Equalities and additional intervention

We believe that all children should be equally valued at our Academy. We will strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe. Our goals are supported by a range of agreed policies.

Stockley Academy is committed to inclusion and part of the Academy’s strategic planning involves developing cultures, policies and practices that include all learners. We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties. This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways that take into account their varied life experiences and needs.

Provisions for different groups

We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, demographic group, ethnicity, additional need, attainment and background. We pay particular attention to the provision for and the achievement of different groups of learners:

  • Students from families that are financially disadvantaged
  • Students who arrive with below nationally expected ability in any area
  • Boys or girls
  • Students from white British backgrounds
  • Students from minority faiths, ethnicities, travellers, asylum seekers and refugees
  • Students who have English as an additional language (EAL)
  • Students who have Special Educational Needs or a Disability (SEND)
  • Students who are “more able”
  • Students who are Lesbian, Gay, Bisexual or Transgender (LGBT)
  • Students who are Looked After by the Local Authority (LAC)
  • Young carers, sick children and children from families under stress