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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.

July 2025 FGB Review: 

We are proud to report:

1. Closing the Attainment Gap

We continue to prioritise closing the gap between disadvantaged pupils and their peers. Our staff use tailored resources and scaffolding strategies to support all learners in accessing the curriculum fully. We track progress carefully, setting effective targets to ensure pupils with additional needs make good progress.
Progress so far:

  • Curriculum resources now include diverse representations, including people with disabilities.

  • Regular tracking and review of disadvantaged pupils’ progress are in place, with a focus on key stages such as early years, Year 1 phonics, and KS2 SATs.

  • Collaboration across teams has improved to support pupils’ learning needs more effectively.

Next steps:

  • Continue to monitor progress through focus group action plans on scaffolding, attendance, and SEND provision.

  • Implement targeted interventions where needed to further close gaps.

2. Equal Access to Clubs and Enrichment Activities

We want all pupils, especially those who are disadvantaged or have additional needs, to have equal access to clubs and enrichment opportunities. We offer free morning clubs prioritising these pupils and use funding to support attendance at after-school clubs, holiday clubs, residential trips, and unique experiences like Insideout days (horse-riding and self-regulation).
Progress so far:

  • Successful collaboration with SEND and PPG teams to identify and invite pupils who benefit most from clubs.

  • Introduction of new clubs such as Lego club, with strong SEND participation.

  • Disadvantaged pupils have been able to join year group trips and activities, including swimming and zoo visits.

  • PE lead actively ensures fair access to sporting events.

Next steps:

  • Continue to expand club offerings based on pupil interests and needs.

  • Monitor attendance and participation rates to ensure continued equitable access.

  • Promote pupil voice around enrichment opportunities to shape future offerings.

3. Accessibility of the School Environment

We have made many adjustments to ensure our school is welcoming and accessible for all pupils, staff, and visitors. This includes physical adaptations like wheelchair-accessible toilets, ramps, and sensory play areas, alongside equipment such as radio aids, workstations, and communication tools. Staff receive ongoing training on pupils’ bespoke needs.
Progress so far:

  • Creation of sensory-friendly spaces like The Nest and The Hollow, supporting pupils with complex needs.

  • Use of technology and specialist equipment to aid communication and learning.

  • Regular decluttering and signage improvements to reduce sensory overload and support navigation.

  • Positive feedback from recent inspections highlighting our inclusive learning environment.

Next steps:

  • Completion of an inclusive playground accessible to all pupils.

  • Continue to evolve sensory spaces to support a broader range of needs.

  • Share best practices and resources with other schools through hosting ARP network meetings.

4. Promoting Respect and Reducing Prejudice

We are committed to reducing prejudice-related incidents and promoting a culture of respect and understanding for all protected characteristics. Staff have completed racial literacy training, and we actively celebrate diversity through events such as Black History Month, Diversity Week, and the Food Festival.
Progress so far:

  • Implementation of an Anti-Racism Policy and the Rainbow Flag award.

  • Use of assemblies and curriculum resources to challenge stereotypes and celebrate differences.

  • Development of SEND-focused resources and assemblies to increase understanding of neurodiversity and special medical needs.

Next steps:

  • Continue to embed learning about diversity and inclusion through class assemblies and pupil activities.

  • Monitor pupil voice and behaviour logs to track reductions in prejudice incidents.

  • Develop further training and resource sharing to maintain staff confidence and expertise.

We are proud of the progress made so far and remain committed to continually improving our school’s equality and accessibility for every member of our community. Thank you for your ongoing support in making Thameside a welcoming and inclusive place for all.

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