Equalities Information

Equalities Information

The Public Sector Equality Duty 2011 has three aims under the general duty for Schools, Academies and Settings:

 

Eversley Equality Statement

At Eversley, we are committed to ensuring equality of education and opportunity for all pupils, staff (including potential staff), parents and carers receiving services from the school, irrespective of race, gender and disability, faith or religion or socio-economic background. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and able to participate fully in school life.

The Public Sector Equality Duty 2011 has three aims under the general duty for Schools, Academies and Settings:

  1. Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act. By removing or minimising disadvantages suffered by people due to their protected characteristics.
  2. Advance equality of opportunity between people who share a protected characteristic and those who do not. By taking steps to meet the needs of people from protected groups where these are different from the needs of other people.
  3. Foster good relations between people who share a protected characteristic and those who do not. By encouraging people from protected groups to participate in public life or in other activities where their participation is disproportionately low.

The Equality Act 2010 requires schools to publish specific and measurable equality objectives to ensure equality and eliminate discrimination. Our School has considered how well we currently achieve these aims with regard to the nine protected equality groups:

  • Race
  • Disability
  • Sex
  • Gender
  • Gender reassignment
  • Age
  • Pregnancy and maternity
  • Religion and belief
  • Sexual orientation

A person’s age is also a protected characteristic in relation to employment, and in regard to the provision for goods and services. It does not however apply to pupils, and so the school is free to arrange pupils in classes based on their age group with materials appropriate to them.

Protected characteristic What evidence do we hold that we eliminate unlawful discrimination, harassment and victimisation? How do we advance equality of opportunity between people who share a protected characteristic and those who do not? How do we foster good relations between people who share a protected characteristic and those who do not?
Race Equality policy, data on admission, termly reports on racial incidents to governing body, low number of reported racial incidents, Ofsted reports and DHT Leaders track all incidents. Celebration of differences, assemblies, school policies and value differences. Celebration of differences, assemblies, good links with parents, school policies promote equality, job descriptions for staff, school ethos, school displays promote diversity and school values.
Disability School policies, inclusive practices, feedback from parents/questionnaires, termly reports to FGB, assessment data, purchase additional resources, auxiliary equipment and adaptations to the building. School policies, raising attainment and tracking progress. Good links with parents, assemblies, progress meetings, school ethos and school displays promote diversity.
Gender Admissions process, recruitment process, gender equality scheme and tracking data. Recruitment process, school policies and raising attainment boys in English. Good links with parents, assemblies and school ethos.
Gender reassignment Inclusive practices, admissions process, recruitment process and equality policy. Celebration of differences, school policies, value differences, and review of practices.

 

 Good links with parents, admissions process and school ethos.
Pregnancy and maternity Policy for expectant parents, reasonable adjustments in place to support, regular meetings and risk assessment Continue good practice and paternity leave.

 

 Following policy, continue to make reasonable adjustments to ensure they are supported at work and school ethos.
Age Employment/recruitment process Recruitment process Recruitment process and school ethos
Religion and belief Admissions procedures, employment documents and balance of staff employed. Celebration of differences, curriculum and assemblies Celebration of differences, curriculum, assemblies, good links with parents, school ethos, school displays which promote diversity
Sexual Orientation School policies, Inclusive practices, admissions process, recruitment process and equality policy. Celebration of differences, school policies, value differences and review of practices Good links with parents, admissions process and school ethos.

 

Objective Action to be taken By Whom Timescale Impact
To ensure that all groups of pupils have good attendance, as a result of increased engagement in their learning, so that they can make improved progress. Attendance Officer in place within the school.

Senior leader who has a strategic responsibility.

School employ an EWO

Clear policy and procedures in place regarding attendance.

Termly reports to governance regarding attendance

 Attendance Officer

 

Deputy Headteacher

Headteacher

 

Senior Leaders

 

Headteacher

 Ongoing

 

Ongoing

Ongoing

 

Ongoing

 

Ongoing

 Attendance across the school has improved and persistent absence has decreased.

Clearer procedures allow for parents to have a greater understanding of the importance of attendance.

Ofsted noted the improvement in attendance and absence.
To enable pupils to feel empowered to respect the environment and the rights of others; locally, nationally and globally. Develop children’s understanding of UN Rights in whole school British Value assembly.

Develop the curriculum to embed a clear focus on citizenship – with whole school events that celebrate diversity.

Develop opportunities within the curriculum to enrich experiences and to develop an understanding of others through extra-curricular activities.

