Equality Statement and Objectives

Equality Statement

At St Andrew's Benn C of E Primary School we are committed to:

• promoting equality of opportunity

• eliminating discrimination and harassment

• valuing diversity and promoting positive relationships

• providing an inclusive education which enables all pupils to develop their full potential

• meeting the requirements of the Equality Act 2010.

We do this through key principles - those of:

1. All learners are of equal value

2. We recognise and respect difference

3. We embrace positive attitudes and relationships and a shared sense of cohesion and belonging

4. We observe good equalities practice in staff recruitment, retention and development

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

6. We base our practices on sound evidence and information

The Equality Act 2010

The Equality Act 2010 replaces previous anti-discrimination legislation with a single Act. The Equality Duty is set out in section 149 of the Act. It replaces the three previous public sector equality duties – for race, disability and gender – and covers the following protected characteristics:

• Disability

• Race and ethnicity

• Gender

• Gender identity

• Marriage and civil partnership (but only in respect of eliminating unlawful discrimination)

• Pregnancy and maternity

• Religion and belief

• Sexual identity

We ensure that we have due regard to the need to:

• eliminate unlawful discrimination, harassment and victimisation and other conduct that is prohibited by the Act

• advance equality of opportunity between people who share a characteristic and those who don’t

• foster good relations between people who share a characteristic and those who don’t.

The Governing Body will ensure, that in the cycle of policy reviews, that policies and practices are scrutinised to identify the effects they have on individuals or groups of people in relation to equality.

Our school aims to be an inclusive school. We actively seek to include all our children in our school community. We do not exclude individual pupils, or groups of pupils. This means that equality of opportunity must be a reality for our children and we make this a reality through the attention we pay to the different groups of children within our school with consideration of the following protected characteristics:

• Age

• Disability

• Gender reassignment

• Marriage and civil partnership (but only in respect of eliminating unlawful discrimination)

• Pregnancy and maternity

• Race

• Religion or belief

• Sex

• Sexual orientation

Values and Beliefs

We are an inclusive school where pupils, parents, staff, governors, the local authority and local services work in partnership to meet the needs of the community. We celebrate the positive contribution made by different social, ethnic and linguistic groups.

At St Andrew's Benn C of E Primary School we focus on 12 key values and a strong vision of FAMILY. Our values cover many aspects but all contribute towards a school that demonstrates respect, love, kindness and care towards each other.

Staff and governors demonstrate our values and commitment to equality by:-

• ensuring acceptable behaviour,

• responding to incidents and complaints in a proactive way,

• providing access to services, facilities and information,

• recruiting and employing people fairly,

• meeting specific needs.

This Equalities statement outlines the commitment of the staff, pupils and governors of St Andrew's Benn C of E Primary School to ensure that equality of opportunity is available to all members of the school community. For our school this means not simply treating everybody the same but understanding and tackling the different barriers which could lead to unequal outcomes for different groups of pupils in school, whilst celebrating and valuing the achievements and strengths of all members of the school community. These include:

• Pupils

• Staff

• Parents/carers

• The governing body

• Multi-agency staff linked to the school

• Visitors to school

• Students on placement

We believe that equality at our school should permeate all aspects of school life and is the responsibility of every member of the school and wider community. Every member of the school community should feel safe, secure, valued and of equal worth.

At St Andrew;'s Benn Primary School, equality is a key principle for treating all people fairly and creating a society in which everyone has the opportunity to fulfil their potential - irrespective of their sex, race, disability, religion or belief, sexual orientation, age, gender re-assignment or any other recognised area of discrimination including pregnancy and maternity.

School in Context

The school is made up of an equal balance of boys and girls though this differs slightly in each cohort of children. Approximately 54% of the school speak English as a second language. Over thirty different languages are spoken by our children. There are a small number of children with medical conditions. There is a significant number of children with learning difficulties. The school is easily accessible for parents and governors with physical disabilities, of which there are a small minority.

Ethos and Atmosphere

At St Andrews Benn C of E Primary School, the leadership of the school community demonstrates mutual respect between all members of the school community

• There is an openness of atmosphere which welcomes everyone to the school -this is regularly commented upon

• All within the school community are prepared to challenge any type of discriminatory and/or bullying behaviour, eg through unwanted attentions (verbal or physical) and unwelcome or offensive remarks or suggestions

• All pupils are encouraged to greet visitors to the school with friendliness and respect

• Provision is made to cater for the spiritual needs of all the children through planning of assemblies, classroom based and externally based activities

Monitoring and Review

St Andrew's Benn C of E Primary School is an inclusive school and we highly value the diversity of our school community - it is without doubt, a strength. We use the curriculum and teaching to enhance the self-esteem of all those it serves and to provide a learning environment in which each individual is encouraged to fulfil her or his potential.

