Staincliffe CE Junior School

Staincliffe CE Junior School

Respect, Trust, Courage and Joy



Staincliffe CE C Junior School is an inclusive school where we focus on the well-being and progress of every child and where all members of our community are of equal worth.

Staincliffe CE C Junior School is also committed to ensuring equality of opportunity in line with the Equality Act 2010.

Staincliffe CE C Junior School seeks to reduce discrimination and harassment of any member of the school and will not discriminate on any of the protected characteristics save where such discrimination is permitted by law.

Protected Characteristics (only 1-7 for pupils) include:

  1. Religion or belief
  2. Race – colour, ethnicity or national origin
  3. Gender or gender identity
  4. Sex or sexuality
  5. Pregnancy or maternity
  6. Disability
  7. Marital or civil partnership status
  8. Age

Where it is practicable to make reasonable adjustments to enable a prospective pupil to take up a place at Staincliffe CE C Junior School and to satisfy the current admissions criteria, the school is committed to providing those reasonable adjustments.  In order to do this, the school will ask for the parent of the pupil to disclose whether they have received any learning support, have had an educational psychologist report or have any disability or other condition of which the school should be aware.  Where a potential pupil has an Education Health Care Plan, the school will work with the Local Authority to ensure that the identified provision is delivered in an appropriate manner.  The school will be sensitive to any issues of confidentiality.

Staincliffe CE C Junior School will not tolerate direct or in-direct discrimination, harassment or victimisation.

We believe that the Equality Act (2010) provides a framework to support our commitment to valuing diversity, tackling discrimination, promoting equality and fostering good relationships between people. It also ensures that we continue to tackle issues of disadvantage and underachievement of different groups.

Staincliffe CE C Junior School is committed to providing an environment which values and includes all pupils, staff, parents and visitors regardless of their educational, physical, sensory, social, spiritual, emotional and cultural needs.  We are committed to challenging attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.


To achieve this, our Equality Objectives 2022 - 2025 are as follows (links to School Development Plan):

  • To ensure the school's core values of Respect, Courage, Trust and Joy are at the heart of our activities and that the curriculum reflects our inclusive ethos. (SDP3)
  • To ensure that our staff have the appropriate knowledge and training about good equalities practice so that we can ensure that our curriculum is diverse and accessible to all, that our behaviour management is fair and equal and that we can identify underachievement in all groups. (SDP1)
  • To ensure that our curriculum reflects the rich diversities of the UK, our local area in order to meet the needs of our children irrespective of race, gender, disability, sexual orientation and religion. (SDP1)
  • To ensure all pupils are ready to learn by providing interventions to support mental health and wellbeing concerns by providing a safe space for pupils and support for parents through appropriate referral processes. (SDP2)
  • To ensure that the achievement of identified PP groups is at the same levels or above that of their peers in school and those nationally. (SDP1)
  • To work towards closing the attainment gap at greater depth in English and maths for all pupils and at the expected standard for writing, by making reasonable adjustments to the curriculum. (SDP1)
  • To promote effective transition into and from the school. (SDP3)


We will also respect the right of parents/carers to withdraw their children from classes which pose conflicts to their own beliefs, however, we do ask for this to be a discussion with the school’s senior leaders so we can further understand this perspective.


Accompanying linking documents: