Cringle Brook Primary School Equality Objectives 


Ladybarn Primary School will:


  • To continue to develop our work on gender equality through ensuring that children presented with a range of non-stereotypical role models and resources.

  • To continue to broaden the staff and children’s knowledge and awareness of our multi-faith community

  • To ensure that high aspirations are at the heart of every children’s school experience.​

  • To ensure that all children have an increased awareness of disability equality both in terms of their own school peers and in wider society.

Click here to download our Equality Policy

How the Trust is complying with its general duty


  1. What the Trust is doing to eliminate discrimination, harassment and victimisation and any other conduct prohibited by the Equality Act 2010.


  • Conduct prohibited by the Equality Act 2010 is detailed in our Equality Policy which is available to all members of the Trust community through a variety of sources;

  • The Trust’s Equality Policy and equality issues in the Trust are monitored by a nominated member of the Trust Board, by the Executive Headteacher and by the Head of School

  • The Trust provides training to staff and Trustees/Governors about their responsibilities under the Act and about equality issues.

  • The Trust will make reasonable adjustments to the school environment and make activities as accessible and welcoming as possible for pupils, staff and visitors to the school;

  • By planning ahead, all schools will ensure where reasonably possibly that all pupils are able to take part in all the activities in school including extracurricular activities and any residential visits.

  • The Trust takes seriously the need to consider equality implications whenever policies and procedures are developed, adapted and reviewed and whenever significant decisions are made about the day to day life of the school.

  • Equality considerations are taken into account in all Trust policies;

  • Bullying and prejudice related incidents are carefully monitored and dealt with effectively;

  • The Trust will ensure that all appointment panels give due regard to equality issues so that no one is discriminated against when it comes to recruitment, promotion or training opportunities. The Trust will ensure that job applicants are not asked health related questions in accordance with the Act and the Trust’s Equality Policy unless they related to an intrinsic function of the work they do. The Trust will ensure that reasonable adjustments are made to the interview/recruitment process as necessary;

  • The Trust will consider any possible indirectly discriminatory effect of its practices when considering requests for contractual variations. Requests will only be refused if there are good business reasons unrelated to any protected characteristics in accordance with the Trust’s Flexible Working Requests Policy and Procedure;

  • The Trust is committed to ensuring pupils understand that they belong to a society and a world that is diverse and multi-cultural. The Trust will regularly consider and review the way in which its teaching and the curriculum helps promote an awareness of the rights of individuals and helps pupils understand and value difference and diversity and to challenge prejudice and stereo-typing.  The Trust will actively promote equality, diversity and fundamental British values though the curriculum and by creating an environment which demands respect for all.


2.   What the Trust is doing to advance equality of opportunity between those who share a relevant protected characteristic and

      those who do not share it.


  • The Trust knows the needs of its population very well and collects and analyses data in order to inform planning and identify targets to achieve improvements;

  • The Trust has procedures, working in partnership with parents and carers, to identify children who have a disability through admissions meetings;

  • The Trust collects data and monitors the progress and achievement of groups of learners by the relevant and appropriate protected characteristics and taking into account the groups of learners identified in the 2015 Ofsted Common Inspection Framework. This information will help the Trust ensure that pupils are achieving their potential, the Trust is being inclusive in practice and that trends are identified which will help to inform the setting of the Trust’s equality objectives;

  • The Trust will publish attainment data which shows how pupils with different characteristics are performing in helping to identify whether there are any areas of inequality which need to be addressed, RAISE on line will be used as this contains much detailed analysis by relevant characteristics;

  • The Trust will take action to close any gaps in progress or achievement for example, for those making slow progress in acquiring age appropriate literacy and number skills;

  • The Trust will collect, analyse and use data in relation to attendance and exclusions of different groups.

  • The Trust will review information about staff recruitment, retention, training opportunities and promotion to ensure that all staff have equality of opportunity;

  • The Trust will ensure that it engages and consults with those people who are affected by a policy or activity in the design of new policies and in the review of existing ones;

  • The Trust will encourage pupils with particular characteristics to participate fully in school activities for example by encouraging both boys and girls and pupils from different ethnic backgrounds to be involved in the full range of school clubs and societies;

  • The Trust has disabled access, disabled parking bays, and a disabled toilet

  • The Trust is fully aware of the dietary requirements of ethnic groups within its schools and makes food for all of our pupils taking into account equality issues;

  • The Trust will avoid language that runs the risk of placing a ceiling on any child’s achievement or that seeks to define their potential as learners, such as” less able”. The Trust will use a range of teaching strategies that ensures it meets the needs of all children;

  • The Trust will provide support to children at risk of underachieving; the Trust is alert and proactive about the potentially damaging impact of negative language in matters such as race, gender, disability and sexuality;


3.  What the Trust is doing to foster good relations across all protected characteristics.


  • The Trust will prepare children for life in a diverse society and ensure that there are activities across the curriculum that promote the spiritual, moral, social and cultural development of children;

  • The Trust teaches about difference and diversity and the impact of stereotyping, prejudice and discrimination through PSHE and citizenship and across the curriculum;

  • The Trust will use materials and resources that reflect the diversity of the school population and local community in terms of race, gender, sexual identity and disability, avoiding stereotyping;

  • The Trust promotes a whole-school ethos and values which challenge prejudice-based discriminatory language, attitudes and behaviour;

  • The Trust provides opportunities for children to appreciate their own culture and celebrate the diversity of other cultures;

  • The Trust includes the contribution of different cultures to world history that promote positive images of people;

  • The Trust provides opportunities for pupils to listen to a range of opinions and empathise with different experiences;

  • The Trust promotes positive messages about equality and diversity through displays, school assemblies, visitors and whole school events;

  • The Trust will review relevant feedback from the annual parents’ questionnaires and from parents’ evening, from issues raised in Annual Reviews or reviews of progress on Individual Education Plans/Personalised Provision Maps, mentoring and support;

  • The Trust will secure and analyse responses from staff surveys, staff meetings and training events review feedback and responses from the children and groups of children, from the school council, PSHE lessons, and whole school surveys on children’s attitudes to self and school.