We collect and analyse a range of equality information for our pupils/students:

We make regular assessments of pupils’ learning and use this information to track pupils’ progress, as they move through the school. As part of this process, we regularly monitor the performance of different groups, to ensure that all groups of pupils are making the best possible progress. We use this information to adjust future teaching and learning plans, as necessary.

Resources are available to support groups of pupils where the information suggests that progress is not as good as it should be. The governing body receives regular updates on pupil performance information.

School performance information is compared to national data and local authority data, to ensure that pupils are making appropriate progress when compared to all schools, and to schools in similar circumstances.

As well as monitoring pupil performance information, we also regularly monitor a range of other information. This relates to:

• Attendance

• Exclusions and truancy

• Racism, sexism, homophobia and all forms of bullying

• Parental involvement

Our monitoring activities enable us to identify any differences in pupil performance and provide specific support as required, including pastoral support. This allows us to take appropriate action to meet the needs of specific groups in order to make necessary improvements.

Developing Best Practice

Learning and Teaching

We aim to provide all our pupils with the opportunity to succeed, and to reach the highest level of personal achievement. To do this, teaching and learning will:

• Provide equality of access for all pupils and prepare them for life in a diverse society

• Use materials that reflect a range of cultural backgrounds, without stereotyping

• Use materials to promote a positive image of and attitude towards disability and disabled people

• Promote attitudes and values that will challenge discriminatory behaviour

• Provide opportunities for pupils to appreciate their own culture and religions and celebrate the diversity of other cultures

• Use a range of sensitive teaching strategies when teaching about different cultural and religious traditions

• Develop pupils advocacy skills so that they can detect bias, challenge discrimination, leading to justice and equality

• Ensure that the whole curriculum covers issues of equality and diversity;

• All subject leaders' departments, where appropriate, promote and celebrate the contribution of different cultures to the subject matter

• Seek to involve all parents in supporting their child’s education

• Provide educational visits and extended learning opportunities that involve all pupil groups

• Take account of the performance of all pupils when planning for future learning and setting challenging targets

• Make best use of all available resources to support the learning of all groups of pupils

• Identify resources and training that support staff development

Learning Environment

There is a consistently high expectation of all pupils regardless of their gender, ethnicity, disability, religion or belief, sexual orientation, age or any other recognised area of discrimination. All pupils are encouraged to improve on their own achievements and not to measure themselves against others. Parents are also encouraged to view their own children’s achievements in this light.

• Teacher enthusiasm is a vital factor in achieving a high level of motivation and good results from all pupils

• Adults in the school will provide good, positive role models in their approach to all issues relating to equality of opportunity

• The school places a very high priority on the provision for special educational needs and disability. We will meet all pupils’ learning needs including the more able by carefully assessed and administered programmes of work

• The school provides an environment in which all pupils have equal access to all facilities and resources

• All pupils are encouraged to be actively involved in their own learning

• A range of teaching methods are to be used throughout the school to ensure that effective learning takes place at all stages for all pupils

• Consideration will be given to the physical learning environment – both internal and external, including displays and signage when appropriate

Curriculum

At St Andrew's Benn C if E Primary School, we aim to ensure that:

• Planning reflects our commitment to equality in all subject areas and cross curricular themes promoting positive attitudes to equality and diversity

• Pupils will have opportunities to explore concepts and issues relating to identity and equality

• Steps are taken to ensure that all pupils have access to the mainstream curriculum by taking into account their cultural, backgrounds, linguistic needs and learning styles

Resources and Materials

The provision of good quality resources and materials within St Andrew's Benn C of E Primary School is a high priority. These resources should:

• Reflect the reality of an ethnically, culturally and sexually diverse society

• Reflect a variety of viewpoints

• Show positive images of males and females in society

• Include non-stereotypical images of all groups in a global context

• Be accessible to all members of the school community

Language

We recognise that it is important at St Andrew's Benn C of E Primary School that all members of the school community use appropriate language which:

• Does not transmit or confirm stereotypes

• Does not offend

• Creates and enhances positive images of particular groups identified at the beginning of this document

• Creates the conditions for all people to develop their self esteem

• Uses accurate language in referring to particular groups or individuals and challenges in instances where this is not the case

Provision for Bi-lingual Pupils

We undertake at St Andrew's Benn C of E Primary School to make appropriate provision for all EAL/bi-lingual children/groups to ensure access to the whole curriculum. These groups may include:

• Pupils for whom English is an additional language

• Pupils who are new to the United Kingdom

• Gypsy, Roma and Traveller Children

• Advanced bi-lingual learners

• Use first language effectively for learning
  

We do this through the employment of 2 EAL specialist staff and training for all teachers and TA's.

