At Brandlehow we strive to provide an environment in which we focus on the well-being and progress of every child, where all members of the community are of equal worth and which demonstrates the importance of wholeness and quality of life. We are dedicated in our promotion of the equality of opportunity in management and organisation of the school, including employment and when seeking admission to the school, in provision of education and when accessing any facility or service provided by the school.

The Equality Act 2010 provides a framework to support our commitment to valuing diversity, tackling discrimination, promoting equality and fostering good relationships between people. It further endorses our continual drive to tackle any issues of disadvantage and underachievement of different groups within the school environment. The staff and governors consistently seek to avoid direct or indirect discrimination on grounds of specific characteristics (referred to in the Equality Act 2010 as protected characteristics): sex (gender), race, disability, religion or belief, gender reassignment, sexual orientation or pregnancy or maternity.

The protected characteristics of age and marriage and civil partnership apply to the school as an employer, but are not part of the school provisions related to pupils.

Brandlehow’s Community and Diversity are its strengths…

Our community is full of wonderful children, families, staff and other interested stakeholders

Our pupils come from a great range of backgrounds: we have 36%of children for whom English is a second (or even third!) language; 38 languages spoken and a wide variety of faiths and heritage is represented and celebrated at the school. We like to challenge stereotypes and ensure that every child is given the support and opportunities that will enable them to succeed to the best of their ability; we also insist that they put as much effort into this journey as they can and that they’re active and positive learners who make the most of every opportunity they’re given. We don’t allow glass ceilings based on circumstances of children and we don’t believe in fixed ability. Mixed confidence groups are used in classrooms.


Inclusion is a positive word, frequently used in relation to Special Needs, but because it subtly and innocently implies a hierarchy, where some include others, we prefer the word equality, where every child is equally important, special and valued.  We recognised that we all have barriers and strengths in relation to our learning, which change over time. At Brandlehow, there are currently just under 10% of children who have identified special needs, with 9 children with EHCPs/Statements and 3 pending.

Lots of children at any one given time – every child in the course of their time at Brandlehow - will receive support or personalised input to either help get over a barrier or to work on a strength.  This will be provided either in a small group or on a one-to-one basis. This support takes place before and after school, during assemblies, or during school hours on a rotational basis so that the same learning is not missed repeatedly. We’re lucky enough to have lots of specially trained staff with passion and areas of expertise such as Occupational Therapy, Speech and Language Therapy, Maths and Social skills. 

Equal Opportunities                                                                                                                                                                                                     

The Headteacher and governing body will seek to provide equal employment opportunities for all staff, to ensure that all staff are valued and receive proper recognition for their work and contribution to school life. All pay decisions, including annual reviews, will be undertaken in the context of the school’s policies for managing the performance of its staff. At all times the governing body will adhere to the relevant legislation, including the Equal Pay Act and the Equality Act 2010. All vacant posts, including temporary and acting posts will be advertised both internally and externally (unless to do so would jeopordise a substantive post).

Contracts of employment

Contracts and letters of appointment are provided to all staff by the Headteacher and or the governing body. The written statement of particulars will state the grade and salary of the post.

The Headteacher and governing body will be prepared to consider individuals wishing to vary their contract and hours of work. This needs to be put in writing to the Headteacher and governors who will consider the matter and write back with reasons for their decision.

Staff may have access to their personnel record at any time as long as the school’s Headteacher or Chair of governors as appropriate is given at least 24 hours written notice.


Equalities Objectives and Accessibility Scheme 2018-2021


The aim of the Equalities Policy and Access Scheme is to outline the commitment of our school to ensure that equality of opportunity is available to all members of the school community. For our school this means not simply treating everybody the same but understanding and tackling the different barriers which could lead to unequal outcomes for different groups of pupils in school. It also involves celebrating and valuing the equal opportunity achievements and strengths of all members of the school community. These include: pupils, parents, carers, governors, visitors, teaching and support staff and Multi-agency staff linked to the staff.

The overarching goal of the scheme is to provide a framework for the school to pursue its equality duties. The framework is divided into 3 sections as shown below:

  1. Equality Aims and objectives
  2. Accessibility Aims and objectives
  3. Physical Access audit

Our equality objective-setting process has involved gathering evidence as follows:

  1. Monitoring across the school as detailed below
  2. Monitoring and analysis of pupil progress in the identified groups
  3. Views of stakeholders


Our Vision statement

We strive, each day, to provide a creative, challenging and diverse education in an environment which is safe, nurturing and stimulating for everyone.

Children are supported by the whole school community to develop independence, resilience and a love of learning.

Each one of us makes the most of our opportunities to acquire the skills, knowledge and understanding necessary to flourish in an ever-changing world.

Everyone is valued and respected, making meaningful contributions with a cooperative spirit, to foster individuality and collective worth.

