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Equalities Policy

Shakespeare Infant School

Shakespeare Infant School Equalities Policy

(including Equalities Information and Objectives)

Review Date: October 2017

 

Introduction

We welcome our duties under the Equality Act 2010 as both a provider of education and as an employer.

 

We believe that all pupils and members of staff should have the opportunity to fulfil their potential whatever their background, identity and circumstances. We are committed to creating a community that recognises and celebrates difference within a culture of respect and co-operation. We appreciate that a culture which promotes equality will create a positive environment and a shared sense of belonging for all who work, learn and use the services of our school. We recognise that equality will only be achieved by the whole school community working together – our pupils, staff, governors and parents/carers.

 

This document outlines the principles which will guide our approach to working with our school community and enabling an open culture.

 

For staff and prospective staff, this policy should be read in conjunction with the school’s Employment Equality Policy.

 

National and Legal Context

We recognise that we have duties under the Equality Act 2010 in relation to the school community to eliminate discrimination, advance equality of opportunity and foster good relations in relation to age (applicable only to staff), disability, ethnicity, gender (including issues of transgender, maternity and pregnancy), religion and belief, sexual orientation and marital status (applicable only to staff).

 

We also recognise that we have a duty under the Education & Inspections Act 2006 to promote community cohesion, i.e. developing good relations across different cultures and groups.

 

We also appreciate that these duties reflect the international human rights standards as expressed in the UN Convention on Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998.

 

School Context

  • three form entry infant school
  • current number on role 270
  • currently no mixed year groups
  • caters for years R,1 and 2 (no units/nursery provision)
  • no specialist characteristics eg religious character
  • the school is on the edge of Eastleigh and serves a lower middle class/working class population
  • historically employment has been high due to railways, factories, motor industry
  • more recently we have seen a significant rise in unemployment
  • currently 8.55% of our children are eligible for free school meals
  • Currently 16% of children are eligible for Pupil Premium
  • IMD rank 21,227 (out of 32,844) where 1 is the most deprived

rank within Hampshire Primary schools 153 out of 425 where 1 is the most deprived

  • 16% of the children are from an ethnic background
  • We currently have 2 children with a EHCP (0.7%)
  • We currently have 142 girls and 128 boys in the school
  • Children with EAL is 10%
  • Children identified with SEND is 10%
  • LAC – 3%
  • We have earned many awards over recent years -, Healthy Schools Award, Active Mark (each year) and Artsmark (gold), Sing Up! Gold and Trailblazers Gold Award, Modestars (Bronze)
  • upon entry into YR our children enter school broadly average compared to national profiles
  • we are a very popular school and well respected within the County and local community
  • we recruit high quality staff with ease and have a full complement of governors
  • the mobility of our learners is low

 

Principles

To fulfil our legal obligations, we are guided by a number of principles.

 

  1. All pupils, families and staff are of equal value

We see all pupils, potential pupils, their parents and carers, and staff as of equal value:

    • Whether or not they are disabled
    • Whatever their ethnicity, culture, national origin or national status
    • Whatever their gender and gender identity
    • Whatever their religious and non-religious affiliation or faith background
    • Whatever their sexual orientation
    • Whatever their marital status
    • Whether they are currently pregnant or have recently given birth
    • Whatever their age

 

  1. We recognise and respect difference

We recognise that treating people equally does not necessarily involve treating them all the same. We recognise that our policies, procedures and activities must not discriminate but must take account of diversity and the kinds of barriers and disadvantage that staff, parents/carers or pupils may face in relation to their protected characteristics:

  • Disability – we note that reasonable adjustments may need to be made
  • Gender (including transgender) – we recognise that girls and boys, men and women have different needs
  • Religion and belief – we note that reasonable requests in relation to religious observance and practice may need to be made and complied with
  • Ethnicity and race – we note that all have different experiences as a result of our ethnic and racial backgrounds
  • Age – we value the diversity in age of staff, parents and carers
  • Sexual orientation – we respect that individuals have the right to determine their own sexual identity and that they should not experience disadvantage as a result of their preference
  • Marital status – we recognise that our staff, parents and carers may make their own personal choices in respect of personal relationships and that they should not experience disadvantage as a result of the relationships they have
  • Pregnancy and maternity – we believe that our staff, parents and carers should not experience any unfair disadvantage as a result of pregnancy or having recently given birth

 

  1. We foster positive attitudes and relationships, and a shared sense of cohesion and belonging

 

We intend that our policies, procedures and activities should promote:

  • positive attitudes and interaction between groups and communities different from each other
  • an absence of harassment, victimisation and discrimination in relation to any protected characteristics

 

  1. We observe good equalities practice in relation to staff

 

We ensure that our policies and practices for all staff and potential staff throughout the employment lifecycle, i.e. from recruitment through to the cessation of employment and beyond, are applied fairly and consistently across all groups with full respect for legal rights, taking into account aspects applicable to particular groups (e.g. duty to make reasonable adjustments for disabled staff).

