pupils’ spiritual, moral, social and cultural development, with special emphasis on promoting equality and diversity, and eradicating prejudicial incidents for pupils and staff. Our school is committed to not only eliminating discrimination, but also increasing understanding and appreciation for diversity. This is done through our curriculum; integrated within policies and through our whole-school ethos and values.
To teach a broad and balanced curriculum, which reflects the diversities of our community and in particular those beyond.
We will do this by:
- Regularly reviewing our curriculum to ensure it is balanced, diverse and fair;
- Expose children to ideas and concepts that may challenge their understanding, to help ensure that pupils learn to become more accepting and inclusive of others;
- Delivering challenging and controversial concepts in a way that prevents discrimination and promotes inclusive attitudes;
- Expose children to a wide variety of religions and cultures through the direct teachings of current, world-wide events and issues.
To work towards narrowing the attainment gap in all subjects between different groups.
We will do this by:
- Ensuring all staff have the necessary information, training and resources to implement high quality lessons for our most vulnerable children.
- Regularly monitoring attainment through analysing data and tracking pupil progress to ensure children are not disadvantaged from their peers.
- Ensuring that appropriate early interventions are put in place where underachievement is identified
- Drive the priority of seeing beyond children’s contextual barriers to provide them with frequent levels of success which they can use both in and outside of school to open new doors and take new opportunities.