C P S. Curwen Primary School Together Everyone Achieves More. Equality Duty. Summer 2017

Transcription

1 C P S Curwen Primary School Together Everyone Achieves More Equality Duty Summer 2017 This policy provides information on how Curwen Primary School ensures that it meets its statutory Specific Equalities Duties. Curwen Primary School is dedicated to ensuring that all members of the school and the wider community are treated equally, fairly, and with respect by the school and by each other. This applies to the school as a place of education, a business, and an employer. Prejudice, discrimination, and victimisation are not tolerated, and we work hard to instil in our pupils a strong understanding of right and wrong, including the importance of inclusion, acceptance, and compassion towards others. The school s main priority is to provide the best education and care that we can, and establish a cooperative working relationship between home and school, so as to aid the development, progress, and needs of all the children in our care. This policy sets out how the school will promote equality of opportunity regardless of race, gender, transgender, disability, age, pregnancy and maternity, religion or belief and sexual orientation, in both the delivery of its services and the employment of its staff. It is created by Curwen Primary School s Governing Body with the help of the Executive Head Teacher, staff, parents and pupils in line with the Equality Act 2010 and the Public Sector Equality Duty (PSED). From here on in this policy PSED will be used. Note: this is not to be confused with Personal Social Education Development as used in EYFS. PSED is the foundation of all the school s other policies particularly the Inclusion Policy, Admissions Policy, Anti-Bullying Policy and the Behaviour Policy. This policy can be accessed through the school s website, paper files in the school office and as part of induction. Through the creation of this policy, we have been able to develop a better understanding of what the challenges to equality are within the school and how we can best deal with these. General Duties Information required to be published and analysed must be linked to the three aims (General Duties) of the PSED as follows: to eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act to advance equality of opportunity between people who share a protected characteristic and those who do not to foster good relations between people who share a protected characteristic and those who do not 1

2 Specific Duties These relate to the initial publishing (April 6 th 2012) of information concerning the school community and demonstrating due regard to the General Duties elicited above and to the annual review of this information. These duties have been met and continue to be. Equality Objectives These guide our actions to address the General Duties indicated above. The source of information for our analysis and for guiding our Equality Objectives is from school improvement plans, monitoring and evaluations (such as Evidence Trails) and pupil and school community data. It is our aim to use the information to improve education for all groups in the school. In order to do so, it is essential that we know which pupils are doing well as well as those doing less well in order that we can plan for them and help them to improve. Much of this information is already used for school development in other areas. Information that indicates that we could be making improvements will be included in our Equalities Objectives. It is our intention that this information be clear and transparent. Should you encounter any difficulty concerning the way we have written it and can think of a way we can make the information clearer please let us know. You may contact John Boyce (Lead SENCo). We would like to hear from you. After careful analysis the information reported in this document is used to inform our Equality Objectives Action Plans (see Appendix 1). Information on who comes to our school The School Information is used to identify vulnerable and underachieving groups within our school community (see Appendix 2). The graphs illustrate the groups of pupils we plan for. In doing so our priority is to ensure that we fulfil our primary function as a school by providing good access to educational opportunities and supporting our pupils attainment. At the same time we ensure that we do not disadvantage any individuals in protected groups within the school. Your views on this are welcome. Analysis of the School Population The school population can be seen, from the graphic representations, to be diverse in every respect but more especially in terms of ethnicity. School rules and policies are reflective and explicit, respectively, in acknowledging this. There is a great emphasis on teamwork and unity as seen in the school rules and in the team points system that operates throughout the school. There continues to be a relatively strong enrolment of Eastern European children in the school, although they are by no means the dominant group at present. The individual origins of the Eastern European side of the community are given consideration at all levels. An example of the importance of this practise can be seen in that some of these pupils would, in their own country, enter school at a later age a year or even two years behind this country. They can, consequently, be ill prepared when they begin here and require sensitive consolidation into the school. 2

