Equality Duty Objectives

Equality Duty Objectives

1. Aims Our school aims to meet its obligations under the public sector equality duty by having due regard to the need to:

  • Eliminate discrimination and other conduct that is prohibited by the Equality Act 2010
  • Advance equality of opportunity between people who share a protected characteristic and people who do not share it
  • Foster good relations across all characteristics – between people who share a protected characteristic and people who do not share it

2. Legislation and guidance This document meets the requirements under the following legislation:

  • The Equality Act 2010, which introduced the public sector equality duty and protects people from discrimination
  • The Equality Act 2010 (Specific Duties) Regulations 2011, which require schools to publish information to demonstrate how they are complying with the public sector equality duty and to publish equality objectives

This document is also based on Department for Education (DfE) guidance: The Equality Act 2010 and schools.

3. Roles and responsibilities

The governing board will:

  • Ensure that the equality information and objectives as set out in this statement are published and communicated throughout the school, including to staff, pupils and parents, and that they are reviewed and updated at least once every four years
  • Delegate responsibility for monitoring the achievement of the objectives on a daily basis to the headteacher

The headteacher will:

  • Promote knowledge and understanding of the equality objectives amongst staff and pupils
  • Monitor success in achieving the objectives and report back to governors

All school staff are expected to have regard to this document and to work to achieve the objectives as set out in section 8.

4. Eliminating discrimination

The school is aware of its obligations under the Equality Act 2010 and complies with nondiscrimination provisions. Where relevant, our policies include reference to the importance of avoiding discrimination and other prohibited conduct.

Staff and governors are regularly reminded of their responsibilities under the Equality Act, for example during meetings. Where this has been discussed during a meeting it is recorded in the meeting minutes. New staff receive information on the Equality Act as part of their induction, and all staff receive refresher training throughout the year.

The school has a designated member of staff for monitoring equality issues. They regularly liaise regarding any issues and make senior leaders and governors aware of these as appropriate. Statistical data relating to equality issues are reported to the Governing Body each term and include information such as homophobic bullying and the performance of groups of pupils belonging to protected groups.

5. Advancing equality of opportunity

As set out in the DfE guidance on the Equality Act, the school aims to advance equality of opportunity by:

  • Removing or minimising disadvantages suffered by people which are connected to a particular characteristic they have (e.g. pupils with disabilities, or pupils of a particular race or ethnicity receiving inappropriate comments)
  • Taking steps to meet the particular needs of people who have a particular characteristic (e.g. providing appropriate resources to support pupils with a disability)
  • Encouraging people who have a particular characteristic to participate fully in any activities (e.g. encouraging all pupils to be involved in the full range of school clubs and activities)

In fulfilling this aspect of the duty, the school will:

  • Publish attainment data each academic year showing how pupils with different characteristics are performing
  • Analyse the above data to determine strengths and areas for improvement, implement actions in response and publish this information
  • Make evidence available identifying improvements for specific groups (e.g. declines in incidents of homophobic or racial incidents)
  • Publish further data about any issues associated with particular protected characteristics, identifying any issues which could affect our own pupils

6. Fostering good relations

The school aims to foster good relations between those who share a protected characteristic and those who do not share it by:

  • Promoting tolerance, friendship and understanding of a range of religions and cultures through different aspects of our curriculum. This includes teaching in RE, citizenship and personal, social, health and economic (PSHE) education, but also activities in other curriculum areas. For example, as part of teaching and learning in English/reading, pupils will be introduced to literature from a range of cultures.
  • Holding assemblies dealing with relevant issues. Pupils will be encouraged to take a lead in such assemblies and we will also invite external speakers to contribute.
  • Working with our local community. This includes inviting leaders of local faith groups to speak at assemblies, and organising school trips and activities based around the local community.
  • Encouraging and implementing initiatives to deal with tensions between different groups of pupils within the school. For example, our school council has representatives from different year groups and is formed of pupils from a range of backgrounds. All pupils are encouraged to participate in the school’s activities, such as sports clubs. We also work with parents to promote knowledge and understanding of different cultures.
  • We have developed links with people and groups who have specialist knowledge about particular characteristics, which helps inform and develop our approach. For example, we work closely with SEND Services to ensure appropriate provision for our SEND pupils.

