'I would like to be known as a person who is concerned about freedom and equality and justice and prosperity for all people.' - Rosa Parks

Our school makes all members of our community feel welcome and valued. Our vision of becoming an exceptional school and our school values promote inclusion and equality and tackle discrimination. We have high expectations for all our pupils irrespective of their age, disability, gender reassignment, race, religion or belief, sex or sexual orientation. This involves tackling the barriers which could lead to unequal outcomes so that there is equality of access and that the diversity within our school is celebrated and valued by all.

We believe that equality at our school should permeate all aspects of school life and is the responsibility of every member of the school and wider community. Every member of the school community should feel safe, secure, valued and of equal worth. At Chapelford Village Primary School equality is a key principle for treating all people the same irrespective of their gender, ethnicity, disability, religious beliefs/faith tradition, sexual orientation, age or any other of the protected characteristics (Single Equalities Act 2010).


Our equalities statement is guided by some core principles:

  1. All learners are of equal value
  2. We recognise and respect difference
  3. We foster positive attitudes and relationships, and a shared sense of cohesion and belonging.
  4. We observe good equalities practice in staff recruitment, retention and development
  5. We aim to reduce and remove inequalities and barriers that already exist
  6. We consult and involve widely
  7. Society as a whole should benefit
  8. We base our practices on sound evidence


The school ethos regarding diversity is clear throughout Chapelford Village Primary School and is also taught within our curriculum, particularly through the enriched curriculum we plan across the year. 

Although rare, there have been reported instances of a minority using unkind language at our school. When these incidents occur we always use these as an opportunity to challenge such behaviours so that our playground remains a kind, safe place, where all children feel safe and happy. Children actively challenge intolerance towards others and report it to staff in school.

We celebrate and promote images of inclusion and diversity across the school and this is also embedded within our literacy spine. In addition to this we provide resources and posters that help children to understand this in lessons and assemblies, often being further reflected in our value of the month. 

The positive impact of the work we do around equality, diversity and inclusion has led to a significant increased awareness of LGBT bullying and language. This has further increased confidence in staff when tackling LGBT type bullying and a decrease of children using the word 'gay' inappropriately. No-one in school is afraid to tackle others if they are not displaying our vision and ethos. 
We have also achieved the Wise Up PLATINUM award recognising the work we do around anti-bullying, inclusion and tackling hate crimes. 


Our Equality Objectives 

  • To ensure we welcome different families, including those with same sex parents.
  • To promote spiritual, moral, social and cultural development through all appropriate curricular and extra-curricular opportunities. 
  • To ensure children have an understanding that the freedom to choose and hold other faiths and beliefs is protected in law through direct teaching and Collective Worship;
  • To nurture an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour.
  • To enforce an understanding of the importance of identifying and combatting discrimination through our curriculum.
  • To reduce prejudice and increase understanding of equality through direct teaching across the curriculum, fundraising, active School Council etc;
  • To avoid deterministic notions of fixed ability and to model teaching and learning behaviours that avoid labelling;
  • To promote cultural development and understanding through a rich range of experience, both in and beyond the school;
  • To eradicate prejudice related bullying in relation to the protected characteristics listed in the Equality Act 2010.