Equality

Sauncey Wood Primary School is an inclusive setting where all children, parents and families are welcome.

Meeting the Public Sector Equality Duty 

The Public Sector Equality Duty was introduced by the Equality Act 2010 and requires us to promote equality by having due regard to the need to:

  • Eliminate discrimination and other conduct that is prohibited by the Act 

  • Advance equal opportunities between people who share a protected characteristic and those who don't share it

  • Foster good relations between people who share a protected characteristic and those who don't share it

At Sauncey Wood Primary School we believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here. We are committed to ensuring a high equality of education and opportunity for all pupils. We provide an environment in which each child learns about equality and inclusion, respect for others, and where each child feels valued and nurtured. We recognise and celebrate the differences that exist amongst us; we treat all people fairly; we strive to eliminate discrimination against protected characteristics. 

Our admissions policy does not discriminate against children with SEND: we make all reasonable adjustments to ensure all children can access the curriculum at Sauncey Wood.

Sauncey Wood Primary School is an equal opportunities employer.  All employment decisions are based on business needs, job requirements, and individual qualifications, without regard to age, disability, gender reassignment, marital status, pregnancy and maternity, race, religion or belief, sex, or sexual orientation.

We value the diversity in our school community and recognise and celebrate the different personal attributes and cultural and faith beliefs that exist amongst our staff and families.  We treat all people fairly and that we strive to eliminate discrimination against protected characteristics - this is an undertaking that applies to all stakeholders and we expect everyone – staff, governors, parents, pupils and other members of the school community to uphold these principles.

Equality Information

Our pupils come from a wide range of socio-economic backgrounds and diverse family structure and circumstances. We have several pupils: 

  • for whom the school receives the Pupil Premium Grant
  • who are from minority ethnic backgrounds, including some who have English as an additional language
  • who have special education needs or a disability
  • who are supported through an Education Health Care Plan

In academic year 2025/26, there are:

  • 84 boys (54%) and 70 girls (46%) on roll
  • 54 children (35%) with SEN 
  • 65 children (42%) whose ethnicity is other than White British
  • 31 children (20%) with English as an Additional Language
  • 38 children (25%) classed as disadvantaged

Equality Objectives 2023-27

Sauncey Wood Primary School is committed to ensuring equality of provision throughout the school community and, to achieve this, we have set out our equality objectives for 2023-2027.  These are to:

1. Regularly monitor and analyse pupil achievement and progress by race, gender, economic background and disability, and act on patterns in the data that require additional support for pupils.

Evidence:

  • Children are formally assessed on a termly basis. The data is analysed and used to form interventions for those who need it. Some assessments are also carried out on a more regular basis, in particular phonics, reading, spelling and basic maths skills.

  • Groups and individuals requiring extra support are identified and TA/SENCO support is given as required. 1-1 time is allocated if needed. Reasonable adjustments are made across all classes as required for groups or individuals.

  • Training is given to all staff on systems that support children with SEND, such as Widget, Clickr and colourful semantics.

  • Referrals to external professionals are made in a timely manner when required.

  • Parents are informed about pupil achievement at parents evenings (x 2 a year) through pupil learning passports (updated termly) and at any annual reviews.

  • Patterns are identified in termly pupil progress meetings with teachers and by SLT in SLT meetings. Identifying factors such as race, gender, economic background and disability are taken into consideration when planning clubs, trips and external support (for example MHST).

2. Focus on those arriving in school as low attaining, particularly with speech and language needs.

Evidence:

  • Children who arrive in school are assessed quickly.

  • They will be assessed in phonics, reading ability, handwriting, spelling and basic maths skills so we have a baseline assessment.Reports from previous settings are read and acted upon a in a timely manner.

  • Children with SaLT needs are supported within class and receive specialist support when required, such as a SaLT therapist.Consistent systems in school will support children with SaLT needs, such as use of widgets, colourful semantics or Clickr.

3. Build a curriculum which reflects modern Britain and all its diversity.

Evidence:

  • The curriculum is planned out prior to the start of the school year to ensure that coverage is robust and diverse. Specific assemblies and curriculum days/months (such as Black History Month or Lunar New Year) are planned in advance to ensure that children receive a well-rounded understanding of life in modern Britain.

  • Our school values are specifically taught and match values of modern Britian. Children are awarded for showing these values.

  • Specific cultural events such as elections, sporting events and royal events are covered in school as one off events and the context behind these events is explained in age appropriate detail.

  • Trips are planned to enhance the curriculum and children’s understanding of modern Britain and the world around them.