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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 – January 2026 FGB Review

We are proud to report:

1. Closing the Attainment Gap

We remain focused on diminishing the difference in attainment between disadvantaged pupils and their peers. Staff continue to use high‑quality scaffolding, tailored resources, and targeted support so all pupils can access the full curriculum.

Progress so far (Jan 2026)

  • Curriculum resources now consistently include diverse representation, including disabled people, supporting our commitment to inclusive curriculum design.
  • Tracking of disadvantaged pupils’ progress is fully embedded, focusing on GLD, Year 1 phonics, and KS2 SATs.
  • Focus groups (Scaffolding, Attendance, Interactions, SEND, Assessment) continue to collaborate effectively and drive strategic interventions.
  • Attendance and classroom interaction strategies are monitored through the updated action plans.

Additions to Good Practice / Specific Examples

  • Curriculum progress is systematically tracked for all pupils with SEND.
  • Targets are set appropriately for pupils with additional needs, and the curriculum is reviewed regularly to ensure full accessibility.

Next steps

  • Continue targeted interventions to diminish differences in attainment.
  • Maintain focus group reviews on scaffolding, attendance, interactions and SEND provision.
  • Evaluate the impact of interventions termly to ensure disadvantaged pupils are working at age‑related expectations.

2. Equal Access to Clubs and Enrichment Opportunities

We are committed to ensuring that all pupils—especially those who are disadvantaged or have SEND—access the same breadth of enrichment experiences.

Progress so far (Jan 2026)

  • Free morning clubs for KS2 continue, with PPG and PPG+SEND (doubly disadvantaged) pupils prioritised.
  • PPG funding supports attendance at Lego Club, Rock Steady, holiday clubs and wraparound care.
  • PPG pupils are subsidised for the Year 6 residential and Year 4 camp.
  • InsideOut days continue to support emotional regulation and confidence, with PPG pupils prioritised.
  • ARP pupils have accessed mainstream activities—including swimming and school trips—with tailored staffing (e.g., 2:1 support, transport).
  • PE Lead continues to ensure representation of pupils with protected characteristics at sporting events.

Additions to Good Practice / Specific Examples

  • ARP pupils participated successfully in swimming through individualised arrangements, including staff driving pupils and providing 2:1 support.
  • A Year 5 pupil with physical disabilities accessed a trip to Oxford through bespoke planning and risk assessment.
  • One Year 6 pupil unable to attend the residential had authorised leave so their parent could provide equivalent experiences.
  • SEND staff supported external club providers with pupil needs (e.g. staff attending Lego Club).
  • Make Sense drama group launched for SEND pupils, with after‑school opportunities planned for summer term.

Next steps

  • Expand enrichment opportunities in response to pupil voice.
  • Monitor attendance and participation to ensure equitable access.
  • Strengthen collaboration between SEND and PPG teams to identify pupils who would benefit from targeted provision.

3. Accessibility of the School Environment

We are committed to ensuring the school environment is inclusive and accessible to all pupils, staff and visitors.

Progress so far (Jan 2026)

  • Extensive adaptations support a broad range of SEND needs, including:
    • Wheelchair‑accessible toilets, ramps, radio aids, adjustable seating, sensory equipment, communication boards, workstation access, visual timetables, risk assessments and PEEPs.
  • The Nest space has been updated to accommodate more pupils with complex needs.
  • ARP rooms have newly fitted flooring; the Rainbow Room has been repainted and repaired.
  • The January 2024 PINS visit identified the learning environment as a significant strength.
  • The school’s Inclusive Classrooms SWAY was showcased at the SENDCo Conference and has been shared with schools across the area.
  • The SEND team have reviewed and issued updated priority parking permits for families with disabled children.

Additions to Good Practice / Specific Examples

  • Capital funding has been secured for a new inclusive playground, designed to meet physical, social and sensory needs. Start date confirmed for March 2026.
  • Continued development of The Nest, supported by RISE Regulation guidance.
  • ARP Network meetings will be hosted at Thameside due to high external interest in our provision.

Next steps

  • Complete installation of the inclusive playground.
  • Continue evolving The Nest and other sensory spaces to meet diverse needs.
  • Further share our inclusive practice through outreach and professional collaboration.

4. Promoting Respect and Reducing Prejudice‑Related Incidents

We remain committed to promoting respect and inclusion across all protected characteristics and reducing prejudice‑related incidents compared with 2024–25.

Progress so far (Jan 26)

  • All staff completed racial literacy training (January 2024).
  • Diversity is celebrated through Black History Month, Diversity Week, the Food Festival, and Show Racism the Red Card.
  • Anti‑Racism Policy and the Rainbow Flag Award remain embedded.
  • SEND team have developed assemblies and classroom resources on neurodiversity, SEND and medical needs.
  • LEANS (Learning About Neurodiversity in Schools) materials are being used in PSHE and assemblies.
  • Annual medical training underway; epilepsy assemblies have supported pupils in understanding the needs of peers.
  • Pupil voice shows increasing empathy from non‑SEND pupils and strengthened belonging among SEND pupils.

Additions to Good Practice / Specific Examples

  • SEND assemblies on neurodiversity have been developed and rolled out.
  • Two year groups have had special assemblies following SEND‑related incidents to support understanding and prevent recurrence.
  • Medical training for staff is nearly complete, and parental feedback (e.g. from a family whose child has seizures) is highly positive.

Next steps

  • Embed SEND and neurodiversity assemblies across the year.
  • Evaluate impact through termly SEND focus visits, reviewing staff confidence and pupil understanding.
  • Track reductions in prejudice‑related incidents against the 2024–25 baseline.
  • Continue to share high‑quality resources and professional development.

Conclusion

Thameside continues to grow as a highly inclusive, equitable and nurturing school. From the enhanced Nest provision and upcoming inclusive playground, to widening enrichment opportunities and embedding diversity and neurodiversity education, we remain committed to ensuring every child can thrive.

Thank you for your continued support in making Thameside a place where every pupil feels understood, valued and included.

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