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Hayes Primary School

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    Equality

    Equality Duties and School Objectives

    At Hayes Primary School, we are proud to be part of Spring Trust, a family of schools driven by the belief that there should be no barriers to excellence. Together, we champion high expectations, inclusion and strong relationships so that every child is supported to achieve, belong and succeed.

    We are committed to ensuring that every pupil feels safe, included, respected and able to achieve well, regardless of background or circumstance. Equality, diversity and inclusion are central to our school values and underpin our curriculum, behaviour culture, safeguarding arrangements and wider school life.

    Our Commitment to Equality and Inclusion

    We place high expectations on all pupils and work actively to remove barriers to learning and participation so that every child can thrive.

    Across Hayes Primary School and Spring schools, we:

    • promote an inclusive culture where pupils feel a strong sense of belonging;
    • ensure pupils are treated fairly and with dignity;
    • challenge discrimination, prejudice and stereotyping;
    • foster positive relationships and mutual respect across our diverse community.

    We recognise and celebrate diversity as a strength. We are proactive in ensuring that differences are understood, respected and valued and that pupils learn how to live well together in modern Britain.

    Public Sector Equality Duty (PSED)

    Under the Equality Act (2010), schools must meet the Public Sector Equality Duty (PSED). This requires us to have due regard to the need to:

    • eliminate unlawful discrimination, harassment and victimisation;
    • advance equality of opportunity between those who share a protected characteristic and those who do not;
    • foster good relations between different groups.

    Protected characteristics include (but are not limited to): sex, race, disability, religion or belief, sexual orientation, gender reassignment, pregnancy or maternity.

    At Hayes Primary School, this duty is embedded, not bolted on. In practice, this means:

    • equality considerations are integral to leadership decisions, policy development and daily practice;
    • leaders consider the impact of decisions on different groups before they are implemented;
    • equality is reviewed continuously through data, monitoring and professional dialogue;
    • responsibility for meeting the duty remains firmly with school leaders.

    Publishing Equality Information

    In line with Department for Education guidance, we:

    • publish information demonstrating compliance with the PSED; and
    • set clear equality objectives that reflect our context, priorities and areas for improvement.

    We use attainment, progress, attendance, behaviour, safeguarding and inclusion data to identify patterns, address disparities and evaluate impact.

    Equality Objectives (2025–2026)

    Our equality objectives are closely aligned with the school’s School Improvement Plan (SIP) and SEND strategy. They reflect our commitment to high expectations for all pupils, inclusive practice and the removal of barriers that prevent children from learning well, behaving well and feeling that they belong.

    For 2025–2026, our equality objectives are to:

    1. Secure strong progress and outcomes for all pupils through consistently high-quality teaching

    Ensure that all pupils, including disadvantaged pupils and those with SEND, make strong progress from their starting points across the curriculum, with a particular focus on English and mathematics. This will be achieved through:

    • an ambitious, well-sequenced curriculum;
    • consistently strong classroom routines and behaviour expectations;
    • high-quality adaptive teaching informed by assessment and ongoing monitoring.

    2. Strengthen SEND identification, provision and impact

    Further develop the school’s SEND strategy so that pupils at SEN Support and those with Education, Health and Care Plans (EHCPs) receive timely, well-matched support that enables them to:

    • access the full curriculum;
    • develop independence and confidence;
    • make measurable progress against clear baseline and review points.

    This includes improving the use of SEND data to inform interventions, classroom practice and strategic decision-making.

    3. Embed inclusive behaviour and a strong culture of belonging

    Promote a calm, respectful and inclusive school culture where all pupils feel safe, valued and ready to learn. This includes:

    • consistently high expectations for behaviour;
    • proactive support for pupils who may be vulnerable to exclusion or disengagement;
    • clear, fair responses to bullying or discriminatory behaviour, aligned with safeguarding and behaviour systems.

    4. Improve systems for identifying and addressing discrimination

    Enhance management information systems to ensure all incidents of discriminatory behaviour are recorded accurately and analysed effectively. This will enable leaders to:

    • identify patterns or trends;
    • take swift and appropriate action;
    • evaluate the impact of interventions, staff training and curriculum content;
    • use findings to inform future planning and improvement.

    Review and Impact

    Progress against these objectives is reviewed annually through SIP evaluation, SEND reviews and Trust reporting. Impact is measured through pupil outcomes, attendance, behaviour, safeguarding records and stakeholder voice, ensuring equality remains a lived and visible part of school improvement.

    Further Information

    Our Equality and Diversity Policy can be found under Spring Trust Policies on the website. https://www.springtrust.uk/about-us/spring-trust-policies

     

    1. EDI Strategic Plan

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