We are very proud of our rich and diverse community at New Christ Church Primary, in one of the most deprived areas in Reading. As our vision states, we teach our children to ‘Love Ourselves, Love Each Other, Love Our World’. This means we work hard to ensure we are valuing all God’s children, following clearly national guidelines as well as Diocesan guidelines to ensure everyone istreated with respect and care and has equal opportunities and treatment.

Equality issues are a key priority to help us ensure that every child achieves the best they possibly can during their time with us. Robust monitoring and tracking systems are in place. Issues affecting groups of children are identified through:

● Termly pupil progress meetings

● analysis of attainment levels and progress made at school, year and class level

● Individual Provision Plan review meetings

● Analysis of behaviour incident records

● End of KS outcomes and analysis.

Steps needed to address any issues are taken swiftly and thoroughly. Evidence of this can be found in our Governors and SLT meeting minutes, our equality policy, behaviour policy, SEN policy and other policies held by the school. All staff and Governors strive to provide equal opportunities for all, regardless of any difference, making extra provision to enable all to achieve their best in all areas of school life. We take very seriously the Diocesan document of ‘Valuing all God’s Children’ and ensure staff are aware of it and it’s guidance.

Equality Objective

In order to comply with the Equality Act 2010 and the specific duties for schools, we are required to publish our equality objective which is outlined below:

Ensuring our SEN and vulnerable pupils feel ‘smart’ and cope well in class, thereby narrowing the gap in attainment, and increasing the rate of progress for our SEND pupils

We will measure this by the percentage of children with SEND who achieve Age Related Expectations (ARE) at the end of KS2 . We expect to see the gap closing between SEND and Non SEND and that SEND children have improved their rate of progress. We will also measure progress for each individual on their IPP and report on the progress for children on these targets. We want to see in our monitoring of lessons, books and through pupil voice, that SEND children are receiving appropriate support and scaffolding in lessons and in all aspects of their school life. Subject leaders hold SEND in high regard and are proactive in ensuring SEND children are given the right support and equal opportunities within their subject. SEND children with severe needs are supported by a bespoke curriculum that builds in potential for success and challenge.