Understanding one’s identity is a vital part of a young person’s development, shaping their journey from early childhood into adulthood. At Godolphin, our commitment to Equality, Diversity, and Inclusion platform (EDI) is woven into every aspect of school life.

Through our EDI platform, alongside our Spiritual, Moral, Social and Cultural development (SMSC) initiatives, Personal, Social, Health, Citizenship and Economic Education (PSHCEE) and EDI focused clubs, we provide our students with the tools to explore and embrace their unique identities.

We strive to create a healthy school culture that empowers students and to thrive. By fostering an environment where inclusivity is paramount, we promote a sense of belonging that allows every student to reach their full potential, free from prejudice or discrimination.

We believe that education extends beyond academic achievement. Our responsibility is to prepare our students for life in a diverse and interconnected society. Godolphin students are future leaders, citizens and advocates for a just world.

At the heart of our vision, ethos and values is a commitment to building an equitable society. By instilling an understanding of equality and inclusion from an early age, we help our students develop a deep sense of fairness and kindness – qualities that will guide them through their years at Godolphin and beyond.

Aims for EDI at Godolphin

**(not an exhaustive list but a starter for discussion!)

At Godolphin we educate our students to respect diversity. They gain knowledge and understanding that can help them to improve relationships, tackle prejudice and discrimination, and make positive decisions throughout their adult life. In today’s challenging and diverse society, we endeavour to instil students with a positive and open-minded attitude.

1. All students are equal regardless of their religious beliefs, sexual orientation, race, gender, and gender identity.

Although this is an important principle, we should teach our students that this doesn’t mean everybody in the classroom is treated the same. Equity means that people require extra help so that they are fairly provided with the same opportunities and to achieve outcomes as others.

2. Everyone is valued. Differences are respected and recognised because diversity is a strength.

We will strive to eliminate the disadvantages and barriers with which some students face. These differences may relate to ethnicity, gender, faith, disability, or sexual orientation. We believe that each student is unique, and diversity is a strength. It should be celebrated and respected by all the school’s students, staff, parents, governors and visitors.

3. Nurture healthy relationships and promote school values.

Our school community will benefit greatly from actively promoting mutual respect, kindness and positive attitudes between groups that differ from one another.

4. Promoting a sense of belonging and inclusion in the classroom.

You want all members of your school community to share a sense of belonging in both the school and the wider community. This will help each individual to feel respected as an individual and to respect one another. This feeling of mutual respect makes it easier for students to participate in school life fully.

5. Students have a voice, and those opinions are actioned.

At Godolphin we have our Prefect, Competitive House and Boarding House committees. We also have many extracurricular clubs and societies such as - Exploring Christianity, Include club, The Student Voice Society and The Neurodiverse Club. Feeling represented and listened to at school produces that sense of belonging which leads to more positive academic results and improve mental health and wellbeing.

6. Godolphin strives to provide and environment where we have the highest expectations for all our students.

We believe that all our students can make good progress and achieve their highest possible potential.

7. We challenge stereotyping and prejudice.

In Godolphin, all incidences of prejudice-based bullying are reported, challenged and sanction. This includes racism, homophobia, or the bullying of somebody due to a disability. We actively challenge gender-based and any other stereotypes than are causing concern and support students to do the same. Addressing the ‘bystander’ effect involves educating pupils about their role in creating a safe and supportive school environment for everyone. We equip our students with tools to intervene responsibly, empowering them to make a positive difference.