How to promote equality in your school: practical steps for an inclusive school community

Why is equality important in schools?

Equality in schools is about making sure pupils and staff are treated fairly, have access to opportunities and are not disadvantaged because of who they are or the barriers they face.

For schools in England, the Equality Act 2010 is an important part of this responsibility. Department for Education guidance explains how the Act affects school leaders, staff and governing bodies, while the Public Sector Equality Duty requires relevant public bodies to consider how they eliminate discrimination, advance equality of opportunity and foster good relations.

For school business managers, senior leaders and governing bodies, equality therefore reaches far beyond classroom teaching. It can influence recruitment, policies, purchasing decisions, facilities, communication, extracurricular activities, technology and the way school resources are allocated.

World Day for Cultural Diversity on 21 May can provide a useful opportunity to celebrate different cultures and experiences, but equality should never be treated as a one-day activity. It needs to be reflected in everyday school life.

What challenges do schools face when promoting equality?

One of the biggest challenges is recognising that barriers are not always obvious.

A policy or process may appear fair because it applies to everybody in the same way, but some pupils may still find it harder to participate. Physical access, communication methods, sensory needs, financial pressures, technology, language and the availability of appropriate learning resources can all affect a pupil’s experience of school.

Schools are also working within limited budgets and busy workloads. This means equality initiatives need to be practical and sustainable rather than becoming another isolated project.

Treating every pupil identically is not always the same as giving every pupil an equal opportunity. Disabled pupils, for example, may require reasonable adjustments, specialist equipment or changes to the learning environment so that they are not placed at a disadvantage. Schools have duties to make reasonable adjustments under the Equality Act 2010.

What should schools consider before making changes?

Start by understanding where barriers actually exist.

School leaders, SENCOs and school business managers can review:

• existing equality objectives and school policies
• accessibility around the school site
• classroom resources and learning materials
• participation in clubs, trips and PE
• pupil voice and parent voice
• feedback, complaints and recurring concerns
• SEND provision and reasonable adjustments
• access to technology
• staff training needs
• how resources are distributed between pupils, classes and departments

For maintained schools in England, GOV.UK states that schools must publish information about how they comply with the Public Sector Equality Duty and update this annually. Equality objectives must be updated at least every four years.

This should not become a tick-box exercise. Equality objectives are most useful when they identify a real issue, set out what the school intends to improve and can be reviewed against clear evidence.

How can schools create a more inclusive school culture?

An inclusive school culture begins with the expectation that every pupil should be able to participate, contribute and feel valued.

School business managers can work alongside senior leaders, governors, SENCOs and teaching staff to ensure policies and everyday procedures reflect that aim.

Look at practical areas such as:

• behaviour and attendance procedures
• school uniform expectations
• recruitment and staff development
• school trips and extracurricular activities
• communication with families
• accessibility
• procurement
• classroom environments
• enrichment activities

It is also worth asking whether policies work as intended in practice. A procedure can look inclusive on paper but still create an unintended barrier for a particular group of pupils.

Regular review helps schools identify these problems earlier.

How can pupil voice and parent voice support equality?

Schools should avoid making every decision about inclusion without speaking to the people affected by those decisions.

Create regular opportunities for pupil voice through school councils, surveys, focus groups, class discussions or representation groups. Make sure the same confident pupils are not always the only ones being heard.

Parent voice is equally valuable. Families may be able to identify barriers around communication, accessibility, uniform, school events or SEND provision that staff have not noticed.

This approach is particularly relevant to current inspection expectations. Ofsted’s updated materials for inspections from September 2026 include greater clarity around leaders’ engagement with pupils with SEND and their families within the inclusion evaluation area.

The important part is closing the feedback loop. Explain what the school has heard, what can be changed and why some suggestions may not be possible.

What staff training can help promote equality?

Policies and resources only work when staff understand how to put them into practice.

Professional development may include:

• understanding the Equality Act 2010
• SEND and reasonable adjustments
• accessible communication
• inclusive teaching
• unconscious assumptions and decision-making
• cultural awareness
• supporting English as an Additional Language
• creating accessible learning environments

Training should relate to the actual needs of the school rather than relying on one-off generic sessions.

Give staff opportunities to discuss practical scenarios, share approaches and review what is working. New staff should also understand the school’s expectations around equality and inclusion as part of their induction.

How can schools make the curriculum and learning resources more inclusive?

Review the books, displays, examples and educational materials pupils encounter throughout school.

A strong curriculum can introduce pupils to different cultures, experiences and perspectives without treating diversity as a separate topic that only appears during themed weeks.

Consider whether classroom and library resources include:

• diverse books
• multicultural stories
• dual-language books
• inclusive picture books
• different family experiences
• people with disabilities
• a variety of cultures and communities
• positive examples from different careers and areas of society

Resources should support the curriculum rather than being included simply to fill a diversity checklist.

Where pupils use additional communication or learning support, visual timetables, communication resources, reading overlays, sensory tools and other SEND resources may also help remove barriers to participation.

The DfE SEND Code of Practice places emphasis on identifying needs and providing appropriate support, while GLS guidance on inclusive classrooms similarly encourages schools to choose resources according to the barriers pupils actually experience.

How can schools improve physical and digital accessibility?

