Equality duty 

Equality Objectives 2026–2030

The Riverside Federation

At The Riverside Federation, every child is valued for who they are. Guided by our Christian vision and values of compassion, friendship and tolerance, we are committed to creating an inclusive community in which all pupils, staff, parents and visitors are treated with dignity, respect and fairness.

We have due regard to the need to:

• eliminate discrimination, harassment and victimisation;

• advance equality of opportunity; and

• foster good relations between people who share a protected characteristic and those who do not.

Our equality objectives are reviewed at least every four years, with progress considered annually by leaders and governors.

Our objectives

1. Ensure all pupils can access an ambitious, inclusive curriculum.

To measure progress, we will monitor participation, attainment and progress, identifying and addressing any barriers experienced by pupils with SEND, disabilities or other protected characteristics.

2. Promote a culture where difference is understood, respected and celebrated.

To measure progress, we will use the curriculum, collective worship, PSHE and school events to develop pupils’ understanding of diversity, faith, belief, disability, race, gender and family backgrounds. Monitor pupil voice and behaviour records.

3. Reduce disadvantage and improve outcomes for vulnerable pupils.

To monitor progress, we will review attendance, engagement, progress and wellbeing for disadvantaged pupils and other identified groups; put timely support in place where gaps emerge.

4. Ensure reasonable adjustments and accessible communication are consistently in place.

To monitor progress, we will review accessibility arrangements, provision plans and communication with families, responding promptly to identified needs and feedback.

5. Maintain a fair, inclusive and respectful working environment.

To monitor progress, we will promote equality in recruitment, professional development and employment practices, and monitor concerns or incidents to inform improvement.

Equality information

The Federation considers equality information when making decisions, planning provision and reviewing policies. This includes information relating to pupil attainment and progress, attendance, behaviour, exclusions, participation, SEND, disability and wellbeing, alongside feedback from pupils, families, staff and governors.

These objectives support our commitment to helping every member of our community flourish.

Schools in England must publish equality objectives at least every four years and publish information demonstrating compliance with the Public Sector Equality Duty annually. The objectives should be specific and measurable. (https://www.gov.uk/government/publications/public-sector-equality-duty-guidance-for-public-authorities/public-sector-equality-duty-guidance-for-public-authorities)

This wording reflects The Riverside Federation’s published vision of valuing every pupil, enabling them to fulfil their potential, and treating the community with compassion, friendship and tolerance. (https://riversidefederation.org.uk/Vision-and-Values/)

How The Riverside Federation complies with the Public Sector Equality Duty

The Riverside Federation is committed to meeting its responsibilities under the Equality Act 2010 and the Public Sector Equality Duty.

The Federation has due regard to the need to:

1. Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Equality Act 2010;

2. Advance equality of opportunity between people who share a protected characteristic and those who do not; and

3. Foster good relations between people who share a protected characteristic and those who do not.

Our approach is rooted in our Christian vision: that every pupil is valued for who they are, can fulfil their potential and is treated with compassion, friendship and tolerance.

How we meet the duty

Inclusive education and removing barriers

We aim to ensure that every pupil can access a high-quality education and participate fully in school life. We identify and address barriers relating to learning, attendance, participation, wellbeing, communication and access to the school environment.

This includes:

• providing appropriate support for pupils with special educational needs and disabilities;

• making reasonable adjustments where required;

• reviewing individual needs and provision;

• working with parents, carers, external professionals and relevant services; and

• monitoring participation in lessons, enrichment activities, visits, worship and wider school opportunities.

Monitoring equality information

Leaders and governors consider relevant equality information when evaluating provision, setting priorities and making decisions. This may include information about:

• attainment and progress;

• attendance and persistent absence;

• behaviour, bullying and prejudice-related incidents;

• exclusions;

• participation and engagement;

• special educational needs and disability;

• pupil wellbeing;

• access to the curriculum and wider school life; and

• feedback from pupils, families, staff and governors.

Where appropriate, information is considered by relevant groups and is used to identify barriers, plan support and evaluate the impact of actions. Personal and sensitive information is handled confidentially and is not published where individuals could be identified.

Promoting respect and understanding

We promote equality, diversity and respectful relationships through:

• the curriculum;

• PSHE;

• collective worship and assemblies;

• books, resources and classroom discussion;

• school rules and behaviour expectations;

• opportunities to learn about different backgrounds, faiths, beliefs and experiences; and

• positive relationships between pupils, staff, families and the wider community.

Pupils are encouraged to recognise and challenge prejudice, stereotyping, discrimination and bullying.

Preventing and responding to discrimination

The Federation does not tolerate discrimination, harassment, victimisation or prejudice-related bullying. Concerns are taken seriously and are:

• recorded appropriately;

• investigated promptly and fairly;

• addressed in line with the Federation’s policies and procedures;

• communicated to parents or carers where appropriate; and

• used to inform education, support, safeguarding and improvement activity.

Relevant incidents are monitored so that leaders and governors can identify patterns and take further action where necessary.

Supporting staff and fair employment practice

We aim to provide a fair, inclusive and respectful working environment for all staff, volunteers and applicants. Equality considerations are taken into account in areas including:

• recruitment and selection;

• professional development;

• staff wellbeing;

• workplace adjustments;

• access to opportunities; and

• the handling of concerns and complaints.

Equality in decision-making

When developing policies, planning provision or making significant decisions, the Federation considers the potential impact on people who share protected characteristics. Equality considerations are incorporated into school improvement planning, policy review, curriculum development, accessibility planning and resource decisions where relevant.

Equality objectives and review

The Federation publishes equality objectives setting out the practical steps it will take to advance equality and remove disadvantage. These objectives are reviewed at least every four years, with progress considered regularly by leaders and governors.

The Federation also publishes equality information to demonstrate how it is meeting the Public Sector Equality Duty. This information is reviewed and updated as appropriate.

The protected characteristics

The Equality Act 2010 protects people from discrimination relating to:

• age;

• disability;

• gender reassignment;

• marriage and civil partnership;

• pregnancy and maternity;

• race;

• religion or belief;

• sex; and

• sexual orientation.

Responsibility and monitoring

Responsibility for promoting equality is shared across the Federation:

• The Executive Headteacher and senior leaders oversee implementation and ensure that equality is reflected in day-to-day practice.

• All staff are expected to promote inclusion, challenge discrimination and follow relevant policies.

• Governors provide oversight, monitor progress and consider equality when reviewing performance and improvement priorities.

• Pupils, parents, carers and staff are encouraged to raise concerns and contribute feedback about equality, inclusion and accessibility.

This statement should be read alongside the Federation’s Equality Policy, Equality Objectives, Accessibility Plan, SEND Information Report, Behaviour Policy, Anti-Bullying Policy and Safeguarding Policy