Christ Church takes due regard to the need to advance equality as defined in the Equality Act 2010:

  • Remove or minimise disadvantages.
  • Take steps to meet different needs.
  • Encourage participation when it is disproportionately low.

Inclusion ‘of all’ is an ongoing process that celebrates diversity and involves the identification and minimising of barriers to learning and participation that may be experienced by any pupils, irrespective of age, ability, gender, ethnicity, language and social background, and the maximising of resources to reduce these barriers.

As a school we ensure that all pupils have equal access to an appropriate, broad, balanced relevant and differentiated curriculum.

Christ Church School minimises barriers to learning and maximises pupil participation in the following ways:

  • Gathering information during Home Visits prior to starting school.
  • Rigorous monitoring systems including Pupil Progress Meetings.
  • Regular staff strategy meetings.
  • Detailed planning of provision for specific pupil groups or individuals.
  • Including areas for development relating to specific groups within School Improvement Plan.
  • When required swiftly accessing additional ‘outside agency’ support.
  • Regular information sharing with parents.

Systems utilised for specific groups:

English as an Additional Language

Children arrive at Christ Church having encountered a variety of experiences which impact on their language skills. Our children range from being fluent English user to those who may only use one word responses.

Initially pupil’s proficiency in English is assessed during Home Visits.

When the child is established in class the class teacher plans for the pupils needs and Senior Managers monitor the impact. Planning will mainly focus on differentiation but for children at the very early stages of acquiring English, teachers have access to the A2E Additional Language Toolkit, to support teaching and learning.

Gifted and Talented


  • Gifted - children who have the ability to achieve at the highest level in academic subjects within our school.
  • Talented – children who have the ability to achieve at the highest level in practical subjects within our school.

Gifted children are provided for in school in the following ways:

  • Differentiation – pupils receive work that has an appropriate level of challenge and ‘mastery’.
  • Our teaching allows pupils to broaden and deepen their knowledge of the curriculum.

Talented children in school are supported in the following ways:

  • Through the diverse curriculum delivered in school, with a range of enrichment opportunities.
  • Clubs that are run during and after school. Our sports clubs also led to competitive events with the local area and further afield in the city.
  • Whole school special events that expose pupils to the very best our local community has to offer, enhancing their ‘cultural capital’.

Special Educational Needs

Children identified with Special Educational Needs receive their entitlement through additional support and where required a different curriculum.

Full details of the SEND school procedures are available in the SEND policy and School Information Report sections of the school website.

Pupil Premium

Pupil premium pupils are monitored through Pupil Progress Meetings. If groups or individuals belonging to this group require support an action plan is put in place. Senior Managers monitor the outcome.

Please see our Pupil Premium page for more information.

Gender Groups

Gender differences are monitored through Pupil Progress Meetings. Again action plans will be put in place and monitored.

Where patterns across school are identified for the above groups the actions will be placed on the School Improvement Plan and whole school training and initiatives will be put in place.

Adult Support

Each year group has a teaching assistant assigned to their class.

Teaching assistants support the class teacher to meet the needs of all groups and individuals within the class.

Specific intervention groups and individual programmes are mainly run during afternoons.

Our teaching assistants attend training alongside teachers and they receive training to deliver intervention programmes when required.