Woodlands Primary School

Woodlands Primary School

Why fit in when you were born to stand out?

Equality information

Woodlands Primary School Equality information and objectives

‘Why fit in when you were born to stand out’


Woodlands Primary School is a large, multi-cultural school where we celebrate our differences and build a culture of kindness and respect for all.  Our ethos is built upon our key drivers- these are the focus of all the decisions we make and help us drive school improvement to ensure that we provide the very best education for our pupils and their families.  At Woodlands we ensure that all members of our community are treated fairly and with kindness & respect; we have uncompromisingly high standards for our children and ensure they meet their full potential and are ready for their next stage of education and are also active, positive and committed members of their community.









Real world experience


  • Community experiences are limited
  • Poverty and high levels of deprivation
  • Need to offer positive role models
  • Lack of cultural and social experiences
  • Need to widen experiences of diversity

Children at Woodlands are offered a wide range of experiences in the form of trips, visitors and experiences.  These open up opportunities that may enrich and challenge thinking and perceptions. 




  • Cultural expectations that require challenge.
  • Poverty and high levels of deprivation and social expectation.
  • A need to provide children with role models that challenge preconceptions and inspire ambition.
  • Need to develop confidence and self-belief.

Children at Woodlands adhere to the school motto “Why Fit In When You Were Born To Stand Out”.  They believe anyone can achieve with commitment, hard work and respect for all.  They listen to others who express different approaches or beliefs but are prepared to challenge and question any injustice or prejudice. 


Responsible global citizens


  • Our children live in a mixed and often conflicted community.
  • The growing levels of violence and criminality in society.
  • The need to question and challenge those who express opinions that conflict with British values.

Woodlands children exhibit understanding of and respect for those with different backgrounds and beliefs. They exhibit bravery and confidence in questioning and challenging inequality at all levels.


Mental & Physical well-being


  • High levels of deprivation lead to many families living in difficult circumstances and often cramped conditions with a lack of outdoor space or opportunities for play.
  • Many children find everyday family life difficult to manage.
  • Many children lack a safe space outside of the school environment.
  • Many children lack support in understanding their mental and emotional health and well-being.

Woodlands children are taught how to manage their feelings and emotions in a safe, calm and supportive environment and develop the ability to self-regulate. 

They are taught the importance of growing healthy connections with trusted others and know how to identify these.


We believe that the Equality Act provides a framework to support our commitment to valuing diversity, tackling discrimination, promoting equality and fostering good relationships between everyone. It also ensures that we continue to tackle issues of disadvantage and underachievement of different groups.


The Equality Act 2010 requires us to publish information that demonstrates that we have due regard for the need to:

  • Eliminate unlawful discrimination, harassment, victimisation and any other conduct prohibited by the Equality Act 2010
  • Advance equality of opportunity between people who share a protected characteristic and people who do not share it
  • Foster good relations between people who share a protected characteristic and people who do not share it.


Equality within the curriculum.

The curriculum at Woodlands is tailored to meet the needs of all pupils- it is highly creative and makes meaningful links across subjects to ensure that the skills and subject knowledge is embedded before moving on. It is revisited and built upon as the children go through the school creating a depth of learning and understanding that builds upon schemas that have already been established.  All staff have a love for the curriculum they are teaching and plan as many experiences for the children that they can – they ensure they are completely inclusive so that no child misses a ‘wow’ moment- this includes the many trips that are planned for our children, as well as launch days, emersion weeks and other whole school days and themes.

If you would like more information about the curriculum in your child’s year group, or how we tailor the curriculum for all of our children, please see the ‘our curriculum’ & ‘our classes’ page on our website, or you can also look in the ‘inclusion’ section.


Woodland’s Equality Objectives

Woodlands Equality objectives have been written in conjunction with our key drivers as these aim at tackling the barriers to education within our school community.


  1. To promote cultural understanding, awareness and tolerance of different religious beliefs between different ethnic groups within our school community.
  2. To close gaps in attainment and progress between pupils in all groups, this includes boys and girls, SEND, pupil premium and those from different heritage groups.
  3. To challenge any use of derogatory language including the use of homophobic, sexist and racist language by the pupils.

Woodland’s response to inequality due to the pandemic

At Woodlands Primary School we are very aware that the pandemic has been very difficult for many within our community. 

As a school, we have created a rationale and plan that aims to work with the children and their families to support them as we return to school and begin to recover from the pandemic.

Our target is

To focus on and create a recovery curriculum that addresses both the academic and social-emotional needs of the children – that aims to “plug gaps in the learning” and that is based upon 5 fundamental principles:


  1. Rebuilding relationships
  2. Understanding the individual child and their community
  3. Know, acknowledge and address the gaps in learning via a transparent curriculum
  4. Metacognition – ensure that children continue to develop the skills for learning
  5. A curriculum that engages and inspires – giving children the space to adjust and minimise any disadvantages


Please read the recovery rationale and plan below for more information.


 Recovery Development Plan .pdfDownload
 Recovery Rationale and plan .pdfDownload
 Single equalities policy Jan 2021 jan 2022 (1).pdfDownload
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