Our Equality Objectives 2025

Our children, families and staff are drawn from a rich variety of social backgrounds, family structures, ethnic groups and religions. The Brindishe Schools value the right of each person to respect and recognise individual differences.

We actively work to ensure that all adults and children are given every opportunity to achieve, to recognise their own worth and to play an important part in our community.  We place the promotion of equality of opportunity at the heart of all our work.

The Brindishe Curriculum and pedagogy ensures that:

• The Pupil Progress meetings drive provision and secure inclusion.
• The emotional, mental and physical health and well-being of each learner is made central to our planning & pedagogy.
• We extend, embed and share beyond our schools our ‘Educate and Celebrate curriculum’
• We model and teach children that ‘there is more that unites us than divides us.’
• We broaden (our own and) children’s understanding of faith, culture, custom and context through sharing and celebrating our communities and cultures.

The Brindishe Staff, Teams, Community & Connections work together to:

• Encourage difference, diversity and pride in one’s own identity.
• Ensure all parents and carers are aware of how they can access information about and contribute to their child’s learning and progress.
• Extend, celebrate and share our diversity and differences and be fully inclusive within and across our local community.
• Collaborate with outside agencies and the wider community to support our families and young people.

The Brindishe Horizons:

• Disadvantaged children’s oracy skills and spoken language skills are in-line with their peers. There is no gap between vocabulary by the age of 7. Children are able to confidently and effectively articulate information and ideas by the end of KS1.
• Identify and close specific gaps in children’s learning using robust analysis techniques and deploying carefully selected strategies and interventions rooted in strong evidence
• All children have self-efficacy. They believe that ‘things can get better’ and they can do something about it’. They have a sense of belonging to their school
• Disadvantaged pupils have more access to educational experiences, enrichment opportunities and learning resources and facilities outside of the home than their peers. Their cultural and social capital is built and the gap between their peers is bridged.

Ways we communicate with and to our community

• Continue to improve about why we do what we do, by reaching out to all our parents and carers and ensuring that information is up-to-date and easily accessible for everyone.

Brindishe Schools have signed the Lewisham Equalities Pledge to tackle race inequalities.

We will work to address the inequalities that result from historic, systemic racist policies and practices.

We pledge to take actions that will address access and opportunity for all pupils, by highlighting inequalities and increasing awareness.

We commit to:

• Targeting ambitious outcomes for Black Caribbean heritage and Black and Minority Ethnic pupils
• Reducing exclusions of Black Caribbean heritage pupils of all ages
• Leaders and governors taking a whole school approach to tackling race inequality
• Transparent reporting and sharing of borough-wide data trends
• Working together in new ways and sharing good practice to tackle race inequality in our school cultures and curriculum
• Actively developing high quality relationships with Black Caribbean heritage and Black and Minority Ethnic pupils and their parents
• Improving Black representation in school leadership and governing bodies.