‘Equality’ Action Plan 2016 - 2019
Desired Impact On Pupil Outcomes
All pupils recognise the value of diversity within our community and feel confident and positive about their own identify and that of their wider family/carers/parents, friends and community.
All pupils feel confident in discussing their values and beliefs in the context of human values and citizenship.
The school has identified an increased number of non-white British pupils attending school (in 2013 2% of pupils on the roll rising to 5% in 2015). However, the school remains white British in the significant majority, with the school set within an area that is also majority white British.
Locally, though the neighbourhood has low levels of ethnic diversity, we do have a significant LGBT community.
Resources, displays and programmes of work to ensure they fully represent the diversity of Britain.
Ensure staff are suitably trained and supported to challenge prejudice or discrimination, including the use of inappropriate language in the playground.
Ensure resources (including books), displays and language used is inclusive and presents and acknowledges the diverse range of family situations children grow up within.
Governors to review displays/resources during governor visits.
‘Achievement and Curriculum’ committee to review the academic results of all pupil groups and highlight any concerns or trends to the Governing Board.
Governors to receive a report on staff equality and diversity training on an annual basis.
Pupils living in harmony, recognising and treating all individuals with respect.
All pupils are supported to achieve their potential.
To promote the happiness and emotional well being of all pupils by effectively implementing the ‘bullying policy and procedures’.
The Spring 2015 annual parent questionnaire identified an increased trend from ‘strongly agree’ to ‘tend to agree’ to the question ‘The school deals effectively with bullying’.
Deliver training and refresher training to all staff to ensure they fully understand their role and responsibilities
Ensure perceived bullying incidents are effectively recorded and reported to Governors.
On an annual basis, the ‘Personal Development, Behaviour and Welfare’ committee to:
. Review the bullying policy and procedures and parent questionnaire results. A positive trend in ‘The school deals effectively with bullying’ required.
. Every term monitor the number and type of bullying incidents and address unfavourable trends.
A reduction in bullying incidents.
Happy, healthy pupils.
A maintained rate of progress for pupils identified as having been bullied. Pupils continue to achieve their potential.
Pupils that bully others change their behaviour.
To work in partnership with parents to secure early diagnosis of all learning needs a child may be experiencing.
The need for earlier identification of some pupils with learning needs was brought to the attention of the Governing Board by parents.
To ensure all teaching staff are supported and appropriately trained (including refresher training) in the identification of children with learning needs.
Ensure parents are partners in addressing the identified needs with the school and parents/carers working collaboratively to support the child’s progress.
SEN Link Governor to annually review training records.
Regular SEN reports to Governors
Ensure the parents survey asks appropriate questions in relation to SEN support.
Pupils with special learning needs are identified in KS1 and make the expected progress.
Achievement of objectives and desired pupil outcomes to be reviewed annually by governors.
Public Sector Equality Duty
We aim to be a community where everyone is treated fairly and with respect. We want everyone to reach their potential, and we recognise that for some pupils extra support is needed to help them to achieve and be successful.
We are required to publish equality information as well as equality objectives, which show how we plan to reduce or remove particular inequalities or disadvantages. This information is reviewed and updated annually.
The equality duty supports good education and improves pupil outcomes. It helps us as a school to identify priorities such as underperformance, poor progression, and bullying. It does this by requiring it to collate evidence, take a look at the issues and consider taking action to improve the experience of different groups of pupils. It then helps us to focus on what can be done to tackle these issues and to improve outcomes by developing measurable equality objectives.
Our school is committed to equality both as an employer and a service-provider and we carry out our day to day work through our embedded values:
- We try to ensure that everyone is treated fairly and with respect.
- We want to make sure that our school is a safe, secure and stimulating place for everyone.
- We recognise that people have different needs, and we understand that treating people equally does not always involve treating them all exactly the same.
- We recognise that for some pupils extra support is needed to help them to achieve and be successful.
- We try to make sure that people from different groups are consulted and involved in our decisions, for example through talking to pupils and parents/carers, and through our school staff and pupil leaders.
- We aim to make sure that no-one experiences harassment, less favourable treatment or discrimination because of their age; any disability they may have; their ethnicity, colour or national origin; their gender; their gender identity or reassignment; their marital or civil partnership status; being pregnant or having recently had a baby; their religion or beliefs; their sexual identity and orientation.
We welcome our general duty under the Equality Act 2010 to eliminate discrimination, to advance equality of opportunity and to foster good relations, and our specific duties to publish information every year about our school population; to explain how we have due regard for equality; and to publish equality objectives which show how we plan to tackle particular inequalities, and reduce or remove them.
We also welcome our duty under the Education and Inspections Act 2006 to promote community cohesion.
