Community Cohesion Policy

Lord Blyton Primary School




We at Lord Blyton Primary School are committed to being a school which actively acknowledges and celebrates the diversity of not only our school community, but more especially, the wider community of which we are all citizens.  In our community everyone is valued and included regardless of ability, age, attainment, background, beliefs, ethnicity or gender.


Legal obligations

In promoting inclusion and cohesion, we embrace our duties under the Race Relations 1976 as amended by the Race Relations Amendment Act 2000; the Disability Discrimination Acts 1995 and 2005; and the Sex Discrimination Act 1975 as amended by the Equality Act 2006 as well as the Education and Inspections Act 2006 to promote community cohesion.

We recognise that these four sets of duties are essential for achieving the five outcomes of the Every Child Matters framework, and that they reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998.


Guiding principles

In fulfilling our legal obligations, we are guided by seven principles:

Principle 1:  All learners are of equal value.

·         Whether or not they are disabled

·         Whatever their ethnicity, culture, religious affiliation, national origin or national status

·         Whichever their gender


Principle 2:  We recognise and respect diversity.

Treating people equally does not necessarily involve treating them all the same. Our policies, procedures and activities must not discriminate, but are differentiated, as appropriate, to take account of differences of life-experience, outlook and background, and in the kinds of barrier and disadvantage which people may face, in relation to:

  • Disability, so that reasonable adjustments are made
  • Ethnicity, so that different cultural backgrounds and experiences of prejudice are recognised
  • Gender, so that the different needs and experiences of girls and boys, women and men are recognised.


Principle 3: We foster positive attitudes and relationships, and a shared sense of cohesion and belonging.

We intend that our policies, curriculum, procedures and activities should promote:


  • Positive attitudes towards disabled people, good relations between disabled and non-disabled people, and an absence of harassment of disabled people
  • Positive interaction, good relations and dialogue between groups and communities different from each other in terms of ethnicity, culture, religious affiliation, national origin or national status, and an absence of prejudice-related bullying and incidents
  • Mutual respect and good relations between boys and girls, women and men, and an absence of sexual harassment


Principle 4: There should be fairness and equal opportunities in staff recruitment, retention and development.

Policies and procedures should benefit all employees, or potential employees, in terms of recruitment, promotion and in continuing professional development

  • Whether or not they are disabled
  • Whatever their ethnicity, culture, religious affiliation, national origin or national status
  • Whichever their gender


Principle 5:  We aim to reduce and remove inequalities and barriers that already exist.

In addition to avoiding or minimising possible negative impacts, we take opportunities to maximise positive impacts by reducing and removing inequalities and barriers that may already exist between:

  • Disabled and non-disabled people
  • People of different ethnic, cultural and religious backgrounds
  • Girls and boys, women and men


Principle 6: We consult widely

People affected by a policy or activity are consulted and involved in the design of new policies, and in the review of existing ones. We involve:

  • Disabled people as well as non-disabled
  • People from a range of ethnic, cultural and religious backgrounds
  • Both women and men, and girls and boys.


Principle 7: Society as a whole should benefit

We intend that our policies and activities should benefit society as a whole, both locally and nationally, by fostering greater social cohesion, and greater participation in public life of:

  • Disabled people as well as non-disabled
  • People of a wide range of ethnic, cultural and religious backgrounds
  • Both women and men, girls and boys.


Action plans

We recognise that the actions resulting from a policy are what make a difference so each year we will draw up an action plan within the framework of the overall school improvement plan, setting out the specific actions and projects we shall undertake to implement the principles outlined above.


The curriculum

We keep each curriculum subject or area under review in order to ensure that teaching and learning reflect the seven principles outlined above.


Ethos and organisation

We ensure that the principles listed above apply also to the full range of our policies and practices, including those that are concerned with:

Learners' progress, attainment and assessment

Learners' personal development, welfare and well-being

Teaching styles and strategies

Admissions and attendance

Staff recruitment, retention and professional development

Care, guidance and support

Behaviour, discipline and exclusions

Working in partnership with parents, carers and guardians

Working with the wider community.


Addressing prejudice and prejudice-related bullying


The Lord Blyton School community is opposed to all forms of prejudice which stand in the way of fulfilling the legal duties referred to in paragraphs 2 and 3: i.e.

  • Prejudices around disability and special educational needs
  • Prejudices around racism and xenophobia, including those that are directed towards religious groups and communities, e.g. Anti-semitism and Islamophobia, and those that are directed against Travellers, refugees and people seeking asylum
  • Prejudices reflecting sexism and homophobia.


We take seriously our obligation to report regularly to the local authority about the numbers, types and seriousness of prejudice-related incidents at our school and how they were dealt with.


Roles and responsibilities


The governing body is responsible for ensuring that the school complies with legislation, and that this policy and its related procedures and strategies are implemented. A link governor monitor implementation of this policy. The Head Teacher is responsible for implementing the policy; for ensuring that all staff are aware of their responsibilities and are given appropriate training and support; and for taking appropriate action in any cases of unlawful discrimination. 

The Senior Management Teamhave day-to-day responsibility for co-ordinating implementation of the policy.


All staff are expected to:


  • Promote an inclusive and collaborative ethos in their classroom
  • Deal with any prejudice-related incidents that may occur
  • Identify and challenge bias and stereotyping in the curriculum
  • Support pupils in their class for whom English is an additional language
  • Keep up-to-date with equalities legislation relevant to their work.


Information and resources

We ensure that the content of this policy is known to all staff and governors and, as appropriate, to all pupils and parents. 

We respect the religious beliefs and practice of all staff, pupils and parents, and comply with reasonable requests relating to religious observance and practice.


Staff development and training

We ensure that all staff, including support and administrative staff, receive appropriate training and opportunities for professional development.


Breaches of the policy

Breaches of this policy will be dealt with in the same ways that breaches of other school policies are dealt with, as determined by the Headteacher and Governing Body.


Monitoring and evaluation

We collect, study and use quantitative and qualitative data relating to the implementation of this policy, and make adjustments as appropriate. In particular we collect, analyse and use data in relation to achievement of different groups to ensure fairness of opportunities and provision for all.

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