Illuminated by Christ, we radiate His love
Equalities information
English Martyrs is committed to meeting its responsibilities under the Public Sector Equality Duty as set out in the Equality Act 2010. In all aspects of school life, we have due regard to the need to eliminate unlawful discrimination, harassment and victimisation, advance equality of opportunity between people who share a protected characteristic and those who do not, and foster good relations across all characteristics. We publish information and equality objectives on our website and review them regularly in order to promote a culture of inclusion and respect for all pupils, staff, parents and carers
Our Equality Objectives
English Martyrs is committed to meeting its responsibilities under the Public Sector Equality Duty as set out in the Equality Act 2010. In all aspects of school life, we have due regard to the need to eliminate unlawful discrimination, harassment and victimisation, advance equality of opportunity between people who share a protected characteristic and those who do not, and foster good relations across all characteristics. We publish information and equality objectives on our website and review them regularly in order to promote a culture of inclusion and respect for all pupils, staff, parents and carers
Our Equality Objectives
- Early Years gender and disadvantage
- Advance equality of opportunity by reducing attainment gaps in the Early Years between boys and girls, and between disadvantaged and non‑disadvantaged pupils.
- Eliminate discrimination by ensuring that Early Years provision does not disadvantage pupils because of sex or socio‑economic background.
- KS1 attainment in phonics and core subjects
- Advance equality of opportunity by ensuring girls and disadvantaged pupils in KS1 achieve at least in line with national expectations in phonics and core subjects, while maintaining strong outcomes for boys and non‑disadvantaged pupils.
- Foster good relations by ensuring equal access to early literacy, which underpins wider participation in the curriculum.
- KS2 higher‑standard outcomes for key groups
- Advance equality of opportunity by increasing boys’ higher‑standard attainment in reading and writing, and improving higher‑standard outcomes for non‑disadvantaged and EAL pupils, while sustaining strong performance in mathematics.
- Eliminate discrimination by ensuring equitable access to stretch and challenge for all groups.
- KS2 outcomes for pupils with SEND
- Advance equality of opportunity for pupils with SEND by sustaining strong expected‑standard outcomes and narrowing remaining gaps at the higher standard and in comparatively weaker subjects.
- Foster good relations by demonstrating high expectations and valuing the success of pupils with SEND across the school community.
- Behaviour, relationships and prejudice‑based incidents
- Eliminate discrimination, harassment and victimisation by reducing prejudice‑based incidents (including racist, sexist, homophobic, biphobic, transphobic and disability‑related behaviour).
- Foster good relations by improving pupils’ reported sense of safety, inclusion and mutual respect.
- Participation, leadership and enrichment
- Advance equality of opportunity by monitoring and addressing imbalances in participation in clubs, leadership roles and enrichment activities for pupils by sex, disability/SEND, disadvantage and EAL status.
- Foster good relations by ensuring diverse and mixed‑group participation in visible roles and activities.
How specific characteristics are addressed (primary)
In primary, pupils are not taught the full legal detail of each protected characteristic; instead, they are gradually prepared for them in an integrated, age‑appropriate way across RSHE, RE and the wider curriculum, as required by DfE guidance and Ofsted’s personal development judgement.
Age
Key pedagogical and compliance features
The “no outsiders” / inclusion principle
In primary, pupils are not taught the full legal detail of each protected characteristic; instead, they are gradually prepared for them in an integrated, age‑appropriate way across RSHE, RE and the wider curriculum, as required by DfE guidance and Ofsted’s personal development judgement.
Age
- Explored mainly through the “Life Cycles” content in Module 1 (“Created and Loved by God”), where children learn about the natural stages of life from birth to old age and are taught that people have equal dignity at every stage of life.
- Addressed through stories, videos and images which include children and adults with a range of abilities and additional needs, so disability is presented as a normal part of human diversity.
- Ten Ten’s materials are designed to be adaptable for pupils with SEND, and schools are expected to apply the same message of dignity, inclusion and reasonable adjustments to pupils with special educational needs, in line with the Equality Act and diocesan expectations on inclusion.