Accessibility needs to cover more than getting through the school entrance.

Review classrooms, corridors, toilets, playgrounds, libraries, dining spaces, halls and sports facilities. Consider whether pupils can participate safely and independently wherever possible.

Depending on individual needs, schools may need to consider changes to physical features, specialist support or appropriate equipment. GOV.UK gives examples of reasonable adjustments including changes to physical features and providing additional aids or equipment.

Do not overlook PE and extracurricular activities. Adapted sports equipment and options such as a floor basketball set can give more pupils an opportunity to participate.

Digital accessibility matters too. Check whether online learning materials, documents and school communications are easy to navigate and understand. Think about font size, contrast, captions, alternative formats and whether families can access important information through the communication methods the school uses.

How should school resources be allocated fairly?

School business managers have a particularly important role here.

Equality does not necessarily mean dividing every budget equally between departments. It means understanding need and directing resources where they can remove barriers or improve access.

Before purchasing equipment, ask:

1. What barrier are we trying to remove?
2. Which pupils will benefit?
3. Is the resource suitable for the identified need?
4. Do staff know how to use it?
5. Where will it be stored and maintained?
6. How will we know whether it has helped?

This is particularly important when purchasing sensory resources, specialist furniture, communication aids or intervention resources. Avoid buying equipment simply because it is described as inclusive. Start with the pupil need and intended outcome.

GLS guidance for SENCOs and class teachers makes the same distinction: the important question is whether the right SEND resources are helping pupils overcome specific barriers.

How can schools work with their wider community?

Equality works best when it is shared across the school community.

Local organisations, charities, families and community groups may be able to contribute expertise, experiences or opportunities that complement what the school already provides.

This could include:

• guest speakers
• mentoring
• careers activities
• cultural events
• community projects
• workshops for families
• staff development
• volunteering opportunities

Choose partnerships carefully and make sure activities have a clear educational purpose.

Schools should also consider whether events and communications are accessible to different families. Offering information in suitable formats, providing plenty of notice and considering timing or physical access can help more people participate.

How should schools celebrate diversity?

Celebrations can be a positive way to introduce pupils to traditions, stories, achievements and experiences from around the world.

However, themed days should complement an inclusive school culture rather than replace one.

Celebrating cultural festivals while ignoring barriers elsewhere in school will have limited impact. Diversity should be visible through everyday books, learning resources, displays, assemblies, curriculum choices and conversations throughout the year.

Where possible, involve pupils and families when planning celebrations. They can help schools avoid assumptions and ensure activities are respectful, meaningful and educational.

What common mistakes should schools avoid?

One common mistake is treating equality as a series of events rather than part of everyday school improvement.

Schools should also avoid:

• assuming the same approach works for every pupil
• buying specialist resources without identifying the need first
• creating a sensory space without training staff to use it
• making decisions without pupil voice or parent voice
• overlooking accessibility in extracurricular activities
• focusing only on physical accessibility
• introducing policies without reviewing their impact
• using diversity resources as a replacement for a genuinely inclusive curriculum
• setting equality objectives and then forgetting to revisit them

Small, consistent improvements are usually more sustainable than a large initiative that disappears after one term.

What should school business managers and leaders prioritise?

Begin with the barriers that have the greatest effect on pupils.

For a school business manager, this may mean working with the SENCO and senior leadership team to connect equality priorities with budgeting, procurement, estates planning and staff development.

A simple priority list could include:

• review equality objectives
• audit accessibility
• gather pupil and family feedback
• identify gaps in SEND resources
• review classroom and library resources
• identify staff training requirements
• assess participation in clubs, trips and sport
• agree measurable actions
• review progress during the year

This turns equality from a broad ambition into practical school improvement.

How can schools implement equality successfully?

A simple cycle can help:

1. Listen – gather evidence from pupils, parents, staff and school data.
2. Identify – decide which barriers need attention first.
3. Plan – agree actions, responsibilities, budgets and timescales.
4. Implement – introduce changes alongside appropriate staff support.
5. Review – check whether pupils are experiencing a genuine improvement.
6. Adjust – change the approach where it is not working.

Equality is an ongoing process. Schools change, pupil cohorts change and new barriers can emerge, so regular review matters.

How does GLS support schools with equality and inclusion?

GLS works with schools every day, so we understand that creating an inclusive environment involves far more than choosing individual products.

School business managers, SENCOs and teachers may need to consider classroom resources, SEND provision, sensory resources, furniture, PE equipment, literacy resources and everyday school supplies as part of a wider inclusion plan.

The GLS SEND range includes resources designed to support communication and interaction, cognition and learning, sensory needs and wider inclusive classroom provision. Schools can also explore guidance on creating inclusive classrooms, SEND resources and sensory rooms when reviewing their existing provision.

The aim should always be to match resources to genuine pupil needs and make every purchase work harder for the school.

That practical understanding sits behind the GLS approach: Schools. We get you.

Conclusion

Promoting equality in school is about identifying barriers and taking practical action to remove them. Listen to pupils and families, review policies and accessibility, invest resources according to need and give staff the knowledge to make inclusion work day to day.

Celebrations of diversity still have an important place, but the strongest schools make equality visible in everyday decisions, learning environments and opportunities throughout the year.