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Scout Road, Hebden Bridge, West Yorkshire HX7 5JR

01422 883327

admin@scoutroadacademy.org.uk

Equality

‘Equality’ Action Plan 2016 - 2019

 

Objective

Rationale

Actions

GB Measure

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.