- Taught within Module 1 (“Me, My Body, My Health”) and the science curriculum, where pupils learn about the physical differences between boys and girls, the goodness of their bodies, and the equal dignity of male and female, reflecting Catholic teaching on the human person.
- Lessons explicitly challenge limiting gender stereotypes in roles and interests, supporting Equality Act requirements on sex discrimination and Ofsted’s focus on tackling prejudice and stereotypes.
- Woven through dramas, animations and scenarios which feature pupils and families from a variety of ethnic backgrounds, so that ethnic diversity is seen as a normal part of everyday life.
- Schools often complement this with wider work (for example, Black History Month and equality events), helping show that pupils are taught to recognise and challenge racism, as Ofsted and DfE expect.
- Grounded in Catholic teaching that every person is made in the image of God, while also teaching respect for people of all faiths and none, in line with the Equality Act and the Diocese of Westminster’s call to witness to Christ with compassion.
- Delivered in close connection with the RE curriculum (for example “Come and See”), so children learn about Catholic belief and about religious diversity in Britain, supporting both statutory RE and RSHE duties.
- At primary level, Life to the Full focuses on family and loving relationships rather than detailed legal teaching about marriage and civil partnership, which is not required in primary RSHE.
- Units such as “Who’s Who?” (EYFS) and “Special People” (KS1) help children recognise that families can look different (for example, married parents, single parents, step‑families, grandparents as carers) and that what matters is love, care and stability within the family, reflecting Catholic teaching on the family and equality law on family status.
- In Upper Key Stage 2 (Years 5–6), pupils are taught that some children have two mums or two dads as one example among many different family set‑ups, and that all families must be treated with respect; this meets Equality Act and Ofsted expectations that pupils learn that discrimination, including homophobic bullying, is wrong.
- Detailed teaching about sexual attraction or sexual activity is not part of the primary programme and is not required in primary RSHE; more explicit material about sexual orientation is reserved for Life to the Full Secondary, in line with DfE guidance and the Diocese of Westminster’s preference to address such topics when pupils are more developmentally ready.
- Explicit, detailed teaching on gender reassignment and transgender people is not part of the core primary curriculum; substantial treatment of this protected characteristic is introduced more fully in secondary (especially in Year 8), which aligns with DfE guidance that some sensitive content is more appropriate at secondary.
- Primary pupils are given a secure foundation in identity and dignity as children of God. Where particular questions or individual cases arise, schools respond pastorally with parents and carers, and may, if they judge it appropriate and have consulted parents, draw on an optional Life to the Full Plus “Classroom Short” on gender identity or gender dysphoria.
- Introduced through work on life cycles, family and birth, often in connection with science, so that children understand pregnancy and having a baby as part of family life and God’s gift of new life.
- Any biological detail is taught within the age‑limits and content expectations set by the DfE for puberty and reproduction, and in line with Catholic teaching on the sanctity of life and the dignity of motherhood.
Key pedagogical and compliance features
The “no outsiders” / inclusion principle
- Life to the Full is designed to help schools eliminate discrimination, advance equality of opportunity and foster good relations between pupils, so that no child feels like an outsider because of a protected characteristic or their family situation, which is exactly what the public sector equality duty and Ofsted’s personal development judgement require.
- Some schools opt into Life to the Full Plus, which offers additional “Classroom Shorts” films on more complex or sensitive topics (for example, gender identity, gender dysphoria, stereotypes and attraction). These are used only where leaders judge them to be age‑appropriate, in the best interests of pupils and consistent with Catholic teaching.
- In line with DfE guidance and diocesan expectations, schools inform parents about RSHE content, consult them on sensitive topics and are transparent where they choose to use any optional Plus materials.
- The primary programme focuses on secure foundations in identity, dignity, friendship, family, safety and respect. Fuller treatment of the law and of protected characteristics such as sexual orientation and gender reassignment is provided in the Life to the Full Secondary curriculum, when pupils are more developmentally ready, in line with DfE age‑appropriateness requirements and diocesan guidance.
