Understanding difference. Challenging discrimination. Showing respect.

At North Mead, we want children to grow up understanding that people are different, that those differences should be respected, and that everyone has the right to be treated fairly.

Teaching about protected characteristics forms part of our wider work on equality, relationships, behaviour, safeguarding, British Values and personal development.

Under the Equality Act 2010, there are nine protected characteristics:

• age
• disability
• gender reassignment
• marriage and civil partnership
• pregnancy and maternity
• race
• religion or belief
• sex
• sexual orientation

Our approach at North Mead

We teach about equality and protected characteristics in ways that are:

• age appropriate
• factual
• respectful
• inclusive
• carefully sequenced
• connected to children’s wider understanding of relationships and society

The aim is not simply for pupils to remember a list.

We want children to understand that people may be different from them, those differences should not lead to discrimination, and everyone deserves dignity and respect.

Current Ofsted guidance states that pupils should develop an appropriate understanding of equality and of respecting and understanding difference, and that schools should be able to demonstrate that unlawful discrimination is not tolerated.

Protected characteristics and DR TIMP

At North Mead, protected characteristics form the P in our DR TIMP framework:

• D — Democracy
• R — Rule of Law
• T — Tolerance
• I — Individual Liberty
• M — Mutual Respect
• P — Protected Characteristics

This helps children connect equality with our wider teaching about life in modern Britain.

It reinforces a simple message: Difference is normal. Respect matters. Discrimination should be challenged.

What do children learn?

Children encounter protected characteristics through carefully chosen, age-appropriate learning.

This might include learning that:

• families can be different
• people have different religions and beliefs
• people come from different racial and cultural backgrounds
• some people have disabilities and may need reasonable adjustments
• girls and boys should have equal opportunities
• stereotypes can limit people unfairly
• people can experience discrimination because of characteristics protected by law
• respectful language matters
• prejudice and discrimination should be challenged

Not every characteristic needs to be taught in exactly the same way or at the same stage.

Our teaching reflects children’s age, developmental stage and the wider curriculum.

Where is this taught?

Understanding equality is developed across school life.

Children encounter these ideas through:

• PSHCE
• Relationships Education
• RE
• assemblies
• English and literature
• history
• geography
• art and music
• British Values
• behaviour and relationships
• pupil leadership
• visitors and enrichment
• everyday discussions and experiences

We also deliberately ensure that children encounter a wide range of people, families, cultures, experiences and perspectives through the curriculum.

Representation matters

Children should be able to see both themselves and others reflected positively in school life.

We therefore consider representation when selecting:

• books and stories
• historical figures
• artists
• scientists
• musicians
• role models
• images
• examples
• visitors
• curriculum content

Our aim is not tokenism. It is to ensure that pupils develop a broad and accurate understanding of the world and the people within it.

Challenging stereotypes

Children encounter stereotypes from many sources.

We help them learn to question assumptions such as:

• particular jobs being only for men or women
• disability automatically meaning inability
• assumptions about people because of their race or religion
• assumptions about families because they look different
• expectations based on gender
• generalisations about cultures or communities

We want pupils to become increasingly able to recognise stereotypes and think critically about them.

Disability and reasonable adjustments

Disability is one of the protected characteristics.

Schools must not unlawfully discriminate against disabled pupils and have duties to make reasonable adjustments where appropriate.

At North Mead, this may include adjustments to:

• teaching
• communication
• routines
• the learning environment
• equipment
• access to activities
• assessment
• sensory provision
• physical access

Reasonable adjustment is about removing unnecessary barriers so that children can participate as fully as possible.

Respecting religion and belief

North Mead is a diverse community.

Children learn about different religions and worldviews through Religious Education and wider school life.

They are taught that people may:

• follow different religions
• practise their faith in different ways
• hold different beliefs
• have no religious belief

Children do not have to agree with every belief they encounter.

They do need to understand that disagreement does not justify disrespect or discrimination.

Families and relationships

Children learn that families can look different.

Depending on age and curriculum content, pupils may encounter families that include:

• one parent
• two parents
• grandparents or wider family members
• adoptive parents
• foster carers
• same-sex parents
• stepfamilies
• other caring arrangements

The message is simple and age appropriate: Families may be different, but children should learn to treat other people’s families with respect.

Prejudice-related incidents

Discriminatory language or behaviour is not dismissed as “just a joke”.

Where appropriate, prejudice-related incidents are:

• challenged
• recorded
• investigated
• followed up
• discussed with families
• used as an opportunity for education
• monitored for patterns

This includes racist, sexist, disablist, homophobic, transphobic and faith-related prejudice.

Our response considers both accountability and education.

Children need to understand what was wrong, who may have been affected and how to behave differently in future.

Pupil voice

We want to know whether children actually understand equality, not simply whether content has been taught.

Pupil voice helps us explore whether children:

• understand the meaning of equality
• recognise unfair treatment
• know what discrimination is
• can identify stereotypes
• know how to respond to discriminatory language
• understand that people can be different and equal
• feel respected and represented at school

This forms part of our wider monitoring of personal development.

Working with families

We recognise that families may sometimes have questions about what children are learning.

We aim to communicate clearly about:

• curriculum content
• age appropriateness
• relationships education
• equality
• protected characteristics
• how teaching is delivered

Parents and carers are welcome to speak to us if they would like to understand more about the curriculum.

What do we want children to leave North Mead understanding?

By the time pupils leave us, we want them increasingly to understand that:

• Everyone has equal worth.
• Difference is part of society.
• Stereotypes can be challenged.
• Discrimination can cause harm.
• Respect does not require agreement.
• People should be treated fairly.
• They have a responsibility to challenge prejudice appropriately.

Our commitment

At North Mead, equality is not confined to one lesson, one assembly or one week of the year.

It should be visible in what we teach, who children encounter, the opportunities we provide, the language we accept and the way we treat one another.

Belong. Participate. Succeed.

NMead Protected Characteristics Curriculum Overview

External Resource/Organisation	Link
GOV.UK Equality Act 2010 guidance	Equality Act 2010
DfE Equality Act advice for schools	Equality Act 2010: advice for schools

Related North Mead Pages

• British Values
• Equality Information and Objectives
• PSHCE
• RE
• Inclusion
• Behaviour and Attitudes