7. Equality considerations in decision-making

The school ensures it has due regard to equality considerations whenever significant decisions are made. The school always considers the impact of significant decisions on particular groups. For example, when a school trip or activity is being planned, the school considers whether the trip:

  • Cuts across any religious holidays
  • Is accessible to pupils with disabilities
  • Has equivalent facilities for boys and girls

8. Equality objectives – set February 2018

Objective 1: To ensure that the gaps between boys and girls attainment in reading, writing and maths decrease within year groups where this has been identified as being an issue.

Why we have chosen this objective: Although boys sometimes outperform girls in some subjects in particular year groups, there are a number of instances where girls significantly outperform boys. To achieve this objective, we plan to: analyse the performance of boys and girls regularly in order to compare performance, set targets and review progress towards this objective. This will be done through half termly pupil progress meetings. Support plans for individual pupils or groups of pupils will be put in to place where necessary or adapted accordingly.

Progress we are making towards this objective:

Objective 2: Ensure that SEND pupils make good progress in reading, writing and maths throughout the school.

Why we have chosen this objective: Analysis of in school data and ASP data demonstrates that a number of SEND pupils are not making appropriate progress from KS1 to KS2 or from their previous end of phase / key stage. To achieve this objective, we plan to: analyse the performance of all SEND pupils regularly (at least half termly) though pupil progress meetings and through reviewing progress through specific interventions. Interventions will then be reviewed and support plans updated. Progress will be measured through the school’s tracking system and through intervention data.

Progress we are making towards this objective:

Objective 3: Anticipate the needs of pupils arriving in school who are new to the country and / or new to the English language and use this to plan appropriate support and interventions for all EAL pupils, resulting in good levels of progress.

Why we have chosen this objective: The number of EAL (English as an Additional Language) pupils has risen rapidly since 2015. In 2015 10% of pupils had EAL, in 2018, 21% of pupils have EAL. To achieve this objective, we plan to: assess each pupil’s needs promptly after admission and use this to then plan appropriate support. Their progress will be tracked at least half-termly and support reviewed. Staff will be provided with appropriate training in order for them to be able to plan and deliver high quality learning experiences for these pupils.

Progress we are making towards this objective:

Objective 1

To ensure that the gaps between boys and girls attainment in reading, writing and maths decrease within year groups where this has been identified as being an issue.

Actions:

  • Track boys / girls progress through half termly pupil progress meetings
  • Create action plans to address areas of underperformance
  • Review progress at each assessment point

Person/people responsible: SLT.

Date Completed By: July 2018, then review at each assessment point.

Objective 2

Ensure that SEND pupils make good progress in reading, writing and maths throughout the school.

Actions:

  • Track the progress of all SEND pupils half termly through the school tracking system and through specific assessments
  • Discuss any areas of underperformance half termly
  • Create actions plans and adapt interventions and support accordingly
  • Review at all assessment points

Person/people responsible: SENCo

Date Completed By: July 2018 and at all assessment points throughout the year.

Objective 3

Anticipate the needs of pupils arriving in school who are new to the country and / or new to the English language and use this to plan appropriate support and interventions for all EAL pupils, resulting in good levels of progress.

Actions:

  • Gather assessment data from previous school where possible
  • Complete NASSEA assessments upon arrival at the school
  • Track the progress of all EAL pupils at least half termly
  • Provide appropriate EAL training and support for staff
  • Ensure that all EAL pupils have access to appropriate provision and a suitable induction programme of support eg buddy system, visual resources

Person/people responsible: EAL Leader

Date Completed By: July 2018 and throughout the year at all assessment points.

9. Monitoring arrangements

The Governing Body will update the equality information we publish, at least every year. This document will be reviewed by the Full Governing Body at least every 4 years. This document will be approved by the Full Governing Body.

10. Links with other policies

This document links to the following policies:

  • Accessibility plan
  • Risk assessments
  • Accessibility Plan
  • Admission Arrangements
  • SEN Information Report and Policy
  • Anti-Bullying Policy
  • Collective Worship Policy
  • EAL (English as an Additional Language) Policy
  • PSHE (Personal, Social and Health Education) Policy