 

  1. We aim to reduce and remove inequalities and barriers that already exist

 

We intend that our policies, procedures and activities avoid or minimise any possible negative impacts and we aim to reduce inequalities that exist between groups and communities different from each other.

 

  1. We consult and involve to ensure views are heard

 

In our development of policies, we engage with groups and individuals, including pupils who are affected by a policy or activity to ensure that their views are taken into account. For policies and activities affecting pupils, we will take account of views expressed at school council; for parents, through parent governor representation and for staff, through staff governor representation. Where necessary, we will consult more widely with specific groups.

 

  1. We aim to foster greater community cohesion

 

We intend that our policies, activities and curriculum offer foster greater social cohesion and provide for an equal opportunity to participate in public life irrespective of the protected characteristics of individuals and groups.

 

  1. We base our practices on sound evidence

 

We maintain and publish information annually to show our compliance with the public sector equality duty, set out under section 149 of the Equality Act 2010. Our current equality information can be found in Appendix A to this policy statement.

 

 

  1. 9. We set ourselves specific and measurable equality objectives

 

We develop and publish specific and measurable objectives every four years based on the evidence that we have gathered (principle 8) and the engagement we have been involved in (principle 7).

 

The objectives can be found in Appendix B to this policy statement and take into account both national, county and school level priorities.

 

We will set ourselves new objectives every four years, but keep them under review and report annually on progress towards achieving them.

 

Application of the principles within this policy statement:

The principles outlined in the policy statement will be applied and reflected in:

 

  • The delivery of the school curriculum
  • The teaching and learning within the school
  • Our practice in relation to pupil progress, attainment and achievement
  • Our teaching styles and strategies
  • Our policies and practice in relation to admissions and attendance
  • Our policies and practice in relation to staff
  • Our care, guidance and support to pupils, their families and staff
  • Our policies and practice in relation to pupil behaviour, discipline and exclusions
  • Our partnership working with parents and carers
  • Our contact with the wider school community

 

Addressing prejudice and prejudice-related bullying

  1. school is opposed to all forms of prejudice including, but not limited to prejudice related to protected characteristics. We will ensure that prejudice-related incidents in relation to staff and pupils are recorded and dealt with appropriately.

 

Roles and responsibilities

The governing body is responsible for ensuring that the school complies with legislation, and that this policy and its related procedures and action plans are implemented and that arrangements are in place to deal with any concerns or unlawful action that arises.

 

The headteacher is responsible for implementation of this policy, ensuring that all staff are aware of their responsibilities and given appropriate training and support and for taking appropriate action in any cases of unlawful discrimination, harassment or victimisation.

 

All staff are expected to work in accordance with the principles outlined in this policy to:

 

  • promote an inclusive and collaborative ethos in their practice
  • deal with any prejudice-related incidents that may occur
  • plan and deliver curricula and lessons
  • support pupils in their class who have additional needs

 

 

 

Equalities Information Appendix A

 

We recognise that the public sector equality duty has three aims, to:

  • eliminate unlawful discrimination, harassment and victimisation and other conduct under the Act
  • advance equality of opportunity between people who share a protected characteristic and those who do not
  • foster good relations between people who share a protected characteristic and those who do not

 

We have considered how well we currently achieve these aims with regard to the protected groups under the Equality Act (race, disability, gender, gender re-assignment, age, pregnancy and maternity, marital status, sexual orientation, religion and belief and sexual orientation).

