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.
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.
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.
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.
A whole-school audit of the provision of diversity in the curriculum has been conducted, both by class and by subject.
Diversity is being dealt with in an age-appropriate way across the Key Stages.
Cultural, religious and ethnic diversity is more apparent than socio-economic, sexual and disability diversity. There is inconsistency in the provision of diverse literature across classes, so this is a focus for 2021-2022.
Unsurprisingly, PSHE contains copious opportunities for diversity issue to be discussed. Subjects such as Maths are more difficult but it has been a useful exercise for leaders to consider their subject in this way. As subject leaders gathered evidence of diversity in their subject, they began immediately to research resources and strategies to improve provision. Some of the subject evidence below includes this research which will support teachers in future provision for the academic year 2021-2022. This will also prove valuable as we welcomed three new teachers in September.
Assemblies and Collective Worship:
Some diversity issues were the central focus of assemblies (such as Ramadan and ‘Julian is a Mermaid’). Diversity was also featured implicitly through use of diverse photos on PowerPoint presentations.
Assemblies and Collective worship themes linked to this aim included:
Next Steps for 2021-2022
Monitor and evaluate the implementation of suggestions from subject leads, particularly use of diverse literature in English.
Monitor and evaluate the extent to which stereotypes are being challenged within the curriculum and resources used.
Induct new teachers into using this rich curriculum.
Find ways to include disability diversity in the curriculum.
Carry out an audit on gender and LGBTQ+ diversity across the curriculum.
Deal with issues of diversity and inequality explicitly in assemblies and collective worship.
Measure the impact through pupil, staff and parent surveys.
Use Education Endowment Foundation research on Meta-Cognition and Self-Regulated Learning to upskill teachers and deepen growth mindset approach.
Disseminate this knowledge to the parent body to support children in developing their learning confidence.
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.