Equalities Information


Equalities 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 eight protected equality groups : race/disability/sex/gender reassignment/age/pregnancy and maternity/religion and belief and sexual orientation

In compiling this equality information we have :

  • Identified evidence already in the setting/centre of equality within policies and practice and identified gaps
  • Examined how our setting/centre engages with the protected groups, identifying where practice could be improved

 

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 GB

Low number of reported racial incidents

 

Celebration of differences

Curriculum

Assemblies

School policies

Value differences

 

Celebration of differences

Curriculum

Assemblies

Good links with parents

School policies promote equality

Job descriptions for staff

School ethos

School displays promote diversity

Disability School policies

Inclusive practices

Feedback from parents

Termly reports to GB

Assessment data

Purchase of additional resources

School policies

Raising attainment

Tracking progress

Good links with parents

Assemblies

Annual Review meetings

School ethos

School displays promote diversity

Gender Admissions process

Recruitment process

Gender equality scheme

Tracking data

Recruitment process

School policies

Raising attainment of boys writing

Tracking progress

Pupil progress meetings

Good links with parents

Assemblies

School ethos

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

School ethos

Pregnancy and Maternity Policy for expectant parents

Reasonable adjustments in place

Regular meetings

Risk assessment

Continue good practice

Paternity leave

Following policy

Continue to make reasonable adjustments to ensure individuals are supported at work

School ethos

Age Employment/recruitment process Recruitment process Recruitment process

School ethos

Religion and Belief Admissions procedures

Employment documents

Balance of staff employed

Celebration of differences

Curriculum

Assemblies

Celebration of differences

Curriculum

Assemblies

Good links with parents

School ethos

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

School ethos

 

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
  • Intervention groups and 1-1 provision
  • Boy friendly writing topics to engage and motivate them

To ensure a person centred planning approach for pupils with SEND

  • Create Individual Support Plan which incorporates interests as well as strengths
  • Discussions with pupils and parents in ISP 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

To accelerate the progress of children who are new to English in reading and writing

  • EAL consultant meeting with class teachers of pupils who are new to English
  • Phonics intervention support for KS2 pupils who are new to English (Read, Write, Inc)
  • Purchase of dual language books
  • Purchase of Talking Pens
  • Dual language dictionaries
  • Visual support
  • Opportunities for speaking and listening