Aims of Bowdon Church School
We are a welcoming community where each member is valued and respected. We provide the opportunity for all children to achieve their full potential in a caring and secure Christian atmosphere.
As a Church School, we place a strong emphasis on creating and sustaining an ethos based on Christian principles. Care, understanding and respect for each other are paramount and we aim to nurture and develop positive spiritual, moral, social and cultural attitudes within our school community. Religious education and collective worship are central to the life of our school, whilst reflecting the rich variety of religious traditions and diversity of our society. We actively seek to provide a supportive environment for all families, recognising the diverse range of family groupings for our children.
Show respect for, and appreciation of, one another as individuals
Encourage a questioning and reflective approach to life
Promote British values within the curriculum: democracy; the rule of law; individual liberty; mutual respect for and tolerance of those with different faiths and beliefs.
Challenge opinions or behaviours in school that are contrary to fundamental British values.
As a staff we will look at curriculum areas within the school to ensure that organisational and administrative procedures avoid stereotyping through inappropriate discrimination.
The school will seek to provide pupils with positive role models which challenge negative stereotyping and therefore ensure that equal opportunities permeate the life and work of the school. (For example representing women in science and engineering roles)
The rebuilding of Bowdon Church School was completed in September 2015. The new building has been designed to be completely accessible to all. We have easy access into all areas of the building, a lift to and from the upper floor and two hygiene rooms (one on each floor) both containing a seated shower. Any specific accessibility arrangements are always made to ensure comfort and each for each person.
Teaching and Learning
Regardless of sex, race, culture or disability children will have equal opportunity within and equal access to all areas of the whole school curriculum. This is recognised by policies including ‘Equal Opportunities’ where appropriate.
Monitoring of attainment in subjects will examine differences by gender, ethnicity, age and social information when appropriate. Reports of findings will be made known to staff and governors in pupil tracking meetings. after the publication of RAISE.
We celebrate the fact that some of our children speak more than one language. We carefully monitor and track the progress of pupils with English as an Additional Language (EAL) to ensure they are not disadvantaged and recognise that they may require additional support to acquire the same competence in English as in their home language(s).
Efforts will be made to recognise and be aware of the possibility of gender or race issues in both our teaching and learning materials and our teaching styles.
Materials and resources are carefully selected for all areas of the curriculum so as to avoid stereotypes, including STEM subjects.
Teaching time, attention and all resources are given equally to all children.
Boys and girls are encouraged to participate equally in the full range of activities both inside and outside the classroom.
All children are encouraged to work and play freely with others.
Equality between all pupils is recognised when giving/delegating responsibilities and noting achievements.
Discipline procedures, notably rewards and sanctions, are the same for all pupils.
Teaching and other groupings e.g. dinner queues, assembly seating, lines for dismissal, classroom seating and playground areas are organised on the basis of criteria other than gender – for example Year group, ability, friendship.
School uniform and sports kits are not gender specific
Equality between staff is recognised when giving/delegating responsibilities and noting achievements.
All staff have the opportunity, in line with the School Development Plan and the School Budget Plan, to take part in appropriate training to enable them to reach their full potential.
As a school we work to incorporate the Trafford LEA’s guidelines for Equal Opportunity into our primary practice.
Parental forums have been set up to help give more focused feedback on SEND and curriculum development. The new Relationships Education Curriculum is also being reviewed closely by a working team in school to ensure changes are in line with equality for all. A parental forum will assist in reviewing our curriculum, which will be based on 'Heart Smart'. https://www.heartsmart.school/#WhatisHeartSmart
A new assessment electronic tracking system was introduced in school to enable specific groups to be compared more easily and highlight potential issues to be addressed.
A new reporting system for behaviour, equality and safeguarding concerns, CPOMs was introduced to ensure all staff in school had a reliable system to report concerns and support children effectively.
In the summer term we welcomed Mrs Power to lead 'Faith and Family' in school. She supports children in school with social and emotional challenges or friendship issues.
Girls' football was established, representing the school on a regular basis.
Subject leaders investigated a potential gender issue within their subject to ensure equality throughout the curriculum.
From pupil voice surveys, science and computing were found to be seen in school as equal for girls and boys, but more examples of women in science as role models should be used whenever possible. The national computing Cebras challenge was completed equally by boys and girls.
It was found that boys dominated playing sport on the MUGAs so a PE - lunchtime girl only time slot proved successful and encouraged more girls to participate on a regular basis.
Boys' writing was a focus of a research project with Manchester University and Trafford Teaching Schools Alliance (TTSA) and staff meetings were held to develop a range of resources to inspire all writers, but particularly reluctant boys.
The Equality Act (2010) was introduced to combine the Sex Discrimination Act 1975, Race Relations Act 1976 and Disability Discrimination Act 1995. Previously public bodies were bound by these three sets of duties to promote disability, race and gender equality. In April 2011 these were replaced by a single public sector equality duty (known as the PSED or the equality duty). This new duty extends to all the aspects of a person's identity that are protected under the Equality Act 2010. These are known as protected characteristics and are:
Public bodies including schools and settings have a general duty to have due regard when making decisions and developing policies, to:
To help schools and maintained EYFS settings in England meet the general equality duty, there are two specific duties that they are required to carry out. These are: