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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 – April 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 across the school, with consistent representation of disabled people and diverse groups.
  • Robust tracking systems are in place for disadvantaged pupils’ progress, including GLD, Year 1 phonics and KS2 SATs.
  • Focus groups (Scaffolding, Attendance, Interactions, SEND and Assessment) are driving targeted, evidence‑informed improvements.
  • Curriculum progress for pupils with SEND is closely monitored, with adaptations routinely made to maintain accessibility and ambition.

Examples of Good Practice

  • Systematic tracking of SEND pupil progress.
  • Targets that are appropriate, personalised and regularly reviewed.
  • Curriculum reviews that ensure lessons meet a wide range of needs.

Next Steps

  • Continue targeted interventions informed by focus group work.
  • Maintain termly evaluation of impact.
  • Ensure disadvantaged pupils remain on track to achieve age‑related expectations.

2. Equal Access to Clubs & Enrichment

The school remains committed to ensuring all pupils can access enrichment opportunities, regardless of disadvantage or additional needs.

Progress

  • Free KS2 morning clubs continue, with priority given to PPG and doubly‑disadvantaged pupils (PPG + SEND).
  • PPG funding supports access to Lego Club, Rock Steady, holiday provision and wraparound care.
  • PPG pupils are subsidised for residential trips and camps.
  • InsideOut enrichment days continue with priority access for PPG pupils.
  • ARP pupils successfully access mainstream activities such as swimming and trips, supported by individualised staffing arrangements.
  • The PE Lead monitors participation to ensure fair representation of pupils with protected characteristics.

Examples of Good Practice

  • ARP pupils supported through bespoke transport and 2:1 staffing.
  • A Year 5 pupil with physical disabilities accessed a full‑day Oxford trip through detailed planning and adjustments.
  • SEND staff support external club providers to ensure inclusive practice.
  • The Make Sense drama group runs for SEND pupils, with after‑school expansion planned.
  • Alternative enrichment experiences arranged where residential visits are not appropriate.

Next Steps

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

3. Accessibility of the School Environment

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

Progress

  • Extensive adaptations support access, including ramps, wheelchair‑accessible toilets, radio aids, sensory equipment, communication boards, assistive technology and personalised risk assessments.
  • Priority parking permits are issued to families with disabled children during School Street hours.
  • The Nest provision has been expanded and updated to support pupils with increasingly complex needs.
  • ARP spaces and the Rainbow Room have been refurbished.
  • SEND focus days have reviewed classroom environments to ensure consistency.
  • The school’s Inclusive Classrooms SWAY has been shared at a SENDCo Conference as a model of best practice.
  • A PINS visit (January 2024) identified the learning environment as a significant strength.

Examples of Good Practice

  • Capital funding secured for an inclusive playground.
  • The new SEND play area and inclusive playground were completed and opened in April 2026, providing accessible, sensory‑rich outdoor provision for pupils with complex needs.

Next Steps

  • Continue evolving The Nest and outdoor sensory provision.
  • Share inclusive practice more widely through ARP Network meetings and outreach.

4. Promoting Respect & Reducing Prejudice‑Related Incidents

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

Progress

  • All staff have completed racial literacy training.
  • Diversity is celebrated through events including Black History Month, Diversity Week, the Food Festival and Show Racism the Red Card.
  • The Anti‑Racism Policy and Rainbow Flag Award are embedded in practice.
  • The SEND team has developed assemblies and classroom resources on neurodiversity and medical needs.
  • LEANS (Learning About Neurodiversity in Schools) resources are used in PSHE and assemblies.
  • Medical awareness has been strengthened, including epilepsy assemblies and annual training.
  • Targeted assemblies are delivered following SEND‑related incidents.
  • Strong parental feedback highlights effective medical and SEND support.
  • The AHT for Inclusion continues training as an Inclusive Champion, including cultural and racial humility.

Examples of Good Practice

  • SEND, neurodiversity and disability awareness are proactively promoted through assemblies and PSCHE, supported by embedded LEANS resources.
  • Targeted year‑group assemblies are delivered promptly following SEND‑related incidents to address misconceptions and reinforce inclusive values.
  • Medical needs awareness has been strengthened through assemblies and annual training (e.g. epilepsy), leading to strong parental confidence in school support.
  • Whole‑school commitment to equality is demonstrated through staff racial literacy training, the embedded Anti‑Racism Policy and the Rainbow Flag Award.
  • Inclusion leadership is strengthened through the AHT for Inclusion’s participation in Inclusive Champions training, including cultural and racial humility.
  • Diversity and respect are celebrated through planned curriculum events such as Black History Month, Diversity Week and Show Racism the Red Card.

Next Steps

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

Conclusion

Thameside continues to strengthen its position as an inclusive, equitable and nurturing school. From diminishing attainment gaps and widening access to enrichment, to the completion of our inclusive playground and continued development of SEND provision, we remain fully committed to ensuring every pupil feels understood, valued and able to thrive.

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