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Horizon Academy Trust is an exempt charity regulated by the Secretary of State for Education.

company number 08411590

registered office is C/O Biggin Hill Primary School, Biggin Avenue, Bransholme, Hull, United Kingdom HU7 4RL.

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Cleeve Primary School

Equality Information and Objectives

Cleeve Primary Academy is committed to ensure equality of educational opportunity and support for all pupils, parents, carers and staff irrespective of sex, race, disability, religion or belief, sexual orientation, pregnancy, gender reassignment, gender identity, age and socio-economic background. We aim to provide a fully inclusive school in which every person feels proud of their identity and able to participate fully within their individual school community. We believe that a diverse school and community is a strength which should be respected and celebrated by all those who are employed, learn, teach and visit here.

This policy reflects the Equality Act 2010 which harmonises and replaces previous legislation including the Race Relations Act 1976/2000, Disability Discrimination Act 1975/2005, Gender Recognition Act 2004 and Sex Discrimination Act 1975. The policy therefore supersedes all previous school policies on Disability, Ethnicity (i.e., Race) and Gender. Through this policy Cleeve Primary School (Academy) will fulfil its public duty to have due regard to the need to eliminate unlawful discrimination, advance equality of opportunity, and foster good relations in connection with disability, ethnicity, gender, religion, sexual identity, and where appropriate, age (applicable to employees only). The guiding principles in this policy refer to all individuals and therefore are equally applicable to pupils, staff, governors and visitors to Cleeve Primary School.

Single Equality Policy

Equalities Plan – 2019 - 2022

General access to the Curriculum

  • To regularly review classrooms to ensure that they are optimally organised for all pupils’ needs.
  • To continue to encourage all pupils to take an active part in music, drama and physical activities.
  • To ensure that staff recognise the requirement for and allow additional time that is required for some pupils.
  • To provide access to technology and resources appropriate for students with additional needs.
  • To continue to remove barriers to learning and participation.
  • To continue to make school visits accessible to all pupils irrespective of attainment or impairment.

Curriculum – developing positive attitudes

  • To promote the Single Equality Scheme (SES) and awareness through PSHE syllabus, school council and assemblies.
  • Visit a range of places of worship to develop and understanding and tolerance of other faiths.

Teaching and Learning

  • To have a good, up-to-date working knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning to provide opportunities for all learners to achieve their potential.
  • To make effective personalised provision for those they teach, including those who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching.

Engaging all pupils, staff, parents and local community

  • To ensure that all pupils have a voice through the school council and other forums and that they are given positions of responsibility within each yearly cycle
  • To ensure that all forms and information etc. is available in a range of formats.

Behaviour and Exclusions

  • To continue to differentiate and monitor the Behaviour Policy with reasonable adjustments for all pupils taking into account the individual needs and circumstances.
  • To liaise with external agencies and ensure effective provision is in place.

Data collection, monitoring and assessment

  • To continue to track and analyse the performance of all children throughout the school.
  • To set appropriately challenging and aspirational targets with a clear understanding of children’s different needs and starting points.
  • To ensure the best possible progress for all pupils.
  • To develop plans and policy to reflect the needs of children within the school

Emergency and evacuation systems set up to inform ALL pupils

  • To ensure alarm systems have a visual element and/or actions are in place to support hearing impaired pupils, when and where appropriate.
  • To ensure appropriate and adequate training has been given to all staff when supporting pupils with additional needs and disabilities.

Employing, promoting and training staff

  • To continue to provide reasonable adjustments for all staff.
  • To offer support and advice through access to Occupational Health and counselling services
  • To ensure training reflects safer recruitment guidelines


Lunchtime or after school clubs and trips

  • To ensure that all pupils, parents/carers or staff can participate in activities.
  • To ensure activities are inclusive and are available to all pupils

Medical and personal care needs.

  • To consult with pupils and their parents to ensure the best possible care.
  • To complete medical plans reflecting the needs of pupils who require additional support
  • To offer support and advice through access to Occupational Health

Admissions, Transitions

  • To continue to provide induction and timely support to pupils, parents and staff.
  • To enquire at admission or transition if pupils have additional needs.
  • To develop bespoke transition packages to meet the needs of all pupils
  • To support new starters with integration and social interaction