Equality, Diversity and Inclusion

Holbrook School for Autism is committed to fulfilling its responsibilities under the Public Sector Equality Duty and complying with the requirements of the Equality Act 2010. In doing so, we give due consideration to the need to:

    • Eliminate discrimination and any other behaviour prohibited by the Equality Act 2010
    • Advance equality of opportunity between individuals who share a protected characteristic and those who do not
    • Foster positive relationships between all groups, promoting understanding and respect among people regardless of protected characteristics

Equality and Diversity Objectives (2025-28)

Strengthen Inclusive and Relational Practice across School and Residential Settings

Why this matters: Autistic pupils often face barriers not just due to their needs, but due to how adults interpret and respond to them. Embedding relational practice through Thrive, alongside explicit work on equity and bias, helps staff respond with greater empathy, consistency and fairness. This creates safer, more inclusive environments where all pupils can feel understood and valued.

Expected outcome: Pupils experience greater consistency, safety and emotional understanding from adults. Staff confidence in managing complex needs increases, and behaviour incidents involving distress or perceived unfairness reduce.

 

Embed Equality, Diversity and Rights into Curriculum and Residential Life

Why this matters: Students need support to understand their rights and the diverse world around them in ways that are accessible and meaningful to them.

Expected outcomes: Students are able to recognise and talk about difference, feel safe and valued, and access meaningful social and cultural learning.

Remove Barriers for Students with Physical and Sensory Needs

Why this matters: Many autistic students have additional sensory and physical needs. Equity of access requires proactive planning and shared responsibility.

Expected outcomes: Students are better able to engage in learning and routines; incidents linked to sensory distress are reduced.

Foster a Culture of Respect, Safety and Inclusion

Why this matters: The safe reduction of restrictive practice is central to the new national guidance and to our values. A proactive, respectful and joined-up culture benefits everyone.

Expected outcomes: Fewer physical interventions, improved staff confidence, stronger consistency in relational approaches across education and residential teams.

Create a Supportive Working Environment for Staff Requiring Workplace Adjustments

Why this matters: As a large and diverse staff team, we recognise that inclusive practice must extend to our workforce. Adjustments are not about lowering expectations, but about removing barriers so that all staff can contribute fully and sustainably. Staff who feel supported are more likely to stay and perform well.

Expected outcome: All staff who require workplace adjustments will have a documented, reviewed plan in place and report feeling supported to fulfil their role effectively.