 

We have also involved staff, pupils, parents and others in the following ways:

  • focus groups
  • parent questionnaires
  • involvement of children’s voice
  • staff feedback
  • contact with parents representing pupils with particular protected characteristics
  • contact with the local community and disability organisations

 

Pupil-related data

 

Information

Evidence and commentary

Y2 Attainment – all pupils

Reading Writing Maths

Expected + 93% Expected + 85% Expected + 88%

GDS 27% GDS 11% GDS 12%

Y2 Attainment by gender

2016

Boys

Reading Writing Maths

Expected + 93% Expected + 82% Expected + 96%

GDS 18% GDS 7% GDS 11%

 

Girls

Reading Writing Maths

Expected + 93% Expected + 89% Expected + 80%

GDS 36% GDS 16% GDS 14%

Y2 Attainment by race 2016

 

Reading Writing Maths

Expected + 100% Expected + 100% Expected + 100%

GDS 67% GDS 33% GDS 67%

 

 

Participation in the student council by race

 

 

Of the 6 children in the group we aim for at least 1 to be from an ethnic minority

Participation in After School Clubs as at April 2016

105 children in years 1 and 2 attend an after school club

Headteacher awards by gender

By the end of the academic year 98% of children achieve their HT certificate.

 

Exclusions 2015-16

None

Feedback from parental survey 2016

21% returned. These are anonymous so do not have data re ethnicity/gender. No issues arising regarding gender or racial issues.

Formal complaints

2015-16

None

Racial incidents 2015-2016

None

 

Other information

Information

Evidence and commentary

Attendance at parents evenings 2015-2016

98% of parents attend our parent evenings. We always contact parents to arrange a meeting if they missed their appointment.

Governor representation as at June 2016

 

12 governors

6 female and 6 male

Currently we do not ethnic minority representation

Volunteers as at March 2016

We have a good balance with male and female helpers on school visits. This depends on personal workload and commitments.

Our regular volunteer helpers in school on a more daily basis tend to be female.

Our ethnic minority families engage very well with the school and are very supportive of the school. They support re curriculum activities and are very supportive regarding their children’s learning. We have very good support for volunteers on school visits.

 

Qualitative information

The school has published various policies on the school’s internet site as listed:

behaviour management, anti- bullying, SEN, Collective Worship, Employment Equality, admissions policy, educational visits, Child protection.

 

The curriculum promotes equality including assemblies, views of Children’s Voice and our PSHE curriculum, our learning values. We also celebrate different cultures during specific events eg festivals.

 

These policies evidence the school’s commitment to the principles outlined in this policy and the public sector equality duty.

 

Staffing is creatively structured to enable support to be targeted where it is needed.

 

All children’s needs are met through the curriculum and effective use of intervention programmes. Our approach is fully inclusive.

 

We enable all children to access after school activities and fund one club for children eligible for pupil premium.

 

The school has also published other information relevant to equalities on the equality pages on the school website.

 

Date of publication of this appendix: June 2017

 

Date for review and re-publication: October 2017

Equality Objectives Appendix B

 

We recognise that the public sector equality duty has three aims, to:

  • eliminate unlawful discrimination, harassment and victimisation and other conduct under the Act
  • advance equality of opportunity between people who share a protected characteristic and those who do not
  • foster good relations between people who share a protected characteristic and those who do not

 

We have considered how well we currently achieve these aims with regard to the protected groups under the Equality Act (race, disability, gender, gender re-assignment, age, pregnancy and maternity, marital status, sexual orientation, religion and belief and sexual orientation).

 

We have also involved staff, pupils, parents and others in the following ways:

  • focus groups
  • parent questionnaires
  • involvement of the student council
  • staff feedback
  • contact with parents representing pupils with particular protected characteristics
  • contact with the local community and disability organisations

 

Having referred to and analysed our equality information, we have set ourselves the following objectives for 2016 - 2017:

 

Objective 1:

To encourage more engagement from all members of our local community. We are working on this with our active membership of the Boyatt Wood Community Group which is attended by our assistant HT.

 

Objective 2:

To continue to focus on closing the attainment gap between pupil premium children and non- pupil premium children, notably EAL children and FSM children who have special educational needs.

 

Objective 3:

To improve provision and showcasing of British Values throughout our curriculum.

 

Objective 4:

To minimise the gender gap in maths to ensure girls achieve in line with boys.

 

Date of publication: June 2017

 

Date for review and re-publication: October 2017

 

NOTE: The Equality Act 2010 (Specific Duties) Regulations 2011 require Governing Bodies to publish equality objectives at intervals of no more than four years but schools should publish detail on progress towards these objectives on an annual basis and publish this detail on the school’s internet site.

 

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