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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.

May 2025 FGB Review: 

We are proud to report:

 

1. Narrowing the Attainment Gap (Disadvantaged and SEND pupils)

Progress Made:

  • Curriculum is regularly reviewed to ensure accessibility for all pupils.

  • Scaffolding, targeted resources and appropriate challenge are embedded across lessons.

  • Progress is carefully tracked for pupils with additional needs.

  • Curriculum materials include positive representation of people with disabilities

  • Next Steps:

  • Continue using the Assessment Rationale and School Development Plan focus areas (e.g. Scaffolding, Interactions, SEND) to further reduce the gap.

  • Focus on attainment for disadvantaged children in GLD, Y1 phonics, and KS2 SATs across 2024–25.

  • 2. Access to Clubs and Enrichment Opportunities

    Progress Made:

  • Free morning clubs are in place for KS2, with PPG and doubly disadvantaged pupils prioritised.

  • PPG funding has supported access to holiday clubs, after-school clubs, wraparound care, and enrichment experiences (e.g. Rock Steady, Lego Club, InsideOut days).

  • Pupils with protected characteristics have been supported to represent the school in sporting events.

  • 3 children from ARPs participated in swimming with Year 5.

  • Pupil voice shows PPG pupils feel a stronger sense of belonging and enjoyment of wider school life.

  • Next Steps:

  • Continue flagging pupils who would benefit from club access via collaboration between SEND and pastoral teams.

  • Further develop systems for tracking attendance and engagement across all groups to ensure ongoing equity.

  • 3. Creating an Accessible and Inclusive Learning Environment

  • Progress Made:

  • Extensive adaptations are in place: specialist seating, devices, ramps, sensory equipment, communication boards, etc.

  • Classrooms are decluttered and designed to reduce sensory overload.

  • The Nest and outdoor learning spaces (e.g. The Hollow) offer calm, alternative access points to learning.

  • CPD provided for staff on bespoke SEND and medical needs.

  • Priority parking permits support access during drop-off and collection.

  • Next Steps:

  • Capital funding application submitted to build an inclusive outdoor play area.

  • Continue evolving The Nest to meet a wider range of complex needs.

  • Share good practice, such as our inclusive classroom approach, more widely across the school and beyond.

  • 4. Reducing Prejudice and Promoting Understanding of Difference

    Progress Made:

  • All staff have received racial literacy training.

  • Children have taken part in events such as Black History Month, Diversity Week, Show Racism the Red Card and the school Food Festival.

  • Assembly resources created to support understanding of SEND, neurodiversity and medical differences (LEANS resources and bespoke SEND assemblies).

  • Rainbow Flag Award achieved.

  • Ongoing use of class and whole school assemblies to build SMSC understanding.

  • Next Steps:

  • Teachers to continue using the SEND assembly resource folder and LEANS materials.

  • SEND team to monitor impact through termly focus visits and pupil voice.

  • Embed opportunities for children to explore diversity and inclusion in their everyday learning.

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