Equality & Diversity

Under the Equality Act 2010, we welcome our general duty to:

• Eliminate unlawful discrimination, harassment and victimisation and any other conduct prohibited by The Equality Act 2010
• Advance equality of opportunity between people who share a protected characteristic and people who do not share it.
• Foster good relations between people who share a protected characteristic and people who do not share it.

We will not discriminate against, harass or victimise any pupil, prospective pupil, or other member of the school community because of their:

• Gender
• Race
• Disability
• Religion or belief
• Sexual orientation
• Gender reassignment
• Pregnancy or maternity

Aims to elimate discrimination

Pike Fold Primary School believes that a greater level of success from pupils and staff can be achieved by realising the uniqueness of individuals. Creating a prejudice-free environment where individuals feel confident and at ease is a commitment of the school. This environment will be achieved by:

• Being respectful
• Always treating all members of the school community fairly
• Developing an understanding of diversity and the benefits it can have
• Adopting an inclusive attitude
• Adopting an inclusive curriculum that is accessible to all
• Encouraging compassion and open-mindedness

Dealing with prejudice

Pike Fold Primary School does not tolerate any form of prejudice-related incident. Whether direct or indirect, we treat discrimination against all members of our school with the utmost severity. When an incident is reported, through a thorough reporting procedure, our school is devoted to ensuring appropriate action is taken and a resolution is put into place which is both fair and firm.

 At Pike Fold, our pupils are taught to be:

• Understanding of others
• Celebratory of cultural diversity
• Eager to reach their full potential
• Inclusive
• Aware of what constitutes discriminatory behaviour

The school’s employee’s will:

• Promote diversity equality
• Encourage and adopt an inclusive attitude
• Lead by example

Our School is committed to promoting equality, diversity and inclusion throughout its practice and creating a safe inclusive environment for all staff, pupils and parents and carers. This working group exists to support the effective development and implementation of the school’s equality, diversity and inclusion strategy.

The Group will:

• Raise awareness of and provide advice on issues of equality, diversity and inclusion
• Highlight points of concern and areas for action to the Senior Leadership Team
• Support the development and implementation of the Equality and Diversity Action Plan
• Monitor progress against the Equality and Diversity Action Plan
• Represent the views of the wider staff and parent and carer body
• Champion equality, diversity and inclusion throughout the school
• Be creative and proactive in finding ways in which a diverse range of cultures and can be promoted & celebrated within the school environment, with pupils and staff alike.

Current members are

Miss Nickson – SBM
Miss Withey – TA – Y1
Miss Weaver – Teacher - EYFS
Ms Starkie – TA - EYFS
Mrs Phelan – TA – KS2
Miss Armistead – TA KS1
Mr Morris – Deputy Head – KS2 Lead

Our Equality Objectives

1. Monitor annually patterns of attendance for various pupils with protected characteristics (updated annually as per contextual data) 

The Equality Working Group & the SSAAO will embed attendance monitoring into their termly meetings in order to understand key reasons for underperforming cohorts.

The Attendance Officer will provide case studies for focus year groups and provide these to the Headteacher for monitoring and evaluation.

2. Improve outcomes and achievements for pupils with protected characteristics-Gender & EAL

In 2025, the national SATs outcomes were 62% for combined reading, writing, and maths (RWM), with 75% in Reading, 72% in Writing, and 74% in Maths. The school’s 2024/25 KS2 outcomes were below national overall, with 58% achieving the combined measure. Reading was a relative strength at 78%, above the national figure, while Maths was slightly below national at 72%. Writing was a key area of concern, with only 60% meeting the expected standard, 12% below national.

Analysis by gender shows that both boys and girls performed equally in Reading (78%) and Maths (72%), with Reading in line with or above national and Maths slightly below. Writing was significantly weaker for both boys and girls at 60%, well below the national average, highlighting the need for targeted improvement in this area.

For pupils with English as an Additional Language (EAL), outcomes were below national across all subjects, with Reading at 68% (7% below national), Writing at 63% (9% below), and Maths at 68% (6% below). This represents a decline from previous years when EAL pupils performed more strongly, particularly in Writing, and indicates a need for additional support.

Black and Minority Ethnic (BME) pupils achieved slightly above national in Reading at 76% but remained below national in Writing at 64% (8% below) and in Maths at 70% (4% below). While Reading is a strength for this group, outcomes in Writing and Maths require further focus to close the gap with national performance.

Overall, the school’s strengths lie in Reading, where girls and BME pupils in particular achieved well. However, Writing is a significant barrier across all groups, with performance consistently below national figures. EAL pupils are now underperforming in every subject compared to national averages, while Maths, although closer to national, remains slightly below for boys, girls, and BME pupils.

To address these challenges, the school will implement a whole-school writing focus, with targeted strategies to support boys, EAL, and BME pupils. Additional EAL provision will prioritise vocabulary development, extended writing, and mathematical language. The aim is to sustain current strengths in Reading while narrowing gaps in Writing and Maths. Progress will be closely tracked through APS/IDS, enabling early identification of pupils at risk and ensuring timely, data-driven interventions to improve outcomes.

3. Raise awareness with pupils and staff and have a representation within Pike Fold of staff with protected characteristics – LGBTQ+

To increase awareness to pupils in our school of a variety of people that need to work together in our community with protected characteristics and that we represent people positively within the staff at school.

To achieve this objective, we plan to:

• Increase number of staff in teaching positions in school who hold protected characteristics to provide positive role models.
• Implement campaigns to develop positive attitudes of people with protected Characteristics
• Establish links with local organisations for people with disabilities.
• Raise awareness of different family structures and disabilities to all pupils in school.
• Raise awareness of the protected characteristics and varying types of discrimination with reference to the Equality Act 2010 and staff and pupils are aware of unacceptable behaviour.

4. Provide equality training to all staff and provide managerial equality training to each member of the Senior Leadership Team. 

To continue to provide equality training at annual intervals.

To continue to provide the equality policy as part of the induction pack for all new staff members.

Senior Leader(s) to act as Menopause champions and Mens Health Advocates.

To raise awareness of the menopause and matters affecting mens health within the workplace to promote equality and inclusivity.

To continually seek out any other relevant training relating to equality for all staff and senior leaders.

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