Anti-Racist Practice

Our anti-racist practice is guided by the following principles:

Equity-based 
We believe fairness means giving children what they need to thrive. We work to ensure fair access, appropriate support, and high expectations for all, recognising that children and families may face different barriers and experiences. 

Aspirational 
Every child is entitled to a holistic, high-quality education that supports academic learning, wellbeing, identity, and belonging. We are ambitious for all children and believe that diversity strengthens our school community. 

Child-centred 
Children’s voices matter. We listen to pupils’ experiences and perspectives and use these to help shape our decisions, our curriculum, and how we respond to issues of fairness, inclusion, and respect. 

Collaborative 
We see our school as part of a wider community. We work in partnership with families, staff, governors, and external organisations to support children and to build a school environment where everyone feels connected and valued. 
 

As part of our commitment to anti-racist and inclusive practice, we aim to: 

• Eliminate discrimination, advance equality of opportunity, and foster positive relationships 
• Close attainment and progress gaps for all, including for pupils with SEND, pupils eligible for Pupil Premium, and pupils with English as an Additional Language (EAL) 
• Ensure our curriculum is inclusive, representative, and accessible to all learners 
• Promote a positive school culture where respect, safety, wellbeing, and belonging are central to everyday school life 

These objectives guide our teaching, policies, and daily practice and are reviewed regularly. 

Somerdale Educate Together Primary School has signed up to the Bath & North East Somerset Race Equality Charter for Schools. 

By signing the Charter, we commit to: 

• Actively promoting race equality and inclusion across all aspects of school life 
• Challenging racism, discrimination, and prejudice wherever they occur 
• Reviewing our policies, curriculum, and practices through a race equality lens 
• Listening to the voices and experiences of children, families, and staff 
• Working transparently and holding ourselves accountable for progress

Signing the Charter is a public commitment to ongoing reflection, learning, and action. 

Our work is rooted in children’s rights and informed by the UN Convention on the Rights of the Child (UNCRC), which underpins our ethos and curriculum. 

In particular, we are guided by: 

• Article 2 (Non-discrimination): Every child has rights, whatever their ethnicity, gender, religion, language, abilities or any other status. 
• Article 4 (Protection of rights): Governments have a responsibility to take all available measures to make sure children’s rights are respected, protected and fulfilled. When countries ratify the Convention, they agree to review their laws relating to children. This involves assessing their social services, legal, health and educational systems, as well as levels of funding for these services. Governments are then obliged to take all necessary steps to ensure that the minimum standards set by the Convention in these areas are being met. They must help families protect children’s rights and create an environment where they can grow and reach their potential. 
• Article 8 (Preservation of identity): Children have the right to an identity – an official record of who they are. Governments should respect children’s right to a name, a nationality and family ties. 
• Article 14 (Freedom of thought, conscience and religion): Children have the right to think and believe what they want and to practise their religion, as long as they are not stopping other people from enjoying their rights. 
• Article 19 (Protection from all forms of violence): Children have the right to be protected from being hurt and mistreated, physically or mentally. Governments should ensure that children are properly cared for and protect them from violence, abuse and neglect 
• Article 22 (Refugee children): Children have the right to special protection and help if they are refugees (if they have been forced to leave their home and live in another country), as well as all the rights in this Convention. 
• Article 23 (Children with disabilities): Children who have any kind of disability have the right to special care and support, as well as all the rights in the Convention, so that they can live full and independent lives. 
• Article 29 (Goals of education): Children’s education should develop each child’s personality, talents and abilities to the fullest. It should encourage children to respect others, human rights and their own and other cultures. 
• Article 30 (Children of minorities/indigenous groups): Minority or indigenous children have the right to learn about and practice their own culture, language and religion. 

Anti-racist practice is embedded in our curriculum and in high-quality teaching across the school. Children are supported to: 

• Learn about identity, belonging, fairness, and justice in age-appropriate ways 
• See diverse cultures, histories, families, and role models reflected positively 
• Ask questions and share their views in a safe and respectful environment 
• Develop the confidence to challenge unfairness and support others 

We maintain high expectations for all children and ensure learning is inclusive, accessible, and aspirational. 

We work to create a school culture where: 

• Racist language or behaviour is always challenged 
• Children and adults feel safe to speak up and be heard
• Open, respectful dialogue is encouraged 
• Differences are recognised, respected, and celebrated 

We understand that people have different lived experiences and approach conversations with openness, sensitivity, and care. 

We take all reports of racist language or behaviour seriously. 

When incidents occur, we will: 

1. Act immediately to stop the behaviour and ensure safety 
2. Support the child or adult who has been harmed 
3. Investigate carefully and listen to all involved
4. Clearly name the behaviour as racist and explain why it is unacceptable 
5. Use restorative and educational approaches alongside appropriate consequences 
6. Record and monitor incidents to prevent recurrence 
7. Communicate with parents and carers appropriately

Our responses are firm, supportive, and focused on learning, accountability, and repair. 

Children may raise questions linked to events they hear about locally, nationally, or globally. In school, discussions are handled sensitively and guided by children’s questions and emotional needs. 

The following resources may support conversations at home. These are not intended for children to use independently, but to support shared discussion with an adult. 

Useful Websites for Parents and Carers 

Talking to children about racism and difficult topics 

• Educate Against Hate (Parents section)

            https://educateagainsthate.com/parents/

• BBC Bitesize – Diversity and Inclusion

            https://www.bbc.co.uk/bitesize/articles/zk79t39 

• Race Equality Foundation

            https://raceequalityfoundation.org.uk/  

• The Black Curriculum

            https://theblackcurriculum.com/

Children’s rights and inclusion 

• UNICEF UK – Rights of the Child

            https://www.unicef.org.uk/what-we-do/un-convention-child-rights/

• Anti-Bullying Alliance

            https://anti-bullyingalliance.org.uk/

• Representation Matters 

            https://www.repmatters.co.uk/

If you have a concern related to racism, discrimination, or inclusion, please contact: 

• Your child’s Class Teacher (first point of contact)
• A member of the School Leadership Team, via the school office  

If you are unsure whether something “counts,” we encourage you to get in touch. We are committed to listening and responding. 

In 2025 we completed a three-year project with a charity called Representation Matters. 

During the project we demonstrated that we are committed to continually: 

• Reviewing our curriculum and policies through the lens of race
• Providing staff learning and opportunities for reflection
• Listening to children’s and families’ voices 
• Working in partnership with our community 
• Holding ourselves accountable for progress

At Somerdale Educate Together Primary School, we are committed to building a school where every child feels safe, respected, and able to thrive — and where everyone belongs.