Diversity and Inclusion

At Rokeby School, we want every pupil to feel included and to recognise, welcome and respect diversity. Outlined below are the key ways we try to achieve this.

Understanding the boys

To help pupils feel included and valued as individuals we need to understand them. We have a variety of ways of doing this:

  • Form Tutor time – Form Tutors are a ‘first port of call’ for pastoral care and therefore conversations between them and the pupils in their forms are vital for understanding individuals. As our boys in Year 5 and above are taught by different teachers for different subjects, their Form Tutor time has been increased so they will have more opportunities for 1:1 conversations.
  • BASIN (Boys, Activities, Strengths, Improvables and Needs) – This essential information is recorded by Form Tutors termly, shared with all staff and is discussed further in handover meetings with the pupil’s next Form Tutor.
  • Development of personal plans – A long-term goal for the school is for every child to have a personal plan. The plan will contain both academic and non-academic goals, which pupils agree with their Form Tutors and regularly review. The plan has been trialled with Year 7 and will be rolled out to more year groups.
  • Pupil questionnaire – This was introduced in January 2022 so boys could give feedback on their school experience. Their feedback (which, overall, was very positive) was given to staff on an INSET day and we all provided ideas for improvement areas. Boys who mentioned concerns were helped by Form Tutors.
  • PASS (Pupil Attitudes to Self and School) – This is a wide-ranging survey, particularly helpful for understanding pupils’ learning preferences. Form Tutors review the results of the survey, then work with pupils to improve their happiness and performance at school.

Including boys with additional needs

Pupils may have additional needs, eg for learning, behaviour and emotions. We have some specialists in school to help pupils with additional needs be included, such as the Learning Support team and our Emotional Literacy Support Assistants. We can also help with referrals to external specialists and can accommodate them providing support in the school where appropriate.

Whatever the academic ability of our pupils, differentiation helps ensure pupils are receiving work that provides an appropriate level of challenge.

 

 

Understanding Diversity

Diversity is mainly taught in PSHEE. The schemes of work we use give children age-appropriate education about community, cultures and discrimination. In these lessons, teachers encourage honest discussion about differences and understanding and respecting people from all abilities and backgrounds. PSHEE is also a good way of teaching children about different family structures and protected characteristics.

Religious Studies and assemblies can be used to help children learn about diversity too.

In addition, Rokeby uses a resource called Votes for Schools which provides lessons and assemblies on topics in the news and is excellent at improving understanding of diversity.

We want our school environment to help pupils understand diversity and to celebrate it. Senior Leadership team members and Governors have been on learning walks this year to check that displays, books and classroom resources represent a diverse range of people, topics and ideas, and an increasing number of our displays proudly reflect our diverse school community.

Visitors to the school can also help children understand diversity. For example, a group called Show Racism the Red Card will provide workshops this term to Years 4 and Year 7.

Our two RPC charities are for Down’s syndrome children and homeless young adults. These charities and the presentations they deliver help show pupils there are different types of young people to those that they usually see at Rokeby.

Understanding diversity not only applies to pupils but also to staff. To this end selected staff are undertaking diversity training and all staff will be trained on protected characteristics.