We recognise and welcome our equality duties as set out in the Equality Act 2010 and give due regard to our need to:
- Eliminate discrimination.
- Foster good relationships between groups of people.
- Advance equality of opportunity between people who share a protected characteristic and people who do not share it.
We seek to foster a welcoming, nurturing and supportive learning community where people feel valued and have a real sense of belonging. As an inclusive school, we work in partnership with each other to create a supportive and respectful environment, where inequality and discrimination is challenged and aspirations are high.
In acknowledging similarities and differences between individuals and groups , we strive to ensure that differences do not become barriers to participation, access and learning.
We are committed to the development of cohesive communities both within our school’s physical boundaries and within our local, national and global environments. Our school embraces the aim of working together with others to improve children’s educational and health and wellbeing outcomes, and notes the rights set out in the UN Convention on the Rights of the Child. Ofsted recognise our, "strong stance on diversity and equality." [Ofsted, 2017, School Inspection Report]
|Equality Information and Objectives Policy||Public Sector Equality Duty|
How we identify our equalities objectives
In line with our statutory duties we publish equalities information annually and publish and report on equalities objectives every four years. We have set ourselves specific and measurable objectives that will help us achieve the aims of the general equality duty
- Equalities information is found on the website (see link below).
- Reports on our equalities objectives are on the website (see links below).
Our equality objective-setting process involves gathering evidence as follows:
- from equality impact assessments (or other process for reviewing the potential impact on decisions made in schools)
- from ASP (Analyse School Performance), CPOMS records, annual Safe and Well At School Surveys, annual pupil, staff and parent surveys
- from involving relevant people (including disabled people)
- from Local Authority's Equality and Anti-bullying Learning Walk report
In addition, we know our school extremely well because we regularly collect information about ourselves in a variety of ways and other people help us to do this. Ofsted inspectors report on equality issues during inspections, our School Improvement Partner conducts learning walks and pupil conferences and Local Authority representatives produce reports after careful appraisal of the school's equalities provision. We collect a range of information relating to incidents of harassment and bullying including those relating to racism, homophobia, faith, disability and gender, if and when the occur.
Annual updates of our contextual information are used to inform our self-evaluation. All significant groups are considered when looking at data in termly Pupil Progress Meetings and any discrepancies are addressed through focused interventions which are planned, delivered, monitored and evaluated through our termly Raising Attainment Plans. Through this we aim to close the gap between the attainment of those with protected characteristics and their peers. Where appropriate we use our Pupil Premium Grant to fund these interventions.
Our previous and current action plans to promote equality are accessible below.