Promoting Equality of Opportunity

• Democracy – see FBV overview
• Systematic monitoring – all children are systematically monitored within every lesson so that any misconception can be dealt with at the point of learning.

• LSA deployment – LSAs work with all groups of children and not just LA pupils. However, LSAs give extra help to children who need it, including those with language or emotional needs, so as to ensure children can access learning. 
• Love Days – all children have the same selection of activities to select from and year groups take it in turns to select first
• WAM – Children receive the same selection of reward activities once they have achieved 25 WAM points
• Monitors jobs – all children can have a monitors job within the classroom
• Productions – all children are welcome to audition for the school play and all children can have a speaking role in the year 6 production.
• Sports – we enter a wide variety of school teams across a range of sports, achieving Gold mark status
• Sports – clubs are run at lunch time and after school that are open to either the whole school or entire cohorts e.g. cross country club has 120+ attendees. 
• Activity weeks – children who do not attend residential trips are exposed to a range of activities that have a similar nature to those that are experienced by those on the trip. 
• Children led clubs – Children lead a range of clubs at lunchtime that they have requested to organise
• Diversity withing resources - Curriculum resources (books, history topics, etc.) are chosen to avoid stereotypes and promote respect for everyone. 
• Trips – School trips are open to all children.
• Leadership roles – JLT and Pupil Voice are open to all children — not just the most confident or advantaged.
• Data Analysis - School leaders monitor data (attendance, progress, behaviour) to identify and close any gaps between groups.

Promoting Diversity

• At MJS, we have a variety of cultures & beliefs amongst our pupils and staff. Although broadly Christian in ethos, we celebrate diversity with the children. 
• Our RE learning includes stories, discussions, visitors and learning about celebrations from a variety of faiths and cultures. Pupils and visitors of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. Children visit places of worship that are important to different faiths where possible (potentially a virtual visit).
• Units of work are established to celebrate a range of diverse cultures: French, Chinese, House of Wisdom. Also a topic in Year 4 specific celebrates the diverse nature of the class. 
• At MJS, we will actively challenge pupils, staff or parents expressing opinions contrary to fundamental British Values, including ‘extremist’ views. 
• Within PSHE units of work explicitly look at Diversity such as an Anti Bullying unit in Y6 and two earlier units in years 3 and 4.
• During Circle Time, ‘No More Outsiders’ books stimulate class discussions around inclusivity and diversity 
• Within art a range of influences are examined such as Picasso, Warhol, Basquiat and Goldsworthy.
• During Literacy texts are used from a range of cultures and backgrounds e.g. Journey to Jo’burg and Dear Olly
• Corridor displays constantly cover a range of diverse cultures and diversity itself such as the PSHE celebrating diversity display. 

• Lessons include different family types so every child feels represented.

• Assemblies celebrate multicultural events and promote values such as respect and understanding.

• Themed days or weeks, like “Connect Week” or “Odd Socks Day,” give pupils a chance to share their backgrounds and experiences.

• Systems are in place so that all voices can be heard e.g. Pupil Voice, MHWB team, staff surveys, Parent questionnaires.

• Schools invite visitors and speakers from diverse communities.