Legislation and Guidance

Equality Act 2010   

The Equality Act 2010 replaced all existing equality legislation, including the Disability Discrimination Act. All schools, as part of the Public Sector Equality Duty 2011 (PSED), (which was created following the Equality Act 2010), have a statutory responsibility to eliminate discrimination, advance equality of opportunity and to foster good relationships across all protected characteristics - sex, race, disability, religion, belief, age, sexual orientation, gender reassignment and pregnancy or maternity. As part of our duties under the Equality Act 2010 the school has a duty to promote general equality and to make reasonable adjustments (such as the use of some auxiliary aids: coloured overlays for dyslexic pupils, pen grips, adapted PE equipment, adapted keyboards and computer software) for pupils with a disability so they are not disadvantaged.

Disability and SEN                                                                                                                                                                                                                                                                                                                 A person is disabled under the Equality Act 2010 if they have a physical or mental impairment (*which may include impairment to hearing or sight) that has a ‘substantial’ and ‘long-term’ negative effect on their ability to do normal daily activities. This includes, for example, sensory impairments such as those that affect sight and hearing, and long-term health conditions such as asthma, diabetes or epilepsy. Not all children with disabilities will have SEN – the the Department for Education defines children with SEN as:

‘Having learning difficulties or disabilities which make it harder for them to learn or access education than most other children of the same age.

There can be a significant overlap between the two groups and a child may fall within one or more of the definitions. Special educational needs and disabilities (SEND) can affect a child or young person’s ability to learn. They can affect their:                                                                                                                                       

  • behaviour or ability to socialise, for example they struggle to make friends
  • reading and writing, for example because they have dyslexia
  • ability to understand things
  • concentration levels, for example because they have ADHD
  • physical ability

Roles and responsibilities

The Governing Body and management of the school will work with all its partners to be proactive in promoting equal opportunities, fostering good relations and in tackling unlawful discrimination.  They will encourage support and enable all pupils and staff from all protected characteristics to reach the highest standards possible as indicated in the school’s Vision Statement and this Equality Scheme. The Governing Body is responsible for ensuring that the school complies with Equality Legislation and fulfils its legal responsibilities. With assistance from the Headteacher, the Governing Body will ensure that the policy and its related procedures and strategies are implemented.

Publication, monitoring and review

This Equality Scheme fulfils statutory requirements under the terms of legislation referred to above. As a public document this Equality Objectives and Accessibility Scheme will be shared via our website for parents/carers and visitors with paper copies made available upon request and adapted materials provided as necessary (e.g braille). The scheme will be kept under regular review for three years and then replaced in January 2021.

The policy links with a range of school policies and statements, including: Special Educational Needs and Disability Policy; SEN Report, Borough and Local Support, Safeguarding & Child Protection Policy, Pupil Premium Strategy Report, Behaviour, Discipline and Anti-Bullying Policy, R.E Policy.  Please see the ‘Policies’ section of our website, where you will also find information about the following: our School Development Plan (SDP), Equality, Admissions, Uniform, Absence/Attendance, Vision & Ethos, Medical Procedures, Health and Safety.

Monitoring and review of this scheme will take place in a variety of ways: termly fire drills; regular health and safety checks conducted by our Premises Manager and governors; governor committee meetings (Staffing & Community and Finance & Premises); in response to changes to government legislation; annually when we review our Local Offer; attendance monitoring of vulnerable groups (including SEN). As part of our monitoring cycle we carry out termly pupil progress meetings across the school, in which progress and attainment is analysed to ensure the best possible progress is made by all pupils regardless of race, disability, socio-economic background, belief or gender.

Current Profile of the School’s Diversity as reported in the Inspection Data Summary Report 2017


Brandlehow is a mainstream community primary school, which currently has just over 370 children ages 3-11. It is a listed building, by the renowned architect Ernő Goldfinger, which makes planning and development complicated but gives us the benefit of a very special building! There are 12 permanent rooms for classroom space (Nursery to Year 6) and 3 temporary rooms; 1 of these is due to be removed imminently and 2 have temporary planning permission for 3 year period from August 2016.



358 total pupils in role, with 50% boys/50% girls, compared with 51%/49% nationally.


There are diverse SEND needs at Brandlehow with the number of pupils with an Educational Health Care Plan reported at 1.7% as compared with 1.3% nationally. The number of pupils being given support different from or additional to quality first teaching stands below the national % at 6.4% as compared with 12.2% nationally.  


The school serves an international community. We are a diverse school with 56.7% of children from ethnic backgrounds other than White British. 38% of our children use English as a second or third language, this is a significantly high figure in comparison to national average of 21%, with nearly 40 languages spoken within our school community. There is a small number who are beginning to learn English.