3 While the gender balance is broadly equal in the school population, there is a greater concentration of boys than girls on the Inclusion Register. This has been the case since the initial publication of this document in April Selection of materials in previous years has helped to reduce the extent of the discrepancy but not to eliminate it. Extended schools and the provision for sports activities further help to address this need, along with the school s emphasis (as far as possible) upon retaining a gender balanced staff to provide boys with suitable role models. There are some quite significant differences between the school s data and the national data. It can be seen that the school has (again over the last year) not been over impulsive in misidentifying underachieving pupils as having learning difficulties. Further, the investment the school has made in behaviour strategies would appear, from data comparisons, to be good management. There is a similar case to be made with regard to the emphasis upon speech, language and communication difficulties, with the school having run specialist delivery groups to allow for appropriate support. Eliminating unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act At Curwen Primary School we will not tolerate or condone any form of harassment and bullying either of pupils or our staff. We recognise that all staff and Governors share responsibility for the implementation of our PSED. Governors are responsible for: ensuring the school adopts and reflects the relevant equality legislation ensuring that the school PSED and its procedures are followed The membership of the Governing Body reflects a broad spectrum of the school population including several from The Executive Head Teacher is responsible for: ensuring the PSED and its procedures are followed ensuring the PSED is readily available and that the governors, staff, pupils, and their parents and guardians know about it producing regular information for staff and governors about the School Equality Objectives and how they are working ensuring that all staff know their responsibilities and receive training and support in carrying these out taking action in cases of harassment and discrimination against members of any protected group All staff are responsible for the recognition and appropriate response to: racist, homophobic and other hate-incidents the recognition and tackling of bias and stereotyping the promotion of equal opportunities the avoidance of discrimination against anyone and, in particular, members of protected groups (see Access Plan, items 1-6. Appendix 3) the need for keeping up to date with the law on discrimination the opportunity for taking up training and learning opportunities (see Appendix 3, Access Plan, item 5) community users / contractors / visitors / link tie up 3

4 Attitudes that promote discrimination are challenged by all staff and other stakeholders, including the children. Any discriminatory incidents are dealt with seriously and parents informed of actions taken. In line with Local Authority policy any racist incidents are registered there. Further enrolment at the school is in accord with Local Authority admissions policies with the school administering a non-selective approach. There have been no fixed-term or permanent exclusions over the last school year. Detailed records of behaviour misdemeanours resulting in visits to the restart room are documented and will initiate steps to discourage further bad behaviour and encourage a return to acceptable standards. Details of visits to the restart room are updated weekly and circulated to teaching staff to keep them up to date with developing situations. Our Anti-Bullying Policy was drawn up with input from significant stakeholders who included pupils represented by members of the School Council and has been assessed as outstanding by the borough advisory service. The school holds an annual Anti-Bullying Day with classroom activities designed to raise pupils vigilance in avoiding such behaviour. Our Anti-Bullying Policy has helped to provide direction in meeting General Duties now articulated in Section 149(1) of the Equality Act 2010 (c.15). Reminding pupils of our school rules and associated behaviour protocols will be addressed through the urging of teaching staff to emphasise these issues in assemblies, in PHSCE lessons and at any appropriate opportunity and ascertaining that this has not slipped their attention. Advancing equality of opportunity between people who share a protected characteristic and those who do not Curwen Primary School is an inclusive school and we provide good access to education with the achievement and attainment of all pupils being promoted. Pupil progress meetings between senior managers and teachers are well embedded in school practice and help to ensure informed emphasis (usually in the form of allocation of human and academic resources and materials) towards Twice-termly vulnerable children meetings draw to the attention of senior managers, children from protected groups who are not making good progress. In developing the school s behaviour strategies, incentives for good behaviour have been greatly enhanced through positive outcomes for well behaved pupils. These include Fantastic Friday treats, Golden Badges and letters to parents celebrating records of good behaviour. Ongoing vigilance regarding anti-bullying including coverage of cyberbullying takes places within the curriculum and outside the curriculum, such as parent workshops, assemblies and talks by outside agencies. Extended schools provision includes the running of clubs before school and at lunch times to enable children from religious groups active immediately after school, to participate in this part of the school programme (see Appendix 3, Access Plan, item 4). The use of INCERTs / Learning Ladders attainment records makes it possible to see, over the long and the short term, individual progress measured against average expectations. This makes for very rapid interception where difficulties are emerging. 4

