Equalities Objectives

Belmont Federation Equalities objectives 2026/27

We are committed to ensuring equality of provision throughout our school community.  We reviewed our 2025-2026 objectives with governors at a Governor Body meeting in October 2026. Our equality objectives for 2026-27 are:

1. Strengthen adaptive teaching so all pupils, including EAL and disadvantaged learners, continue to make better than expected progress: maintain whole‑school progress above +3.0 in Reading and Maths and above +1.5 in Writing. Reduce KS2 EAL attainment gaps by a minimum of 3 percentage points in Reading, Writing and Maths by July 2027. (2026 gaps were 15% (Reading), 11% (Writing), 16% (Maths)) 

•  Embed EEF‑aligned and WalkThru strategies to ensure teaching is active, engaging and vocabulary‑rich

• Use modelling, scaffolding and guided practice consistently to support early language learners

• Provide ongoing coaching to refine pedagogy and ensure high‑quality practice across all classrooms

• Monitor engagement and progress through lesson visits, pupil voice and work scrutiny 

2. Reduce attainment gaps for EAL pupils by translating strong progress into consistently high outcomes by the end of KS2: maintain EAL progress above national in Reading, Writing and Maths. (2026 progress was R +3.2, W +3.0, M +3.4) 

• •  Strengthen explicit vocabulary teaching and structured talk across all subjects

  • Provide targeted support for identified groups including White Other and Turkish/Kurdish pupils

  • Maintain a language‑rich environment with high‑quality texts and oral rehearsal

  • Work closely with families to support language development at home

3. Sustain strong progress for disadvantaged pupils and ensure attainment gaps remain consistently small across subjects: maintain disadvantaged progress above national in Reading, Writing and Maths. (2026 progress was Reading +5.0, Writing +3.7, Maths +3.9.) 

• Maintain responsive teaching that balances support and challenge for disadvantaged learners

• Continue targeted interventions, including 1:1 tutoring and phonics support where needed

• Refine modelling and scaffold removal to build independence and deepen understanding

• Strengthen parental engagement through workshops and shared learning opportunities 

4. Strengthen inclusion, belonging and pupil confidence so all pupils — including those with protected characteristics — feel valued, represented and able to thrive:  maintain whole‑school attendance at or above 96% and persistent absence at or below 5%. (2026 profile 96% attendance, 5% PA).  Ensure pupils with protected characteristics continue to attend in line with or above whole‑school averages. 2026 data shows minority groups at 96–98% attendance.  Annual pupil‑voice survey shows at least 85% of pupils feel safe, included and represented. 

• Deliver high‑quality PSHE, HRE and SRE that promote respectful relationships and diversity

• Ensure curriculum content reflects a broad range of voices and lived experiences.

• Support staff and pupils to confidently challenge stereotypes and bias.

• Maintain strong anti‑racism and anti‑bullying approaches through curriculum and behaviour systems