Social Deprivation

The level of deprivation is 0.1 compared to 0.2 nationally. 12% of Brandlehow pupils are known to have free school meals, but we believe this to be masked by some under claiming. The number known to have free school meals is below the National Average which is 24%.

Staff /Governors

The gender balance and ethnicity of staff is monitored and reported to Governors, local authority and unions as required.  



Section 1: Equality Aims and objectives


Current good practice


Actions to be taken

Person responsible

Success criteria

Eliminate unlawful discrimination, harassment and victimization and other conduct prohibited by the Act.

·  Staff and governors are regularly reminded of their responsibilities under the Equality Act – where it is discussed it is recorded in the meeting minutes

·  The school has a designated member of staff for monitoring equality issues

·  Anti-bullying week  celebrated /Anti bullying policy revisited in assemblies

·  All incidents of discrimination/victimization are recorded and reported to  HT

·  LGBTQ+ CPD teaching staff Autumn  2017                                                          

To raise awareness of equality issues across the whole school


Whole staff CPD on 9 protected areas


Support staff to receive LGBTQ+ CPD



Annual questionnaire for all stakeholders


School Behavior policies to refer to homophobic, biphobic and transphobic bullying

School behaviour


Equality DH Development DH


Embedded understanding of equality issues across the school

Advance equality of opportunity between people who share a protected characteristic and those who do not.

·  Publication of attainment data showing how pupils with different characteristics are performing

·  All pupil, who have a particular characteristic, are supported and encouraged to be involved in the full range of school activities



To narrow gaps in attainment between groups of pupils: girls/boys  PP/non PP  SEND/other    EAL/other             To increase building accessibility for SEND children – see below                                           To take steps to meet religious needs of all stakeholders

To have 100% across KS2 in an extra – curricular club

Take steps to meet the particular needs of people who have a particular characteristic

(e.g. enabling Muslim pupils/staff to pray at prescribed times)

Analysis of extra- curricular club registers 



Equality DH Development DH


Provide further opportunities  to promote success and equality throughout the school community

Foster good relations between people who share a protected characteristic and those who do not.

·   ½ termly assembly focus on each of the main faiths in which children are encouraged to take part and external speakers are invited to contribute

·  SRE teaching Year 1-6 

·  Class based PSHE lessons backup assembly work

·  Assembly cycle celebrates/ promotes increased awareness of differences and address any issues across the school as they occur

·  School council provides a structured opportunity  for active pupil participation in decision-making within the school

·  All children are encouraged to participate in extra-curricular clubs


To ensure that the curriculum reflects the schools religious and ethnic diversity

To further promote acceptance by all pupils of those with differences globally – special educational needs, emotional needs, range and backgrounds and personal circumstances

To improve the diversity make-up of the Governing Body

Promote tolerance, friendship and understanding of a range of religions and cultures through embedding revised RE curriculum – 7 main faiths (6 main faith + humanism) and raising the profile  of Global learning/issues     

Invite a wider range of leaders of local faith groups to speak at assemblies/school trips based around local community

Increase range of Literature from a range of cultures

Develop workshop/events with parents to promote knowledge and understanding of different cultures                                                        

Designate an equality link governor

Link governor to meet Equality DH to review scheme at least once per year.



Equality DH

Foundation Subject Leader


Relationships further  supported and strengthened  throughout the school community

Date scheme commenced: January 2018              Review date: January 2021


Section 2:  Accessibility Aims and objectives


Current good practice


Actions to be taken

Person responsible

Success criteria

Increase access to the curriculum for pupils with a disability

·  Engagement with and involvement of parents

·  EHCP funding used to train staff who work with pupils who have a disability.

·  Advice from physiotherapists, Occupational Therapists and Advisory Teachers to meet individual pupil needs.

·  Differentiated lessons and use of equipment and technology to remove barriers to learning

·  Where applicable pupils have extra time for work/assessments

·  Inclusive and high quality teaching

To further develop the collaborative target setting for individual pupils by class teachers/support staff and intervention staff  

Class teachers/intervention staff to review  SEND provision  termly with SENCO support



SENCO/Physical Education Leader

Class teachers


Pupils with  SEND and/or disabilities meet their termly and annual curriculum and EHCP targets and are making expected progress from their starting points

To continue to train staff as pupils with disabilities move through the school and in response to any changes to pupils’ needs  

Annual Reviews to inform future training needs e.g.  CPD, as and when is necessary, to meet the needs of pupils with physical/hearing/ visual impairments

CPD needs of staff are meet as  pupils with disabilities move through the school

To continue to adapt Sports Day and PE activities to support pupils with disabilities as they get older     

Seek advice from professionals for sports/PE adjustments


Pupils with  SEND and/or disabilities are able to access the PE/sports curriculum and activities with reasonable adjustments

