Equality, Diversity and Inclusion

King’s House School is fully committed to creating an inclusive culture by promoting equality of opportunity and respecting differences among its students and their families, the staff and our wider community. The school believes in widening access to education for all while fostering a respectful and tolerant environment where all backgrounds are celebrated.

EDI and the school community at King’s House

We are proud that our school is a richly diverse community, from Nursery through to Year 8, where we draw on the talents of all our students and staff to create a culture of mutual respect and recognition, where we embrace and share new perspectives. King’s House is a lively, busy and happy school where we aim to give each child a high-quality, broad academic and co-curricular education, regardless of race, religion or culture. Significant cultural festivals are explored and celebrated with the children and guest speakers are invited into the school to explain the history and meaning of the celebration. We always love to hear about the children’s traditions and celebrations at home, and often families will share this with their children’s class.

We provide an environment in which the welfare of the children is paramount and where they feel secure and able to flourish; offering opportunities to take part and develop in all areas, so that the needs of each individual are truly catered for. At King’s House, we understand that our continued success is dependent on the contributions of every member of our community and it is this collective spirit that makes us unique.

King’s House School is mixed-ability at our two main entry points, Nursery and Reception, and this means we have a range of pupils and abilities. We are proud of our traditions and history, and our principles and standards are founded on Christian values. However, the School is not aligned with any particular religion and welcomes pupils of all religions and backgrounds. We promote the principles of equality and acceptance in all areas of life and they inform our teaching, both academic and co-curricular. King’s House accepts that each child is unique and has individual talents, interests and needs which must be recognised and equally valued by all within the school community.

Our Staff EDI Committee

Our EDI group, working with management, sets out our targets and commitments for reducing and eliminating any existing inequalities for students and staff at King’s House School and addressing any barriers that might prevent anyone who choose to study and work here from achieving their potential.

We aspire to go beyond our legal obligations (Equality Act, 2010) and cultivate a community for our staff and students that truly embodies our core values of inclusion and respect.

Inclusive School Award

We are delighted that King’s House School has been awarded the Inclusive School Award after being assessed by the Inclusion Quality Mark (IQM). The award is a nationally recognised framework that recognises a school’s efforts to be inclusive, and their ongoing commitment to provide the very best education for all children. An inclusive school gives all pupils equal opportunities to succeed, regardless of their age, gender, ethnicity, achievements or background. You can read more about the report below.

School Policies

Overall responsibility for our Equality and Diversity Policy Statement and Code of Practice lies with the the Head and SMT, with the EDI group playing an active role in ensuring that they, and the staff and pupils, are actively engaged in implementing this policy through promoting tolerance and respect for others within the School and the wider community, and by promoting positive images and role models to avoid prejudice and discrimination and raise awareness of related issues.

All staff, students, and visitors are expected to act in line with the school’s Equality, Diversity and Inclusion aims and within the remit of the policy, taking responsibility for its successful implementation.

The EDI committee is currently chaired by Mrs Rebecca Lane and Mr Sean-Paul Reilly.