At Richard de Clare Community Academy, and across Bridge Academy Trust, we believe that every pupil has the right to receive an education which is free from discrimination, harassment, or victimisation.  

At our school: 

• Most pupils are of White British heritage. The proportion of pupils from minority ethnic backgrounds is close to the national average, as is the proportion of pupils who speak English as an additional language or are at the early stages of speaking English when they join the school.

• The proportions of disabled pupils and those who have special educational needs, including pupils supported at SEND support or with an Education, Health and Care Plan are above average.

• The proportion of pupils eligible for the pupil premium funding and free school meals is above  the national average.

We are committed to providing all our pupils with equal opportunity to thrive in a setting free from discrimination in all its forms. We strive to be a school where adults and children, whatever their race, religion, gender, orientation, disability, or social circumstances, will find safety and respect for themselves and their family.

Our policies should ensure that every member of our community is respected, welcomed, and valued.

We act to:

• Ensure that all pupils Dream Big, Work Hard, Believe and Achieve!

• Ensure that all pupils can Enjoy, Enrich, Achieve and Aspire.

• Ensure that parents and pupils can make choices free from prejudice and stereotyping.

• Oppose any form of discrimination.

• Promote respect between cultures and religions, valuing every pupil's background and experiences.

As a school we welcome our duties under the Equality Act 2010. The general duties are to:

• eliminate discrimination,

• advance equality of opportunity

• foster good relations

We understand the principal of the act and the work needed to ensure that those with protected characteristics are not discriminated against and are

given equality of opportunity.

We will set and publish equality objectives at least every three years.

Our staff and governors regularly analyse the school data, paying particular attention to achievement and progress of all pupils and whether or not it is broadly similar regardless of educational need, background, language or disability. We monitor provision and the experience of our community through pupil and parent voice.