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Horizon Academy Trust is an exempt charity regulated by the Secretary of State for Education.

company number 08411590

registered office is C/O Biggin Hill Primary School, Biggin Avenue, Bransholme, Hull, United Kingdom HU7 4RL.

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Spring Cottage

Equality objectives

At Spring Cottage Primary School, we are committed to ensuring the equality of education and opportunity for all pupils, staff, parents / carers, irrespective of race, gender, disability, faith, 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.

The achievement of pupils will be monitored by EAL, SEND, free school meal entitlement and gender and we will use this data to support pupils, raise standards and ensure inclusive teaching. We will tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all.

At Spring Cottage, we believe that diversity is a strength and should be respected and celebrated by all those who learn, teach and visit here. 

The Equality policy (below) and objectives reflect the Equality Act 2010 which harmonises and replaces previous legislation including the Race Relations Act 1976/2000, Disability Discrimination Act 1975/2005, Gender Recognition Act 2004 and Sex Discrimination Act 1975. The policy therefore supersedes all previous school policies on Disability, Ethnicity (i.e., Race) and Gender. Through this policy Spring Cottage Primary School  will fulfil its public duty to have due regard to the need to eliminate unlawful discrimination, advance equality of opportunity, and foster good relations in connection with disability, ethnicity, gender, religion, sexual identity, and where appropriate, age (applicable to employees only). This policy is reviewed annually, however the equality objectives are updated every four years.  The Equality Information Objectives Statement is reviewed annually by our governors.



Objective 1: To ensure enrichment and out of school activities are made accessible to all pupils, including those with disabilities and special educational needs, to eliminate discrimination and ensure the best possible educational outcomes, by:

• Ensuring consideration is given to equality when arranging school visits and school-based activities;

• Addressing any barriers to pupils’ engagement in school visits and school-based activities through the planning and risk assessment processes.

Why have we chosen this objective?

The school has a relatively high % of pupils with Special Educational Needs and Disabilities compared with other schools.

How will this be measured and evaluated?

Registers for visits and school events show that pupils with disabilities, and special educational needs are fully involved in the wide range of activities the school offers. Educational Visit Leader and Senior Leaders will monitor relevant paperwork to ensure that equality considerations are made on all risk assessments for school visits and school-based activities.


Objective 2: To improve knowledge, skills and attitudes to enable pupils to appreciate and value difference and diversity, by:

• Promoting equality with regard to race, gender, disability, religion and ethnicity in our school curriculum.

• Promoting equality with regard to race, gender, disability, religion and ethnicity in our assemblies, making links to our core values of respect, determination and happiness.

• Monitoring and evaluating pupils’ attitudes and knowledge around diversity and equality.

Why have we chosen this objective?

Currently, there is an under-representation of ethnic groups within the school, when compared to other schools nationally, however there is a representation of pupils from different groups including both genders, pupils with a disability and pupils from different faiths.

How will this be measured and evaluated?

Leaders will monitor coverage of equalities through curriculum monitoring and assembly monitoring. Pupil voice and book monitoring will be used to evaluate pupils’ knowledge, skills and attitudes to diversity issues. Reporting on equalities information through reports to full governing bodies and teaching and learning curriculum. Behaviour records will be monitored and where there are concerns, these will be addressed with follow up support to individual pupils