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Thameside Primary School

EQUALITY SCHEME & ACCESSIBILITY PLAN REVIEW

At Thameside, we are committed to promoting equality of opportunity and ensuring that our school is accessible and inclusive for all members of our community. Our Equality Scheme and Accessibility Plan outline how we work to eliminate discrimination, advance equality, and remove barriers to participation and learning.

To ensure we remain accountable and responsive to the needs of our pupils, families, and staff, these plans are reviewed regularly by our Full Governing Body (FGB).

On this page, you will find a summary of the most recent FGB review, which highlights progress made and identifies next steps. These summaries reflect our ongoing commitment to creating a school where everyone feels welcome, supported and able to thrive.

Thameside Primary School

Equality Scheme & Accessibility Plan – March 2026 FGB Review

We are proud to report:

1. Diminishing Attainment Differences

We continue to prioritise reducing the attainment gap for disadvantaged pupils and those with SEND.

Progress

  • High‑quality scaffolding and tailored curriculum resources are embedded, with diverse representation—including disabled people—now consistently included.
  • Tracking systems for disadvantaged pupils’ progress (GLD, Y1 phonics, KS2 SATs) are fully established.
  • Focus groups (Scaffolding, Attendance, Interactions, SEND, Assessment) are driving targeted improvements.
  • Curriculum progress and targets are monitored closely for pupils with SEND; the curriculum is adapted routinely to maintain accessibility.

Examples of Good Practice

  • Systematic SEND progress tracking.
  • Appropriate targets and personalised adjustments for pupils with additional needs.

Next Steps

  • Continue targeted interventions.
  • Maintain termly evaluation of impact.
  • Ensure disadvantaged pupils remain on track for age‑related expectations.

2. Equal Access to Clubs & Enrichment

We remain committed to ensuring equitable access to enrichment for disadvantaged and SEND pupils.

Progress

  • Free morning clubs for KS2 continue, prioritising PPG and doubly‑disadvantaged (PPG+SEND) pupils.
  • PPG funding supports access to Lego Club, Rock Steady, holiday clubs, and wraparound care.
  • InsideOut days continue with priority for PPG pupils.
  • ARP pupils access mainstream activities (e.g., swimming, trips) with individualised staffing such as 2:1 support.
  • PE Lead ensures fair representation of pupils with protected characteristics.

Examples of Good Practice

  • ARP pupils supported through bespoke arrangements (staff transport, 2:1 support).
  • Year 5 pupil with physical disabilities accessed a full‑day trip to Oxford through tailored planning.
  • SEND staff support external club providers (e.g., Lego Club).
  • Make Sense drama group running for SEND pupils, with after‑school expansion planned.
  • Alternative enrichment experiences arranged for pupils unable to attend residentials.

Next Steps

  • Broaden enrichment opportunities based on pupil voice.
  • Track participation to ensure equity.
  • Strengthen coordination between SEND and PPG teams.

3. Accessibility of the School Environment

We continue to develop an environment that is physically, socially and academically accessible to all.

Progress

  • Environment adaptations include wheelchair‑accessible facilities, ramps, radio aids, sensory equipment, communication boards, priority parking permits, and personalised risk assessments.
  • The Nest has expanded to support more pupils with complex needs.
  • ARP rooms and the Rainbow Room have received upgrades.
  • Inclusive Classrooms SWAY showcased at the SENDCo Conference.
  • PINS (Jan 2024) identified the learning environment as a significant strength.

Examples of Good Practice

  • Capital funding secured for a fully inclusive playground (start date: March 2026).
  • Ongoing development of The Nest supported by RISE Regulation team.
  • Thameside to host ARP Network meetings due to high external interest in our inclusive model.

Next Steps

  • Complete installation of inclusive playground.
  • Continue evolving The Nest and sensory spaces.
  • Share inclusive practice more widely through outreach and collaboration.

4. Promoting Respect & Reducing Prejudice‑Related Incidents

We remain committed to fostering respect and reducing prejudice across all protected characteristics.

Progress

  • All staff completed racial literacy training (2024).
  • Celebration of diversity through Black History Month, Diversity Week, Food Festival, and Show Racism the Red Card.
  • Anti‑Racism Policy and the Rainbow Flag Award are embedded.
  • SEND team have created assemblies and resources on neurodiversity and medical needs.
  • LEANS (Learning About Neurodiversity in Schools) now used in PSHE and assemblies.
  • Medical needs education strengthened (e.g., epilepsy assemblies).

Examples of Good Practice

  • SEND assemblies delivered across the school.
  • Targeted year‑group assemblies following SEND‑related incidents.
  • Strong parental feedback regarding medical support.
  • AHT for Inclusion attending Inclusive Champions training (cultural & racial humility).

Next Steps

  • Embed SEND and neurodiversity assemblies throughout the year.
  • Monitor impact via termly SEND focus visits.
  • Track prejudice‑related incidents against 2024–25 baseline.

Conclusion

Thameside continues to strengthen its position as an inclusive, equitable and nurturing school. From enhanced SEND provision and the forthcoming inclusive playground, to wider enrichment access and deepened diversity education, we remain fully committed to ensuring every pupil feels understood, valued and able to thrive.

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