Equality Information, Statement and Objectives

Bonneygrove and Millbrook Primary Federation

Bonneygrove Primary School | Millbrook Primary School

Published: September 2026
Equality Information Review: September 2027
Equality Objectives Period: 2026–2030

Our Equality Statement

At Bonneygrove and Millbrook Primary Federation, we believe that every child and adult should be treated fairly, with dignity and respect.

We are committed to providing an inclusive environment in which everyone is valued, differences are respected and celebrated, and all members of our school community have the opportunity to participate and succeed.

We do not tolerate discrimination, harassment, victimisation, prejudice or bullying.

Equality is not simply something we publish on our website. It influences our curriculum, teaching, SEND provision, safeguarding, behaviour, recruitment, policies, decision-making and everyday life across both schools.

Our aim is simple:

Everyone is Welcome • Everyone is Valued • Everyone is Included • Everyone Has the Opportunity to Succeed

Why Do We Publish Equality Information?

As maintained schools, Bonneygrove Primary School and Millbrook Primary School have responsibilities under the Equality Act 2010 and the Public Sector Equality Duty (PSED).

We are required to demonstrate that, when carrying out our work, we have due regard to the need to:

1. Eliminate Discrimination

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

2. Advance Equality of Opportunity

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

This includes considering barriers that may disadvantage particular groups and taking appropriate steps to reduce or remove them.

3. Foster Good Relations

Promote understanding, respect and positive relationships between people who share a protected characteristic and those who do not.

Our equality information is reviewed and updated annually.

Our equality objectives are reviewed at least every four years.

 

The Protected Characteristics

The Equality Act 2010 identifies nine protected characteristics:

• Age
• Disability
• Gender reassignment
• Marriage and civil partnership
• Pregnancy and maternity
• Race, including colour, nationality and ethnic or national origin
• Religion or belief
• Sex
• Sexual orientation

The way particular provisions of the Equality Act apply can differ according to the protected characteristic and whether they relate to pupils, employees or other members of the school community.

Our responsibility is to ensure that our policies, decisions and everyday practice comply with our legal duties and promote an inclusive school community.

What Does Equality Look Like in Our Schools?

Across Bonneygrove and Millbrook Primary Federation, we promote equality through the everyday work of our schools.

Teaching and Learning

We:

• provide an ambitious curriculum for all pupils;
• make reasonable adjustments for disabled pupils;
• provide appropriate support for children with SEND;
• monitor attainment and progress to identify differences between groups;
• provide additional support where barriers to learning are identified; and
• maintain high expectations for all children.

Curriculum

Our curriculum provides opportunities for children to:

• learn about different cultures, communities, families and beliefs;
• understand and respect difference;
• recognise and challenge stereotypes;
• learn about equality and inclusion;
• develop empathy and respect for others; and
• understand their responsibilities as members of modern Britain.

Books, resources, displays and learning opportunities are selected to help children encounter a broad and diverse range of people, families, cultures and experiences.

SEND and Disability

We are committed to removing barriers for children with SEND and disabilities.

We make reasonable adjustments where appropriate and work to ensure that children can access teaching, educational visits, clubs, activities and wider school life.

Our SEND Information Report and Accessibility Plan provide further information about how we support children with SEND and disabilities.

Safeguarding and Wellbeing

Every child has the right to feel safe.

We take concerns relating to discrimination, harassment, prejudice, bullying or inappropriate language seriously.

Children are taught how to seek help and are encouraged to speak to a trusted adult if something worries them.

Participation and School Life

We want every child to have opportunities to participate in the wider life of the school.

We consider accessibility and inclusion when planning:

Clubs • Trips • Residentials • Sports • Performances • Leadership Opportunities • Enrichment Activities • School Events

Where a barrier exists, we consider what reasonable steps can be taken to enable participation.

Recruitment and Employment

The Federation is committed to fair and lawful recruitment and employment practices.

Employment decisions are based on appropriate criteria, and we work to ensure that staff and applicants are treated fairly and with dignity and respect.

 

Equality in Our Decision-Making

Equality is considered when significant decisions are made across the Federation.

This means that we consider whether a proposed decision, policy or activity could disadvantage particular people or groups.

For example, when planning an event, trip or change to provision, we may consider:

• accessibility for disabled pupils;
• SEND and medical needs;
• religious observance;
• financial barriers;
• dietary or cultural requirements;
• whether reasonable adjustments are required; and
• whether all pupils have a fair opportunity to participate.

Where a potential barrier is identified, we consider what action can reasonably be taken to reduce or remove it.

 

How Do We Know Whether We Are Making a Difference?

We use a range of information to help us understand equality across the Federation.

This may include:

Attainment and Progress • Attendance • Persistent Absence • Suspensions • Behaviour • Safeguarding • SEND Outcomes • Participation • Pupil Voice • Parent Voice • Staff Voice

Where appropriate and lawful, we consider whether there are differences between groups and investigate the reasons for them.

The purpose is not simply to collect information.

We use information to identify barriers, take action and evaluate whether that action has made a difference.

Our Equality Objectives 2026–2030

The following objectives apply across Bonneygrove and Millbrook Primary Federation.

They will be monitored by school leaders and the Governing Body.

Objective 1 – Reduce Barriers to Attendance

Our Aim

To improve attendance and reduce persistent absence, with particular attention to groups of pupils where attendance information identifies a disproportionate level of absence.

We Will

• monitor attendance regularly by pupil group;
• identify children at risk of persistent absence early;
• maintain an individual attendance narrative for pupils who are persistently absent;
• work with parents and carers to identify barriers;
• provide support and intervention before concerns escalate; and
• involve external services where appropriate.

