Equity and Diversity

Equity and diversity are essential to creating a school where every child feels represented, respected and able to succeed. Equality means offering everyone the same, whereas equity means recognising that children may need different support to achieve fair outcomes. Diversity means valuing the full range of identities, languages and experiences within the community.

Schools anticipate and remove barriers before they limit participation and ensure that policies, environments and curriculum choices reflect the community they serve. When equity and diversity are embedded in everyday practice, children feel seen and valued, and all have equal access to opportunities to learn, participate and feel included. 

A black triangle with, PCG in the middle. This is clickable, and will open a parent carer guide on the corresponding area within section one of the OAG

View the ‘Equity and Diversity’ Parent Carer Guide

Expectations

Equity, diversity and inclusion are reflected in the school’s ethos, policies and everyday practice, with clear action to address racism, discrimination and bias. 

Children, young people, families and staff are treated with dignity and respect, and diversity is recognised and celebrated across school life. 

Reasonable adjustments are planned proactively to remove barriers to participation and learning and are reviewed to ensure they meet individual needs.

Everyone has equal access to and participates in relevant extra-curricular activities, high-quality careers education opportunities and personal development opportunities. 

Communication with families is inclusive and accessible, using translated materials, interpreters and approaches that reflect the languages spoken in the community. 

The school’s accessibility plan meets the requirements of the Equality Act 2010, is implemented effectively and is reviewed regularly. 

Curriculum design represents community diversity, uses resources that reflect a wide range of identities and experiences, and actively challenges stereotypes and stigma. 

Parent carers’ views are gathered and used to inform decisions about provision, adjustments and school practice, with clear processes for acting on feedback. 

Leaders work with education, health, social care and community partners to identify and remove barriers so that support is coordinated and inclusive.

Signposts and Support