We welcome the emphasis in the Ofsted inspection framework on the importance of narrowing gaps in achievement which affect, amongst others:
- Pupils from certain cultural and ethnic backgrounds
- Pupils who belong to low-income households and pupils known to be eligible for free school meals
- Pupils who are disabled, or who are in the process of being diagnosed as disabled
- Pupils who have special educational needs
- Boys in certain subjects, and girls in certain other subjects.
- Vulnerable Pupils, where home circumstances are known or believed to be unsettled in some way, causing some level of concern.
The Equality Act 2010 requires us to publish information that demonstrates that we have due regard for the need to:
- Eliminate unlawful discrimination, harassment, victimisation and any other conduct 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 between people who share a protected characteristic and people who do not share it.
At Scout Road Academy we have rigorous systems for monitoring standards and challenging any underperformance; our responsibility in this equality duty is scheduled as part of this rigorous process.
The Equality Act defines disability as when a person has a ‘physical or mental impairment which has a substantial and long term adverse effect on that person’s ability to carry out normal day to day activities.’
- We are aware of the requirements of the Equality Act 2010 that it is unlawful to discriminate, treat some people less fairly or put them at a disadvantage.
- Where applicable our policies make explicit that we aim to give careful consideration to equality issues and as policies are reviewed in line with the monitoring cycle they will be edited to reflect this requirement
- We try to keep an accurate record, when possible and appropriate, of the protected characteristics of our pupils and employees at whole school and year group levels
- We record any racist or homophobic incidents and act upon any concerns and report them to the Governing body on a termly basis
- The Leadership Team of the school is concerned with closing gaps, this is reflected in the school’s values.
- We give due regard for equality issues in decisions and changes we make.
- We deal promptly and effectively with all incidents and complaints of bullying and harassment that may include cyber-bullying and prejudice-based bullying related to disability or special educational need, ethnicity and race, gender, gender reassignment, pregnancy or maternity, religion and belief and sexual orientation. We keep a record of all such incidents and notify those affected of what action we have taken and importantly monitor the impact our provision has had.
- We have a special educational needs policy that outlines the provision the school makes for pupils with special educational needs.
Under the Equality Act 2010, we are also required to have due regard to the need to advance equality of opportunity and foster good relations. This includes steps we are taking to tackle disadvantages and meet the needs of particular individuals and groups of pupils.
Disability: We are committed to working for the equality of people with & without disabilities:
- We provide good quality training for our staff on inclusion.
- When required we gain external advice and support for many different professionals
- We promote positive links with our parents.
- Specific targeted support where appropriate.
- Annual reviews
- Liaising and working in partnership with a number of professional organisations.
- A wide range of resources stored in an easily accessible central location
- Our school admissions criteria which welcomes all pupils.
- We work with local nurseries ensuring transfer into Reception is effective & as smooth as possible
- Regular meetings with parents.
- We enable all pupils to learn about the experiences of disabled people and the discriminatory attitudes they often experience.
- We ensure that the curriculum and resources we use have positive images of disabled people.
- Children experience a positive start. Parents are kept well informed.
- Effective, positive relationships with parents, school and home working in partnership to support the child.
- Effective inclusion of children with disabilities.
- Pupil voice shows that our children with additional needs are happy in school
Scout Road Academy: Public Sector Equality Duty Statement
This information describes how the Governing Body of Scout Road Academy intends to fulfil its responsibilities under the Public Sector Equality Duty with regard to its workforce. The Equality Objectives is also part of the School Development Plan.
We will have due regard to the need to:
- Eliminate unlawful discrimination, harassment, victimisation and any other conduct prohibited by the Equality Act
- Advance equality of opportunity between people who share a protected characteristic and people who do not share it; and foster good relations between people who share a protected characteristic and those who do not share it.
We will collect and use equality information to help us to:
- Identify key issues - Understand the impact of our policies, practices and decisions on people with different protected characteristics, and thereby plan them more effectively;
- Assess whether you are discriminating unlawfully when carrying out any of our functions.
- Identify what the key equality issues are for our organisation.
- Assess performance
- Benchmark our performance and processes against those of similar organisations, nationally or locally.
- Take action
- Consider taking steps to meet the needs of staff who share relevant protected characteristics;
- Identify if there are any actions we can take to avoid discrimination and harassment, advance equality of opportunity or foster good relations;
- Make informed decisions about policies and practices which are based on evidence about the impact of our activities on equality
- Develop equality objectives to meet the specific duties;
- Have due regard to the aims of the general equality duty by ensuring that staff have appropriate information for decision-making.
Publication of Equality Information
We will collect and use enough workforce information to effectively meet the general equality duty. Where relevant and proportionate we will publish on our website some information about the impact of our employment functions on people with the different protected characteristics in order to demonstrate compliance with the general equality duty.