Equality and Diversity

Our Equality Commitments

New Valley is a wonderfully diverse community, and that is one of the things which makes our school so special.  In our school, and across PACE Academy Trust, the diversity of our children, families, staff and governors is respected, valued and celebrated.

Alongside celebrating diversity, we are also committed to promoting equality of opportunity for our children, tackling the barriers which can lead to unequal outcomes.  This does not mean that we will treat every child exactly the same.  It does mean that, in responding to every child, we will take account of their individual circumstances and experiences.

We welcome our duties under the Equality Act 2010. The school’s general duties, with regards to equality are:

  • Eliminating discrimination
  • Fostering good relationships
  • Advancing equality of opportunity


Please take a look at our trust's policy for Celebrating Diversity, Promoting Equality


Our School

New Valley Primary School is a smaller than average school with a highly inclusive ethos. We are proud of our diverse community, which represents children from many different backgrounds. We are committed to ensuring that the curriculum and the experiences we offer represent and celebrate this divserity.  The data below is based on our pupils in Febraury 2023.

Two-thirds of children are from a minority ethnic group. The school has representatives of 13 of the 17 possible ethnic groups and those with 5% or more are:

  • 33% White British
  • 12% Black African
  • 9% Any Other White Background
  • 8% Black Caribbean
  • 8% Mixed – White and Black Caribbean
  • 6% Any Other Asian Background
  • 5% Any Other Mixed Background

25% of children speak a first language other than English; this is above the national average.

At New Valley, we have high aspirations for all our children and are committed to ensuring that pupils with a Special Educational Need or Disability receive the best possible school experience they can.

14% of children have been identified with a Special Need or Disability (SEND) and are supported through a SEND Support Plan, with a further 2% supported through an EHC Plan. These figures are close to the national average. The majority of children with a special need or disability have been identified with speech, language and communication as their primary need.

At New Valley, we have a relentless focus on reducing barriers to learning where they exist so that all children in our school can develop and achieve in line with their potential. 34% of children are disadvantaged, which is above the national average. We support these children to achieve their potential by monitoring progress closely and ensuring that pupils receive interventions, support and access to enrichment opportunities.

We know the importance of ensuring that gender is not a barrier to learning in any way and make sure that we represent gender positively throughout the curriculum and in the language that we use.


At New Valley, we regularly monitor the progress of each individual and groups of learners to ensure that are making the best possible progress.  We use assessment and pupil progress meetings to identify where children or specific groups need additional support or actions to improve outcomes and ensure gaps in progress are addressed.

 Our Equality Objectives

Across PACE, we believe that equality and diversity must be something we are constantly focused on and have committed to having an equality and diversity objective each year. In our school, staff and governors have agreed the following objectives focused on equality and diversity:

Aim – Continue to develop the inclusivity of New Valley by:

  • Finding and making the most of opportunities to embrace and celebrate New Valley’s ethinc and cultural diversity, in the curriculum and other areas of school life;
  • Developing the conversation with staff about unconscious bias and celebration of diversity;
  • Working closely with other schools in PACE to contribute to and take forward the diversity agenda;
  • Monitoring and responding to the achievement and enagagement of ethnic, cultural and gender groups.