Equality Information and Objectives Statement 

Equality and Accessibility

At Milstead & Frinsted Primary School we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school, irrespective of race, gender, disability, faith or religion or socio-economic background. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and able to participate fully in school life. Our equality practice is lived through our vision: 

We are a community that is compassionate and nurturing to ensure that we grow not only as individuals but as a collective. Learning together as a community so that everyone gets what they need, making the most of every opportunity, and ensuring no moment is wasted. Through our school we empower inquisitive stewards of the future who continue to give and grow. Just as Jesus blessed the food and it multiplied may we continue to multiply and grow; spiritually, emotionally, and academically. 

The achievement of pupils will be monitored by race, gender and disability and we will use this data to support pupils, raise standards and ensure inclusive teaching so that every pupil gets what they need. We will tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all.  

Under the Equality Act 2010, the school complies with the general equality duty and the new specific duties. The equality duty now includes all those with protected characteristics, which makes it unlawful for a school to discriminate against a pupil or prospective pupil by treating them less favourably because of their:

• sex
• race
• disability
• religion or belief
• sexual orientation
• gender reassignment
• pregnancy or maternity

General Equality Duty

The Public Sector Equality Duty (PSED) has three main elements.

1. Eliminate discrimination and other conduct that is prohibited by the Act
2. Advance equality of opportunity between people who share a protected characteristic and people who do not share it
3. Foster good relations across all characteristics – between those who share a protected characteristic and those who do not.

The duty to have “due regard” to equality considerations means that whenever significant decisions are being made or policies developed, thought must be given to the equality implications.

Specific duties

Schools have a duty to make reasonable adjustments for pupils with a disability. The DfE non-statutory guidance states that this duty can be summarised as follows:

• Where something a disabled pupil is placed at a disadvantage compared to other pupils then the school must take reasonable adjustments to try and reduce/remove the disadvantage.
• Schools will be expected to provide an auxiliary aid or service for a disabled pupil when it would be reasonable to do so and if such an aid would alleviate any substantial disadvantage that the pupil faces in comparison to non-disabled pupils.
• Schools are not subject to the other reasonable adjustment duty to make alterations to physical features because this is already considered as part of their planning duties.

Reasonable adjustments

Factors a school may consider when assessing the reasonableness of an adjustment, may include the financial or other resources required for the adjustment, its effectiveness, its effect on other pupils, health and safety requirements and whether aids have been made available through the Special Educational Needs route. Cost will play a major part in determining what is reasonable. For example, a small rural primary school may not be able to provide specialised IT equipment for any disabled pupils who may need it and it may not be reasonable for the school to provide that equipment. On the other hand, a much larger school might reasonably be expected to provide it.

The guidance states that many pupils with a disability will have an SEN statement and auxiliary aids provided by the LA and so may not require anything further. However, if the disabled pupil does not have a statement (or the statement doesn’t provide the necessary aid) then the duty to consider reasonable adjustments and provide such auxiliary aids will fall to the school (after the relevant provisions come into force). The reasonable adjustments duties on schools are intended to complement the accessibility planning duties and the existing SEN statement provisions which are part of education legislation, under which Local Authorities have a duty to provide auxiliary aids to pupils with a statement of special educational need. In addition to the duty to consider reasonable adjustments for particular individual disabled pupils, schools will also have to consider potential adjustments which may be needed for disabled pupils generally.

How We Promote and Embed the Protected Characteristics at Milstead & Frinsted Church of England Primary School

At Milstead & Frinsted, inclusion is at the heart of all we do, and we are committed to promoting and embedding the protected characteristics across every aspect of school life. Through carefully planned assemblies linked to global, national, and local events, and by living out our School Values of Resilience, Compassion, Inquiry, and Stewardship, we foster a culture of respect and belonging. Our commitment to British Values—democracy, the rule of law, individual liberty, mutual respect, and celebration of different faiths and beliefs—is reflected in our daily interactions and curriculum. We cultivate a praise-first environment where children’s strengths are recognised and celebrated, reinforcing positive identity and self-worth. Incidents relating to bullying or discrimination are logged through our MyConcern safeguarding system and addressed as valuable learning opportunities. Our PSHE curriculum (Jigsaw) and RE teaching promote empathy, understanding, and respect for diversity, while awareness events and extra-curricular opportunities, including themed weeks, guest speakers, and trips, provide meaningful engagement with key issues. Inclusion is further embedded through adult role modelling and a proactive, inclusive employment policy, ensuring our whole school community is committed to upholding and celebrating equality.

At Milstead & Frinsted, we are committed to ensuring that the texts our children engage with reflect the diversity of the world around them and promote a deep understanding of the protected characteristics outlined in the Equality Act 2010: age, disability, gender reassignment, race, religion or belief, marriage or civil partnership, sex, sexual orientation, and pregnancy and maternity. We carefully select and map our reading curriculum to include a wide range of texts by authors and featuring protagonists of different genders, backgrounds, faiths, family structures, and abilities. This thoughtful approach serves a dual purpose: it affirms the identity of children who see their own lives and experiences reflected in what they read, and it fosters empathy and respect in others by highlighting both the uniqueness and shared humanity of all individuals. Research shows that high-quality representation in literature positively influences children’s self-esteem, attitudes, and relationships, while a lack of representation—or the presence of harmful stereotypes—can have a damaging impact on wellbeing. We therefore place great importance on providing meaningful, accurate, and positive representations across our reading materials, ensuring all children feel seen, valued, and inspired.