Leamore Primary School is a welcoming school where everyone is valued highly and where tolerance, honesty, co-operation and mutual respect for others are fostered. We are committed to the development of the whole child within a supportive, secure and creative environment. A broad, balanced and appropriate curriculum provides equal opportunity for all pupils to maximise their potential regardless of age, sex, race, colour, religion or disability. We endeavour to promote positive relationships with parents, governors and members of the wider community. At Leamore Primary School, we aim to promote equality and tackle any form of discrimination and actively promote harmonious relations in all areas of school life. We seek to remove any barriers to access, participation, progression, attainment and achievement. We take seriously our contribution towards community cohesion.

We aim to:

• Provide a secure and safe environment in which all our children can flourish and achieve in line with Keeping Children Safe In Education (Edited in 2026) and Working Together to Safeguard Children (Edited in 2026).

• Provide a learning environment where all individuals see themselves reflected and feel a sense of belonging;
• Prepare children for life in a diverse society in which children are able to see their place in the local, regional, national and international community;
• Include and value the contribution of all families to our understanding of equality and diversity;
• Provide positive non-stereotyping information about different groups of people regardless of gender, ethnicity, disability, sexual orientation, religion and age;
• Plan systematically to improve our understanding and promotion of diversity;
• Actively challenge discrimination and disadvantage;
• Make inclusion a thread which runs through all our activities.

To achieve these aims we will:

• Involve stakeholders in the development, review, evaluation, and impact assessment of all relevant improvement plans, policies and procedures;

• Publish and share our policies and impact assessments with the whole community;
• Collect and analyse data to ensure all groups are progressing well and no group is subject to disadvantage;
• Use all available information to set suitable learning challenges for all, respond to pupils’ diverse needs and overcome any potential barriers to learning;
• Ensure that the wider school curriculum makes explicit and implicit provision to promote and celebrate diversity; 
• Have high expectations of behaviour which demonstrates respect to others.