To plan for the inclusion of pupils with disabilities* on curriculum related  trips and residential trips as this occurs

Seek advice from professionals re: residential trip adjustments

Pupils with  SEND and/or disabilities are able to take part in trips outside of school and residential trips

Improve and maintain access to the physical environment


·  All classrooms on the ground floor           

·  Wide corridors in most parts of the school have no additional furniture

·   Ramp connecting Year 1 playground with main building

·  All students and adults can evacuate the building quickly and safely in an emergency

·  No steps into the main entrance to the school

·  2 disabled toilets

To ensure that disability access to the main entrance is taken into consideration when we developing new areas of the school: larger t doors/ramps and handrails                                                   

Plans and discussions re the development and building work to make reference to the Equality Act and this Accessibility Plan



Premises Manager and Governor


Equality DH Development DH

Physical environment and access to the school is further improved through a careful planning program

To ensure ease and safety  of movement around the school

See Physical Access Audit

Physical environment is further improved through a carefully planned maintenance program

To ensure outdoor spaces provide maximum benefit to children   

Review of maintenance of outdoor areas and equipment

All outdoor areas are consistently monitored to promote maximised benefit

To develop a plan to ensure that the school is maximizing available space

Review of additional spaces/break and lunch timetabling

All indoor teaching areas are fully utalised

Improve the delivery of written information to pupils/

all Stakeholders

·  Visual Time tables/prompts

·  Use of ICT, coloured overlays/backgrounds and  adult support where appropriate

·   Use of clear/larger fonts  

·   Seating arrangements to meet pupil’s needs

·  Use of Makaton and Communication in Print  where necessary

·  Website translator

·  Opportunities for spoken conversations with stakeholders who find written or complex language difficult to access (SEN/EAL/some harder to reach families)

To deliver staff CPD, where appropriate, on how to continue to present written information in a variety of ways.


Maintain commitment to CPD and budget allocation to on-going training in this area.


Premises Manager and Governor

Equality DH Development DH

Pupils with SEND and/or disabilities meet their termly and annual curriculum and EHCP targets and are making expected progress from their starting points

To extend use of pictorial signage in shared spaces e.g. hall  Audit of signage

Training from professionals to support above CPD (including VI and HI)

Independence of all pupils is enhanced


To consider installing a sound field system in the hall

Request quote for hall sound field system

Improved access to information  across the school as a community

To carry out parent survey regarding preferred access to school information

Complete parent survey of preferred access to school information.

Improved information sharing across the school as a community

To complete an annual update of the audit of parents’/carers’ access needs and provide support when needed

Complete survey to update audit of parents’/carers’ access needs.

All staff are fully aware of impact of any barriers to learning that may be experienced by  other stakeholders



Section 3:  Physical Access audit



Actions to be taken

Number of floors

The school is a single storey building

No action

Corridor access and storage

All corridors are kept clear  of furniture

Any furniture in the corridors is by agreement with the HT  

To ensure pupil equipment does not block corridor

To assess storage required for bags/coats to avoid overspill/trip hazards on the floor

Parking bays

There is are parking spaces for 12-16 staff cars, currently there is no disabled parking space on site.

To demark a disabled parking space


There is wheelchair access from the front and back entrances

All entrances are clearly demarcated

Entry and exit systems to main playground are accessible for wheelchair users.

No action


There are 3 sets of permanent steps on site: within the main building there are two sets each with 6 steps, externally from the playground down to the main building there is one set of containing 8 steps. There are 2 additional sets of steps to the temporary classrooms each with 4 steps and handrails.

To fit handrail for external steps from playground to main building

To assess cost to replace handrail for internal steps by hall 

To assess appropriateness height of porta cabin handrails

To ensure any future buildings temporary or permanent take in to consideration accessibility   

Door ways

The single doorways do not allow wheelchair access

Three double doors in hall – doors nearest stage can be difficult to open

Swing doors to newer classrooms are heavy to operate

Some doorways have floor mats which are unfixed

This issue cannot be addressed due building being listed

To ensure ease of opening of all doors in hall

To ensure all doors have slow release hinges for newer classrooms

To assess and cost built in anti-slip floor mats


Ramps from main playground to Reception/Nursery building and to school hall/dining area

Ramp from back playground to main building

No action


There are 2 disabled toilets on site – one in the main building, the second in the Reception/Nursery building. Toilets have emergency alarms.

To ensure toilets are kept uncluttered

Reception area

Ramp to Reception area from main playground, part of desk set at height for wheelchair use.

No action

Internal signage


To consider foot print corridor floor marking to specify keeping left

To audit and review internal signage

Fire escape routes

Fire evacuation plan in place

To ensure weekly testing of alarm system and maintenance as specified

To ensure review of fire drill procedures are reviewed annually and updated for children with specific needs.