5 Fostering good relations between people who share a protected characteristic and those who do not Curwen Primary School has a diverse enrolment in terms of ethnicity, cultures, religious affiliation and social position with some groups proving to be transient according to family mobility. The school fully supports the Local Authority s initiatives to ensure that parents from ethnic minorities are encouraged to participate in school activities ranging from nomination as school governors to enjoying equal rights as to use of the school building. Data on ethnicity and achievement are shared with the Local Authority and, where necessary, translation services are used to keep parents fully informed regarding school life. Provision for the social and emotional well being of pupils has been a strength at Curwen Primary School. New pupils are welcomed and allocated to a class buddy to oversee their integration into the class and the school. Established pupils experiencing social problems may be included in a nurture group, with progress being measured against entry and exit Boxall Profile assessments. The fortnightly vulnerable children meetings (mentioned in the section above) make for the identification of pupils experiencing difficulties in pastoral, social or academic areas of their lives. A school based counselling service (Place to Be) is a valuable addition to the pastoral provision at the school. Pupils can refer themselves for an appointment at Place to Talk. Here they can confide the nature of their anxieties and difficulties. At Curwen Primary School, the views and concerns of all areas of the school community are valued and acted upon when necessary. The School Council is thriving and has a representative body elected by the pupils. The views of randomly chosen pupils are solicited in regular Evidence Trails, pursued in the interests of quality control across the system, through a variety of techniques including pupil questionnaires and interviews. The School Council have become accustomed to presentations to the Governing Body. The existence of a range of religious beliefs and cultures is viewed positively in everything the school undertakes from the careful displays in and around the school to the class work in religious education and personal, social, health and citizenship education. This is reflected in that, for example, Parents Evenings are arranged to avoid clashes with religious festivals / events in any of he religions represented in the school population. At the school our focus on community links includes promoting cohesion across different cultures and religious or non-religious, ethnic and socio-economic groups. We recognise and address the responsibility that is involved in equipping children to live and thrive alongside people from many different backgrounds. Other contributions to fostering good relations between protected groups and others can be seen in these areas: teaching, learning and the curriculum: using the curriculum to value diversity whilst also promoting shared values. This includes work in Circle Time, SEALs and other areas of PHSCE (see Appendix 3, Access Plan, item 1) equity and excellence: ensuring equity and high standards for all and tackling underperformance by any particular group engagement and extended services: engaging with other schools, parents and the community, as well as local authorities and other partners in developing extended services This excellent record is extended by actively encouraging pupils from protected groups to participate in relevant after school clubs. In this way their sense of identity with the school and with their peers should be strengthened and positive relationships furthered. (see Appendix 3, Access Plan, item 4) 5

6 Pupils from protected groups will be encouraged to apply for the position of peer mentor. Pupils in the school look to the peer mentors, perhaps seeing them as something of role models and in this way protected groups of pupils will be helped to integrate with the rest of the pupil population. Encouragement will also be given to pupils from protected groups to apply for election to the School Council. This is another prestigious position in the eyes of the majority of pupils and should make for enhanced respect and better relations between pupils in protected groups and their peers. Participation, Engagement and Satisfaction with our Equal Opportunities Policy In developing our scheme and objectives, we have involved a range of stakeholders, for example pupils, parents and carers, staff as follows: questionnaires to samples of pupils, parents and teachers. The School Council has also been consulted and their input solicited and included at consultation meetings. Workforce staffing and training At Curwen Primary School it is recognised that a diverse workforce (which could include people in protected groups) can bring benefits in promoting opportunity, fostering good relations and prohibiting harassment which include: An enhanced choice in recruitment Retention of workforce skills and reduced training costs Growth of in-house knowledge base concerning the needs of people in protected groups The provision of role models for children and young people The introduction of new life experiences and skills to the school. Improved staff morale due to the perception that everyone is valued. Advertisements for staff communicate an invitation for all professionals to apply, including those from All vacancies are, in fact, advertised in this way. Men (on the school staff) of a range of ethnicities help towards the provision of positive role models to children from Monitoring and Reviewing of this policy This policy will be reviewed every four years, or any time there is an update or change to equality legislation, to ensure that it is being effectively implemented and remains focused and up to date on issues surrounding equality both within the school and nationally. 6

7 Disability Gender Ethnicity Religion/Belief C P S Curwen Primary School Together Everyone Achieves More APPENDIX 1: Equality Objectives Reviewed April 2017 Curwen Primary School Equality Objectives: 1. Advance Equality of Opportunity Between People Who Share a Protected Characteristic and those Who Do Not. Date: April 2017 Equality Strand (protected characteristic) Objective Current situation Success criteria 1) To continue to track pupils from protected groups against the Code of Practice. Pupils from protected groups are located on the Inclusion Register in the category of Targeted Support. Pupils from protected groups will be tracked on the Register at the levels of Higher Needs Funding (HNF), Special Educational Needs Support (SENS) and Targeted Support (TS). Lead Pregnancy/Mat ernity Sexual Orientation Gender Reassignment Person: Y Y Y Y n/a n/a n/a Lead SENCo Links school policy or school development/ improvement plan DfE Code of Practice September Actioned by: (date) April

8 2) To ensure pupils (with additional inclusive entitlement) from protected groups receive quality first teaching. 3) Pupils from protected groups (with additional inclusive entitlement) are assessed appropriately. 4) Class teachers make specific provision for protected groups in all lessons. Meetings are held with teachers to discuss new referrals. Membership of most support groups is informed by assessments The detail in planning varies between classes. Graduated Response Plans record stages of support for newly referred pupils. The Dyslexia Screener, Dyscalculia Screener, Suffolk Reading Scale, Letts Maths Test and Boxall Profiles inform access and departure from the Inclusion Register. In their planning, Class Teachers record differentiated activities with specific reference to Y Y Y n/a n/a n/a Lead SENCo Lead SENCo DfE Code of Practice September DfE Code of Practice September Y Y Y Y n/a n/a n/a SMT DfE Code of Practice September April 2017 April 2017 April