 All staff and pupils

 

 

Senior and middle leaders

 

 

Teachers and senior leaders

 Ongoing

 

 

Ongoing

 

 

Ongoing

 The school ethos and curriculum continue to promote respect for the differences within the school and local community.

Greater understanding and respect for differences.

 

Issues are covered through lessons, assemblies and staff training
To narrow the gap between attainment and progress in English and Mathematics at KS2 of pupil premium pupils and all pupils nationally Increase the number of Pupil Premium pupils working at the expected standard for their age.

Monitor the achievement of Pupil Premium pupils. Plan and deliver interventions to address gaps in learning as identified through on-going assessment.

 Senior leaders and teachers to regularly monitor the progress of disadvantaged pupils and complete termly pupil progress meetings and an annual strategic plan and review.

Update Pupil Premium Report onto the website.

 Annual Report to be published on school website and share with Governors.

Termly tracking

Termly Pupil premium reports completed by CT

 Improved outcomes for disadvantaged pupils including those who are working at the expected standard and greater depth.

The gap between disadvantaged and non- disadvantaged pupils narrows.
To narrow the gap between attainment in English and Mathematics at KS2 of pupils who are on the SEND register and their peers Increase the number of SEN pupils working at the expected standard for their age.

Monitor the achievement of SEN pupils. Plan and deliver interventions to address gaps in learning as identified through on-going assessment. Ensure appropriate training is rolled out throughout the year to support teachers in the delivery of teaching and learning for EAL pupils.

Monitor provision of resources. Embed rigour of identification, assessment monitoring, evaluation of provision and outcomes of SEN pupils.

Interventions implemented where appropriate across a year group.

 Senior Leadership Team, Middle Leaders, Teachers, Support Staff. Weekly CPD organised by the Senior Leadership Team Termly progress meetings Termly achievement and progress data reported to Governors. Teaching and learning observations demonstrate a range of ways to meet the needs of pupils.

Clear progress in pupils’ books identified through book scrutiny.
To narrow the gap between attainment and progress in English and Mathematics at of pupils who are on the EAL register and their peers Increase the number of EAL pupils working at the expected standard for their age.

Monitor the achievement of EAL pupils.

Plan and deliver interventions to address gaps in learning as identified through on-going assessment.

Ensure appropriate training is rolled out throughout the year to support teachers in the delivery of teaching and learning for EAL pupils.

Monitor provision of resources.

Develop rigour of identification, assessment monitoring, evaluation of provision and outcomes of EAL pupils.

 Senior Leadership Team, Middle Leaders, Teachers, Support Staff. Weekly CPD organised by the Senior Leadership Team.

Termly progress meetings.

Termly achievement and progress data reported to LGB.

Termly monitoring visits by the LGB/ELT.

 Teaching and learning observations demonstrate a range of ways to meet the needs of pupils with EAL (use of resources, differentiated planning, focus groups, key vocab etc).

Clear progress in pupils’ books identified through book scrutiny.
The protected characteristics regarding equality are represented across the curriculum. SLT to work with AHTs and teaching staff to ensure there is a diverse range of people studied across the curriculum

Leaders develop, model and monitor a school culture of maintaining and presenting positive regard for the BAME community where there are significant concerns and/or challenging events.

 Senior Leadership Team (SLT)

 

 

All staff

 Ongoing Pupils and their families feel included and their experiences are valued by the school community.

Pupils demonstrate an increased confidence in who they are and feel valued.

All pupils will have an awareness of a diverse range of cultures, abilities and beliefs.
Children have high aspirations and challenge themselves within their learning and the opportunities given around school as they feel that there is not a ceiling on their success. Behaviour for learning guidance promotes a positive attitude to learning through growth mindset and character behaviour.

Independently selecting levels of work within lessons showing willingness to challenge their own ability

 Senior Leadership Team (SLT)

 

 

All staff and pupils

 Ongoing Children have high aspirations and through their language are able to communicate their aspirations for the future as well as how they are challenging themselves on a daily basis to be the best that they can be.
Promote understanding and respect for differences. Celebrate diversity during whole school events which involve the members of Eversley Parliament and House Captains.

Continue to embed opportunities in the curriculum to look at a variety of cultures, using worldwide events or charities to further support this work.

Continue to embed SMSC through assemblies, RWV Assemblies, Anti-bulling week and general behaviour for learning.

 SLT, MPs and pupil groups.

 

 

All staff and pupils.

 

 

 

All staff and pupils.

 On-going The school ethos and curriculum continue to promote respect for the differences within the school and local community.

Greater understanding and respect for differences.

Issues are covered through lessons, assemblies and staff training