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Equality Statement and Objectives

Woodlands School Equality Statement and Objectives


The Equality Act 2010 replaced all existing legislation.


The Act requires schools to have an accessibility plan aimed at:


  • Increasing the extent to which disabled pupils can participate in the curriculum.


  • Improving the physical environment of schools to enable disabled pupils to take better advantage of education, benefits, facilities and services provided.


  • Improving the availability of accessible information to disabled pupils.


As a special school all of the above areas are addressed as part of our core offer to children and families. The children attending Woodlands have a range of SEN which includes physical, learning, behavioural and sensory needs.


  • All areas of the school are accessible to all the children in the school.
  • The curriculum is individualised so every opportunity for learning is maximised.
  • All lessons are differentiated to ensure the activity is appropriate for the children participating. Access to the curriculum is considered carefully by teachers when planning their lessons.
  • The school has excellent facilities that enrich the curriculum – e.g. a warm water hydrotherapy pool, rebound therapy facilities, light sensory room, soft play room. All of these are fully accessible.
  • Access to therapeutic support. The school employs music therapists, a play therapist, art therapist, sensory integration therapist and a SaLT. 
  • Family Workers work closely with families to ensure they have access to the information they need to support their child


Equality Objectives 2020/21


Through our teaching and learning at Woodlands we aim to:


  • To promote spiritual, moral, social and cultural development through all appropriate curricular and extra-curricular opportunities.
  • To reduce prejudice and increase understanding of equality through direct teaching across the curriculum.
  • To move beyond deterministic notions of fixed ability and to model teaching and learning behaviours that avoids labeling children.
  • To promote cultural development and understanding through a rich range of experience, both in and beyond the school.
  • To eradicate prejudice related bullying in relation to the protected characteristics listed in the Equality Act 2010.
  • To tackle prejudice and promote understanding in relation to people with disabilities both in school and the wider community.




  • 2018 - 19 - Increase the representation of teachers and teaching assistants from ethnic communities over a four-year period, so that this group increases from 10% to 25% of the teaching workforce.
  • 2020 -21 - The ethnic diversity has increased dramatically over the past two years and now 30% of our workforce is drawn from ethnic communities.