Home Page

St Paul's Church of England Combined School

Google Translate
Google Search

Key Policies

All school policies can be obtained from the School Office.  Please write or e-mail with your request. If you should require a paper copy let us know. They will be provided free of charge. Key policies are published below. Other policies are published on relevant pages of the website.



Equal Opportunities


St. Paul's school is committed to providing equality of opportunity to all those associated with it regardless of race, religion, gender or ability. We actively promote inclusion and seek to provide a learning environment accessible to all.


St Paul’s school is an anti-racist establishment. Racist behaviour or abuse will not be tolerated.


Equality Objectives


To promote cultural understanding through a rich range of experiences


The issue of developing a deeper awareness of diversity remains a challenge in our largely mono-cultural school. The links with other cultures we have are exploited fully and enrich many aspects of school life including PE lessons, assemblies, class trips and music experiences.


Review Summer 2020: 

Whole school

VE Week themed learning

Implementation of modernised, relevant and appropriate PSHE curriculum which includes explicit and specific reference to diversity.

Collective worship schedule includes stories and real-life accounts from a range of cultures;

EYFS looked at the festival of Chinese new year, Diwali.  How harvest is in celebrated in other countries;

Y1 Visit to St Paul’s to study baptism; stories from other cultures.  We compared "We are going on a bear hunt' to 'We are going on a Lion Hunt' and then compared the continent of Africa to Europe and looked at similarities and differences; Geography: look at homes around the worldCompare how countries celebrate Christmas around the world;

Y2 Study of the Jewish faith and some of their traditions.  How a number of different cultures celebrated New Year, Chinese New Year, Jewish New Year and the Sikh celebration of Vaisakhi;

Y3 French: songs and read stories and powerpoints about how they live; wrote Christmas letters to Pere Noel; School linking project with Ash Hill.  The children enjoyed meeting up and talking about their experiences and shared items that they had made for each other to swap; RE Used the mediums of light, dress and food to explore how these are important elements in faith, worship, celebration and custom for Christians, Hindu and Jewish families;

Y5 read and write about the book Journey to Jo'burg which covers the topic of apartheid; Geography: The Commonwealth is studied including its multicultural make up;

Y6 Art: Matisse & Van Gogh; D&T: 3 course meal project involves looking at food from other countries.


To move beyond deterministic notions of fixed ability and to model teaching and learning behaviours that avoid labelling.


We are committed to developing positive attitudes to learning and the concept of growth mindset meaning we can all literally 'grow our brains'.Children are encouraged to welcome struggle as part of learning and develop perseverance and determination. 


Review Summer 2020:

Introduction of a weekly Learning Behaviour Focus introduced at the beginning of each week and reviewed on a Friday in classes across the school. Includes KS1 and KS2 -appropriate stimulus.  Learning Behaviours include: resourcefulness, independence, patience;

Learning at Home provision included Weekly Challenges. These were varied and largely non-academic. To encourage children and parents to try unfamiliar activities and learn new skills;

The latest high quality resources and research gained through membership of the PSHE Association;

Development of a new PSHE curriculum that promotes growth mindset attitudes;

Commissioning of specialist teachers to support Year 6 children in transition to secondary school;

Emotional Learning Support Assistant supporting an increasing number of children individually to develop resilience.


How St Paul's complies with the public body equality duty:


Decision makers in schools are aware of the duty to have “due regard” when making a decision or taking an action and assess whether it may have particular implications for people with particular protected characteristics. We consider equality implications before and at the time that we develop policy and take decisions, not as an afterthought, and keep these under review on a continuing basis – it is not just a question of ticking boxes or following a particular process.