Personal Development and Pastoral Guidance

• Staff take account of gender, ethnicity, disability, religion or belief, sexual orientation, age or any other recognised area of discrimination and the experience and needs of particular groups such as Gypsy, Roma and Traveller, refugee and asylum seeker pupils

• All pupils are encouraged to consider the full range of career opportunities available to them with no discriminatory boundaries placed on them due to their disability, gender, race or sexual orientation (whilst acknowledging that a disability may impose some practical boundaries to some career aspirations)

• All pupils/staff/parents/carers are given support, as appropriate, when they experience discrimination

• We recognise that perpetrators may also be victims and require support.

• Positive role models are used throughout the school to ensure that different groups of pupils can see themselves reflected in the school community

• Emphasis is placed on the value that diversity brings to the school community rather than the challenges.

Staffing and Staff Development

We recognise the need for positive role models and distribution of responsibility among staff.

• This must include pupils' access to male and female staff at all key stages where possible

• We encourage the career development and aspirations of all school staff

• It is our policy to provide staff with training and development, which will increase awareness of the needs of different groups of pupils

Staff Recruitment

• All those involved in recruitment and selection are trained and aware of what they should do to avoid discrimination and ensure equality good practice through the recruitment and selection process

• Equalities policies and practices are covered in all staff inductions

• All temporary staff are made aware of policies and practices

• Employment policy and procedures are reviewed regularly to check conformity with legislation and impact

Partnerships with Parents/Carers/Families and the Wider Community

We will work with parents/carers to help all pupils to achieve their potential.

• All parents/carers are encouraged to participate in the full life of the school. We have a room set up specifically for them.

• Members of the local community are encouraged to join in school activities

Roles and Responsibilities

• Our governing body will ensure that the school complies with statutory requirements in respect of this policy and action plan

• The headteacher is responsible for the implementation of this policy, and will ensure that staff are aware of their responsibilities, that they are given necessary training and support and report progress to the governing body

• The headteacher has day-to-day responsibility for co-ordinating the implementation of this statement

• Our staff will promote an inclusive and collaborative ethos in the school, challenge inappropriate language and behaviour, respond appropriately to incidents of discrimination and harassment, ensure appropriate support for children with additional needs and maintain a good level of awareness of equalities issues

• All members of the school community have a responsibility to treat each other and staff with respect, to feel valued, and to speak out if they witness or are subject to any inappropriate language or behaviour

• We will take steps to ensure all visitors to the school adhere to our commitment to equality

Some examples of where we have demonstrated our compliance with the Duty

• Global Adventure weeks looking at cultures from around the world

• Extra resources for staff with additional needs

• Adaptations for pupils with gender identity

• Curriculum that has actively ensured that there is a wide representation of many cultures, gender etc

• Adaptations to the school environment for children with physical disabilities

• Additional provision for children who have English as an additional language

• Use of symbols to make the curriculum accessible to all

Equality Objectives 2021-2025

Objective 1

Increase the representation of teachers from local black and minority ethnic communities over a 4-year period (from this July to July in 4 years' time), so that this group increases across the teaching workforce.

Why chosen:

To increase the diversity and representation of the community within our staff team

To have a better representation of our school community

Actions

To be mindful when advertising that the position is relevant and appeals to all

Objective 2

To continue to promote equality of opportunity in enrichment activities.

Why chosen:

Mindful that this is still new and needs to be maintained

Impact on children development and self esteem can be seen

Actions

Analyse attendance at enrichment activities

Objective 3

To seek to make our governing body representative of our diverse population

Why chosen:

To be a more accurate representation of our school and local community

Actions

Ensure that all materials asking for new Governors are distributed in multiple languages

To hold open events so that everyone can find out about the role and what it entails

Objective 4

To continue to develop the curriculum to ensure that all cultures are represented across all areas

Why chosen

Curriculum is still fairly new and need to ensure that this continues to be developed across all subject areas

Actions

Analyse knowledge webs and planning so that we can more clearly see where groups are represented – adjust as necessary

Objective 5

To continue to adapt the curriculum and teaching so that all lessons are accessible to all to allow for the best outcomes for all

Why chosen

Increasing number of children who need adaptations due to additional needs

Data demonstrates that these children often do not make as quick progress as other groups

Actions

Training for all staff

Resources purchased

Information on Groups

Gender Identity or Reassignment

We do not publish this information on our pupils

In addition to the protected characteristics, we wish to provide further information on the following groups of pupils :