Diversity, Equality and Inclusion
Diversity, Equality and Inclusion at Pinner Wood
Pinner Wood is a school at the ‘heart of our community.’ This is one of our values that we explicitly teach children.
As a school we committed to creating an environment where ALL children feel represented, valued and safe.
As part of that commitment, we are keeping Diversity, Equity and inclusion at the forefront of our minds. This is embodied by a whole school approach to various areas of school life. During a recent school inset, all members of staff, some governors and some parents came together to form working groups looking into various areas of school life. These groups were as follows:
The curriculum: adapting the curriculum to further reflect pupil diversity
Literature: diversifying the literature available to pupils and engage parents in the process
Learning environment: making it more engaging and representative of all pupils
Trips/experiences: providing all pupils with a breadth of trips and experiences regardless of background
Pupil voice: increase the engagement and confidence of all pupils
Parent voice: establish lines of communication with hard-to-reach parents
Throughout this year we will continue to work on these areas to ensure we build on existing good practise and look for new ideas. Pupils will be heard at each stage and be able to offer their suggests and ideas to our projects.
We have started sharing our work with families – for example at our recent book morning. We look forward to sharing further actions with our community throughout this year.
In the decisions we make, policies we adopt and in our curriculum design we carefully consider equality and the possible implications for all pupils and especially those with protected characteristics. This is as part of our commitment to meet the Public Sector Equality Duty (PSED) requirement to have due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations.
The School Population
- Pinner Wood has a strong ethos of inclusion, every child is treated as an individual and has the opportunity to thrive
- The school is a vibrant mix of various cultures and religions which represents our diverse wider community
- The percentage of the school population with other than English believed to be a child’s first language is consistently above the national percentage
- There are approximately 46 different languages spoken by the children
- The population consists of over 16 different ethnicities
- The school population represents approximately 7 different religions. The staff population is representative of our diverse community and there are 24 different languages spoken by the staff
- The school adheres to statutory equal opportunities when recruiting and promoting staff
- The Headteacher, Deputy Headteacher and Leadership Team are responsible for overseeing and reviewing equalities procedures
- The school has rigorous safeguarding policies in place
- The school has a clear disability accessibility plan in place
- All policies are assessed to ensure that they carefully consider equality and the possible implications for all pupils
- There is coverage within the curriculum to promote children’s understanding of equalities issues and to prepare them to become responsible, global citizens
- The school participates in a wide range of events and activities to highlight equality issues including community cohesion, global awareness, gender roles, spiritual, moral, social and cultural development
- All reasonable adjustments are made to ensure the school’s physical environment is suitable for all children, staff, parents and visitors
Consultation and Involvement
- The school provides regular opportunities to find out how children think and feel about the school
- The school has procedures for consulting and involving parents and carers in all aspects of school life
- The school uses data to rigorously track the progress and attainment of all groups including but not limited to gender, ethnicity, disability and pupil premium
- If any groups of children are identified as being at risk of underachievement, additional resources are put in place to enable each child to reach their potential