Equality information
The Public Sector Equality Duty 2011 has three aims under the general duty for Schools, Academies and Settings:
- Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act. By removing or minimising disadvantages suffered by people due to their protected characteristics
- Advance equality of opportunity between people who share a protected characteristic and those who do not. By taking steps to meet the needs of people from protected groups where these are different from the needs of other people.
- Foster good relations between people who share a protected characteristic and those who do not. By encouraging people from protected groups to participate in public life or in other activities where their participation is disproportionately low
Our School has considered how well we currently achieve these aims with regard to the nine protected equality groups:
- Race
- Ethnicity
- Disability
- Sex
- Gender reassignment
- Age
- Pregnancy and maternity
- Religion and belief
- Sexual orientation
| Protected characteristics | Aims of the general duty | ||||
| What evidence do we hold that we eliminate unlawful discrimination, harassment and victimisation? | How do we advance equality of opportunity between people who share a protected characteristic and those who do not? | How do we foster good relations between people who share a protected characteristic and those who do not? | |||
| Race | Single equality policy
Data on admission Termly reports on racial incidents to Governing Body Low number of reported racial incidents
|
Celebration of differences
Inclusive Curriculum Assemblies School policies Values curriculum
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Celebration of differences
Inclusive Curriculum Assemblies Good links with parents School policies promote equality Job descriptions for staff Values curriculum School displays promote diversity |
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| Disability | School policies
Inclusive practices Feedback from parents Termly reports to Governing Body Assessment data Purchase of additional resources |
School policies
Raising attainment Tracking progress Inclusive sports opportunity |
Good links with parents
Assemblies Annual Review meetings Values curriculum School displays promote diversity |
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| Gender | Admissions process
Recruitment process Tracking data |
Recruitment process
School policies Raising attainment of boys writing Tracking progress Pupil progress meetings Inclusive sports opportunity |
Good links with parents
Assemblies Values curriculum |
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| Gender Reassignment | Inclusive practices
Admissions process Recruitment process Equality policy |
Celebration of differences
School policies Value differences Review of practices |
Good links with parents
Parent Support Adviser Admissions process Values curriculum |
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| Pregnancy and Maternity | Reasonable adjustments in place
Regular meetings Risk assessment |
Continue good practice
Paternity leave |
Continue to make reasonable adjustments to ensure individuals are supported at work | ||
| Age | Employment/recruitment process | Recruitment process | Recruitment process | ||
| Religion and Belief | Admissions procedures
Employment documents Balance of staff employed |
Celebration of differences
Curriculum Assemblies |
Celebration of differences
Trips to a variety of Places of Worship Parent’s involved in RE lessons Inclusive Curriculum Assemblies Values curriculum School displays promote diversity |
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| Sexual Orientation | School policies
Inclusive practices Admissions process Recruitment process Equality policy |
Celebration of differences
School policies Value differences Review of practices |
Good links with parents
Admissions process Values curriculum |
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To raise the % of boys achieving at or above national expectations in writing (key priority)
- Track progress of boys across the school
- Use pupil progress meetings to discuss progress and next steps
- Talking partners for specific year groups
- Boy friendly writing topics to engage and motivate them
- Power of reading books include boy friendly titles
- Daily Guided Reading includes boy friendly titles
- Talk for writing features in all year groups
To ensure a person centred planning approach for pupils with SEND
- Create Learning Support Plan which includes areas of strengths as well as areas of concern
- Discussions with pupils and parents in Learning Support Plan meetings about what they would like to achieve
- Training for Education, Health and Care Plans (EHCPs)
- EHCP conversion meetings based on All About Me section from Local Authority
- Transitions profile when pupils move Year groups, including movement to Secondary school
To accelerate the progress of children who are new to English in all core subjects
- Baseline assessment carried out by EMA TA
- Purchase of dual language books
- Dual language dictionaries
- Tablets (computing resource) used in lessons to support language acquisition
- Visual support
- Opportunities for speaking and listening
- Involvement of parents
- Access to Little Bridge
- Training and support for EMA co-ordinator