Equality objectives statement:

At Chellaston Infant School we believe in creating Learning without Limits


The public sector Equality Duty means that public bodies have to consider all individuals when carrying out their day-to-day work – in shaping policy, in delivering services and in relation to their own employees.

It also requires that public bodies have due regard to the need to:

  • eliminate discrimination;
  • advance equality of opportunity;
  • foster good relations between different people when carrying out their activities.


At Chellaston Infant School, our school vision underpins everything that we do. We believe that everyone should reach their full potential in a safe, fun and happy environment which promotes independence, self-worth and excellence. Everyone is a learner whose values are respected.

We are fully committed to ensuring that every child in our care fulfils their potential in all aspects of their lives: physically, academically, socially, morally and spiritually.


  • We do our best to ensure that everyone is treated fairly and with respect.
  • We make sure the school is a safe, welcoming, secure and stimulating place for everyone.
  • We recognise that people have different needs, and we understand that treating people equally does not always involve treating them all exactly the same.
  • We recognise that for some children extra support is needed to help them to achieve and be successful.
  • We do our best to make sure that people from different groups are consulted and involved in our decisions, for example through talking with children, parents, carers and governors, and through our School Council, and Governing Body.
  • We welcome the general principles of the United Nations Convention on the Rights of the Child (UNCRC) and accordingly have regard in particular for the needs of children and young people who are disadvantaged or vulnerable, and their parents and carers.
  • We welcome the emphasis in the Ofsted framework on the importance of diminishing differences in achievement which affect, amongst others:
      • pupils from certain cultural and ethnic backgrounds;
      • pupils who belong to lower-income households;
      • pupils who are disabled;
      • pupils who have special educational needs;
      • boys in certain subjects, and girls in certain other subjects.

Summary Statement


To fulfil our legal obligations, we are guided by a number of principles.

  1. All pupils, families and staff are of equal value. We see all current and potential pupils, parents and staff as of equal value:
  • Whether or not they are disabled.
  • Whatever their ethnicity, culture, national origin or national status.
  • Whatever their gender and gender identity.
  • Whatever their religious and non-religious affiliation or faith background.
  • Whatever their sexual orientation.
  • Whatever their marital status.
  • Whether they are currently pregnant or have recently given birth.
  • Whatever their age.
  1. We recognise and respect difference we recognise that treating people equally does not necessarily involve treating them all the same. We recognise that our policies, procedures and activities must not discriminate but must take account of diversity and the kinds of barriers and disadvantage that staff, parents or pupils may face in relation to their protected characteristics:
  • Disability – we note that reasonable adjustments may need to be made.
  • Gender (including transgender) – we recognise that girls and boys, men and women have different needs.
  • Religion and belief – we note that reasonable requests in relation to religious observance and practice may need to be made and complied with.
  • Ethnicity and race – we note that all have different experiences as a result of our ethnic and racial backgrounds.
  • Age – we value the diversity in age of staff and parents.
  • Sexual orientation – we respect that individuals have the right to determine their own sexual identity and that they should not experience disadvantage as a result of their preference.
  • Marital status – we recognise that our staff and parents may make their own personal choices in respect of personal relationships and that they should not experience disadvantage as a result of the relationships they have.
  • Pregnancy and maternity – we believe that our staff and parents should not experience any unfair disadvantage as a result of pregnancy or having recently given birth.
  1. We foster positive attitudes and relationships, and a shared sense of cohesion and belonging We intend that our policies, procedures and activities should promote:
  • Positive attitudes and interaction between groups and communities different from each other.
  • An absence of harassment, victimisation and discrimination in relation to any protected characteristics.
  1. We observe good equalities practice in relation to staff we ensure that our policies and practices for all staff and potential staff throughout the employment lifecycle, i.e. from recruitment through to the cessation of employment and beyond, are applied fairly and consistently across all groups with full respect for legal rights, taking into account aspects applicable to particular groups (e.g. duty to make reasonable adjustments for disabled staff).
  2. We aim to reduce and remove inequalities and barriers that already exist. We intend that our policies, procedures and activities avoid or minimise any possible negative impacts and we aim to reduce inequalities that exist between groups and communities different from each other.
  3. We consult and involve, ensuring views are heard in our development of policies, we engage with groups and individuals, including pupils who are affected by a policy or activity to ensure that their views are considered. For policies and activities affecting pupils, we will take account of views expressed at school council; for parents, this will be through parent governor representation and for staff, through staff governor representation. Where necessary, we will consult more widely with specific groups.
  4. We aim to foster greater community cohesion. We intend that our policies, activities and curriculum offer foster greater social cohesion and provide for an equal opportunity to participate in public life irrespective of the protected characteristics of individuals and groups.
  5. We base our practices on sound evidence. We maintain and publish information annually to show our compliance with the public sector equality duty, set out under section 149 of the Equality Act 2010 and SEND Code of Practice 2014.
  6. We set ourselves specific and measurable equality objectives we develop and publish specific and measurable objectives every four years based on the evidence that we have gathered (principle 8) and the engagement we have been involved in (principle 7).

Application of the principles within the equality duty:

The principles outlined above will be applied and reflected in:

  • The delivery of the school curriculum.
  • The teaching and learning within the school.
  • Our practice in relation to pupil progress, attainment and achievement.
  • Our teaching styles and strategies.
  • Our policies and practice in relation to admissions and attendance.
  • Our policies and practice in relation to staff.
  • Our care, guidance and support to pupils, their families and staff.
  • Our policies and practice in relation to pupil behaviour, discipline and exclusions.
  • Our partnership working with parents.
  • Our contact with the wider school community.

Equality Policy Spring 2024