How We Will Measure Success

We will monitor:

• overall attendance;
• persistent absence;
• attendance of pupils with SEND;
• attendance of disadvantaged pupils; and
• the impact of interventions for identified pupils.

Our aim is to reduce gaps between identified pupil groups and the school population over the four-year period, with progress reviewed at least termly.

Objective 2 – Improve Outcomes and Participation for Pupils with SEND and Disabilities

Our Aim

To ensure that pupils with SEND and disabilities are able to access, participate and achieve alongside their peers.

We Will

• strengthen early identification of need;
• embed high-quality adaptive teaching;
• ensure reasonable adjustments are understood and implemented;
• monitor the impact of SEND interventions;
• improve accessibility where barriers are identified;
• monitor participation in clubs, trips and enrichment opportunities; and
• listen to pupils and their parents and carers.

How We Will Measure Success

We will evaluate:

• progress and attainment;
• individual SEND outcomes;
• attendance;
• participation in wider school opportunities;
• intervention impact;
• pupil voice; and
• parent/carer feedback.

We expect SEND provision to demonstrate measurable impact, rather than simply evidence that support has taken place.

Objective 3 – Promote Respect, Representation and Understanding

Our Aim

To ensure that children develop an age-appropriate understanding of equality, diversity, respect and difference and can see themselves and others positively represented within school life.

We Will

• review curriculum content and resources;
• ensure children encounter diverse authors, people, families, cultures and experiences;
• use assemblies and wider opportunities to reinforce respect and inclusion;
• challenge stereotypes and prejudicial language;
• promote pupil voice and leadership; and
• ensure our Federation values are visible through everyday practice.

How We Will Measure Success

We will use:

• curriculum monitoring;
• pupil voice;
• behaviour and bullying information;
• safeguarding information;
• learning walks;
• reviews of resources and representation; and
• parent and staff feedback.

Our expectation is that pupils can increasingly demonstrate respect, understanding and acceptance of difference appropriate to their age.

Objective 4 – Ensure Fair Access to the Wider Curriculum

Our Aim

To identify and reduce barriers that prevent particular pupils or groups from participating fully in the wider opportunities provided by our schools.

We Will

Monitor access to:

• educational visits;
• residential opportunities;
• clubs;
• sport;
• music;
• performances;
• pupil leadership; and
• enrichment activities.

Where participation information identifies an inequality, leaders will consider the reasons and take appropriate action.

How We Will Measure Success

We will review participation information and expect identified gaps to reduce over the 2026–2030 period.

Financial circumstances, SEND, disability or other barriers should not unnecessarily prevent a child from benefiting from the wider opportunities available through our Federation.

Objective 5 – Ensure Equality is Embedded in Leadership and Governance

Our Aim

To ensure that equality is considered when leaders and governors make strategic decisions.

We Will

• review equality information annually;
• consider equality when policies are reviewed;
• consider the impact of significant strategic decisions;
• ensure governors receive appropriate information;
• monitor progress against these objectives;
• maintain appropriate staff training; and
• respond where evidence identifies inequality or disadvantage.

How We Will Measure Success

The Governing Body will receive information enabling governors to understand:

What are the differences? → Why might they exist? → What are we doing? → Is it working?

Progress against our equality objectives will be reviewed as part of the Federation's leadership and governance arrangements.

 

Responsibilities

The Governing Body

The Governing Body has strategic responsibility for ensuring that the Federation meets its responsibilities under equality legislation and for monitoring the school's equality objectives.

Executive Headteacher and Senior Leaders

Leaders are responsible for ensuring that equality duties are reflected in school policies, decisions and everyday practice and for providing governors with appropriate information.

All Staff

All members of staff have a responsibility to:

• promote equality;
• model respectful behaviour;
• challenge discrimination and prejudice;
• make appropriate reasonable adjustments;
• maintain high expectations for every child; and
• report concerns appropriately.

Pupils

Children are taught, in an age-appropriate way, that they have an important role in creating schools where people are treated with kindness, dignity and respect.

 

What Should I Do if I Have a Concern?

If you believe that your child has experienced discrimination, harassment or unfair treatment, we encourage you to speak to us.

In most circumstances, your child's class teacher is the best first point of contact.

Concerns can also be raised with the Head of School or Executive Headteacher.

Where a concern cannot be resolved informally, parents and carers can use the Federation's Complaints Policy.

We want concerns to be raised early so that we can listen, understand what has happened and take appropriate action.

Our Federation Commitment

At Bonneygrove and Millbrook Primary Federation, equality means more than treating everybody exactly the same.

Children have different starting points, circumstances and needs. Sometimes achieving equality means removing a barrier or providing additional support so that a child can participate and succeed.

Our commitment is that:

Every Child is Known

Every Child is Valued

Every Child is Included

Every Child is Safe

Every Child is Given the Opportunity to Succeed

We will continue to challenge discrimination, promote equality of opportunity and foster positive relationships across our school communities.

Review and Publication

Equality Information: reviewed and updated annually.

Current Equality Information published: September 2026

Next annual review: September 2027

Equality Objectives: 2026–2030

Objectives to be formally reviewed and republished no later than: September 2030

This statement should be read alongside our:

• Equality Policy
• Accessibility Plan
• SEND Policy
• SEND Information Report
• Safeguarding and Child Protection Policy
• Behaviour Policy
• Anti-Bullying Policy
• Relationships Education Policy
• Complaints Policy