Leedon Lower School

Home Page

Leedon Lower School

'Learning Without Limits'



Equality Statement

Leedon Lower School

Equalities Statement

Our school makes all members of our community feel welcome, valued and safe. Our vision and values promote inclusivity and equality and always tackle discrimination in all its forms. We have high expectations for all our pupils irrespective of race, creed, gender or disability. Our equalities statement is guided by some core principles:

  • All learners are of equal value
  • All members of our school are equal
  • We recognise, respect and celebrate difference
  • We foster positive attitudes and relationships and a shared sense of community and belonging
  • We observe good practice in recruitment, retention and staff development
  • We work to reduce and challenge barriers to equality that already exist.


In line with the PSED (Public Sector Equality Duty) of the Equality Act 2010 we publish the following data for 2020/21;

Awards, Accreditations, Recognitions


  • Inclusion Quality Mark
  • Science Quality Mark
  • Gold Sports Mark




Number of pupils

403 (54% male 46% female)

Number of staff including FT and PT

71 (14% male 86% female)

Number of governors

12 (42% male 58% female)

Attainment on entry

Below expectations for ‘school readiness’

Pupil Mobility

Very low. We serve a very stable community

Pupil Premium

65 (63% male 37% female)


362 White British (90%)

9 Any Other Mixed Background (2%)

8 White Asian (2%)
7 White Other (2%)
5 White and Black Caribbean (1.2%)
4 Traveller of Irish Heritage (1%)

3 White and Black African (<1%)
2 White Irish (<1%)

1 Turkish (<1%)

1 Chinese (<1%)

1 Black African (<1%)

English as an additional language (EAL)

21 (5%)

Special Educational Needs (not including 2% EHCP)

47 (12%)

Attendance rate 2019/20




Our equality objectives 2020/21


To promote spiritual, moral, social and cultural development through all appropriate curricular and extra-curricular opportunities.  We aim to meet this objective with particular reference to issues of equality and diversity;

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 develop a growth mindset and avoid labeling;

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 ensure all our work on including less confident parents and minority groups is sustained and developed;
  • To sustain our focus on interventions and teaching styles that work to narrow the gap between pupil premium and non pupil premium children;
  • To ensure the effective inclusion of our growing minority of ASD pupils.