Skip to content ↓
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 – July 2026 FGB Review

We are pleased to report continued progress against the school's Equality Objectives and Accessibility Plan.

1. Diminishing Attainment Differences

We remain committed to reducing attainment gaps and ensuring all pupils, including disadvantaged pupils and those with SEND, can access an ambitious curriculum and achieve well.

Progress

  • High-quality scaffolding and adaptive teaching remain embedded across the school.
  • Curriculum resources continue to reflect a diverse society, including positive representation of disability and difference.
  • Progress is tracked carefully for all pupils, including those with SEND and those who are disadvantaged.
  • Focus groups for Scaffolding, Attendance, Interactions, SEND and Assessment continue to drive school improvement and targeted intervention.
  • Curriculum reviews ensure that learning remains accessible, ambitious and appropriately adapted.
  • SEND pupil progress is closely monitored, with personalised targets and support plans reviewed regularly.

Examples of Good Practice

  • Robust systems for tracking SEND and disadvantaged pupil outcomes.
  • Personalised targets tailored to pupils' needs.
  • Strong collaboration between assessment, SEND and attendance teams to identify barriers to learning.
  • Ongoing curriculum review to ensure accessibility and inclusion.

Next Steps

  • Continue implementing actions from focus group plans.
  • Evaluate intervention impact through termly reviews.
  • Further reduce attainment differences for disadvantaged pupils.
  • Strengthen attendance for pupils whose learning outcomes are affected by persistent absence.

2. Equal Access to Clubs and Enrichment

We continue to ensure that pupils have equitable access to extracurricular activities, enrichment opportunities and wider school experiences.

Progress

  • Free KS2 morning clubs remain targeted towards disadvantaged and doubly disadvantaged pupils.
  • Pupil Premium funding continues to support attendance at clubs, wraparound care, holiday provision and enrichment activities.
  • Subsidies remain available for residential visits and camps.
  • Pupil Premium pupils continue to be prioritised for InsideOut enrichment opportunities.
  • ARP pupils access a wide range of mainstream experiences, including swimming lessons and educational visits.
  • Participation is monitored to ensure representation across protected groups.
  • The Make Sense drama programme has continued to provide specialist enrichment opportunities for pupils with SEND.

Examples of Good Practice

  • Successful inclusion of ARP pupils in mainstream activities through personalised staffing and transport arrangements.
  • Full accessibility arrangements enabled a Year 5 pupil with physical disabilities to participate in an educational visit to Oxford.
  • External club providers are supported by SEND staff to ensure inclusive practice.
  • Bespoke alternative experiences have been arranged for pupils unable to access residential visits safely.
  • Many pupils with additional needs successfully attended this year's residential and camp opportunities.

Next Steps

  • Continue widening participation in enrichment activities.
  • Use participation data to identify and address any inequalities in access.
  • Further strengthen collaboration between SEND and Pupil Premium leadership.

3. Accessibility of the School Environment

The school continues to invest in creating an inclusive environment that enables all pupils, staff and visitors to participate fully in school life.

Progress

  • A wide range of accessibility adaptations remain in place, including ramps, accessible toilets, radio aids, specialist furniture, sensory equipment, communication boards and assistive technology.
  • The permit system for families of disabled pupils continues to support access during School Street hours.
  • SEND focus days have reviewed classroom environments to ensure consistency in inclusive practice.
  • The Nest provision continues to be developed and adapted in response to pupils' increasingly complex needs.
  • ARP learning spaces and the Rainbow Room have been refurbished and improved.
  • The school's Inclusive Classrooms SWAY has continued to be recognised and shared as an example of effective inclusive practice.
  • Staff with additional medical needs have also received appropriate workplace support.

Examples of Good Practice

  • Completion of the new inclusive playground and SEND play area in April 2026.
  • Development of accessible outdoor spaces that support pupils' sensory, physical and regulatory needs.
  • Continued improvements to The Nest, ARP areas and wider learning environments.
  • Communication boards, visual timetables and sensory resources available throughout the school.

Next Steps

  • Continue refining The Nest and associated provision.
  • Develop further outdoor sensory and regulation opportunities.
  • Continue sharing effective practice through ARP networks and outreach work.

4. Promoting Respect and Reducing Prejudice-Related Incidents

We remain committed to promoting understanding, celebrating diversity and fostering a culture of belonging for all members of our school community.

Progress

  • Racial Literacy training remains embedded across the staff team.
  • Diversity continues to be celebrated through Black History Month, Diversity Week, Show Racism the Red Card and the Food Festival.
  • The Anti-Racism Policy and Rainbow Flag Award continue to underpin inclusive practice.
  • LEANS (Learning About Neurodiversity at School) resources are being used to increase understanding of neurodiversity.
  • SEND and neurodiversity assemblies continue to raise awareness and build empathy.
  • Medical awareness has been strengthened through assemblies and annual staff training.
  • Targeted assemblies have been delivered following SEND-related incidents to address misconceptions and reinforce inclusive values.
  • Parents continue to provide highly positive feedback regarding support for pupils with medical needs.
  • The AHT for Inclusion has continued Inclusive Champions training, including cultural and racial humility.

Examples of Good Practice

  • Whole-school assemblies and classroom learning explicitly promote understanding of SEND, disability and neurodiversity.
  • Prompt educational responses following incidents help to strengthen understanding and reduce prejudice.
  • Regular medical training ensures staff confidence in supporting a wide range of conditions.
  • Strong parental confidence in the school's inclusive and supportive approach.
  • A consistent whole-school commitment to equality, diversity and belonging.

Next Steps

  • Further embed SEND and neurodiversity awareness throughout the curriculum and assembly programme.
  • Continue monitoring impact through SEND focus visits and pupil voice.
  • Track and analyse prejudice-related incidents against previous years to evaluate impact and identify trends.

Conclusion

Thameside continues to strengthen its reputation as a highly inclusive and nurturing school where equality, accessibility and belonging are central to decision-making. Significant developments this year include the completion of the new inclusive playground and SEND play area, continued expansion of The Nest provision, strong participation of disadvantaged and SEND pupils in enrichment activities, and ongoing work to promote understanding of diversity, disability and neurodiversity. We remain committed to ensuring that every pupil feels valued, represented and able to thrive both academically and personally.

Cookie Policy