Equality information

The Public Sector Equality Duty 2011 has three aims under the general duty for Schools, Academies and Settings:

  1. 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
  2. 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.
  3. 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

 

Next review in 2019

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

 

Celebration of differences

Inclusive Curriculum

Assemblies

Good links with parents

School policies promote equality

Job descriptions for staff

Values curriculum

School displays promote diversity

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

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

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

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

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

 

 

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