9 Disability Gender Race/Ethnicity Religion/Belief Pregnancy/Mat ernity Sexual Orientation Gender Equality Objectives: 2. Foster Good Relations Between People Who Share a Protected Characteristic and Those Who Do not Date: April 2017 Equality Strand (protected characteristic) Objective Current situation Success criteria 5) To ensure an appropriate balance in selection of Peer Mentors. Criteria for selection of Peer Mentors does not reflect an awareness of protected groups. Liaison with the Coordinator results in Peer Mentors better representing protected groups Y Y Y Y n/ a n/a n/ a Person : reassignment Lead Pastoral Manage r Links school policy or school development/ improvement plan Inclusion Policy Actione d by (date) From Sept ) To encourage protected pupils to stand for election on the School Council. Criteria for election of School Council members does not reflect an awareness of The School Council better represents protected groups within the school population. Y Y Y Y n/ a n/a n/ a Pastoral Manage r Inclusion Policy From Sept

10 Disability Gender Race/Ethnicity Religion/Belief Equality Objectives: 3. Eliminate Unlawful Discrimination, Harassment and Victimisation and Other Conduct Prohibited by the Act Date: April 2017 Equality Strand (protected characteristic) Objective Current situation Success criteria 7) To regularly remind pupils of our School Rules and associated behaviour protocols Most pupils are able to name the majority of our school rules but need to be reminded of the importance and application of the rules School and class assemblies incorporate reminders of the school rules and their application Lead Pregnancy/Mat ernity Sexual Orientation Gender reassignment Person: Y Y Y Y n/a n/a n/a Lead SENCo Links school policy or school development/ improvement plan The School Rules and sections of the Behaviour Policy. Actioned by (date) From September

11 C P S Curwen Primary School Together Everyone Achieves More APPENDIX 2: School Information Ethnic Groups (in the School Community) P e r c e 150 t a g e C o m p 65 a 50 r 43 i s o n 0 s A B C D E F G H I J K L M N O P Q R S T A Bangladeshi F Black Somali K Any other mixed background P White & Asian U Others B Other Black African G Black Caribbean L White & Black African Q Other Asian 6 refused C Pakistani H Black Nigerian M Latin/Central/South American R Arab D White British I Indian N Filipino S Other White Curw en Primary School E White Eastern European J White & Black Caribbean O Sri Lanka Tamil T Chinese National Data 11

12 Religions/Beliefs (in the School Community) I n d i v i d u a l C h i l d r e n A B C D E F G A Christian B Muslim C Other Religion D Sikh E No Religion F Hindu G Buddhist Refused 1 12

13 The Inclusion Register I 54 I n n d 50 d i 48 i v 46 v i 44 i d 42 d u 40 u a 38 a l 36 l 34 C 32 C h 30 h i 28 i l 26 l d 24 d r 22 r e 20 e n n A B C D E F G H I J K L M N O School enrolment A The Inclusion Register D Autistic Spectrum Disorder J Moderate Learning Difficulty 478 Girls B Girls on the register E Social,Emotional & Mental Health Diff. K Profound & Multiple Learning Difficulty 431 Boys C Boys on the register F Sensory & Physical Difficulty L Specific Learning Difficulty G Hearing Impairment M Severe Learning Difficulty 67 pupils On Inclusion Register H Visual Impairment N Speech, Language & Communication Need 16 Girls On Inclusion Register I Multisensory Impairment O Other Difficulty/Disabilty 51 Boys On Inclusion Register Curw en Primary School 13

14 C P S Curwen Primary School Together Everyone Achieves More APPENDIX 3: Access Plan Reviewed April 2017 Objective Task / Action Led by Resources Success Criteria Curriculum. 1) To ensure maximum inclusion possible for pupils in Ascertain the areas of the curriculum to which children in protected groups might have difficulty in gaining access. Lead SENCo Assistant SENCos. Meeting time with teaching staff. Annual Reviews. Key Worker meetings with parents. Vulnerable Children Meetings. Children in protected groups are enabled to participate in all curriculum areas unless there is a prohibitive disability in one or more areas. 2) To maintain present high levels of learning opportunities for pupils in Ascertain the areas of the curriculum, teaching strategies, classroom management techniques that might have a restricting influence upon the learning of children in protected groups. Inclusion Manager Lead SENCo Assistant SENCos Meeting time with teaching staff. Annual Reviews. Key Worker meetings with parents. The learning opportunities for children in protected groups are appropriately continued. 3) To ensure that all homework assignments are accessible to pupils in Monitor samples of homework assignments to establish compatibility with the additional needs of pupils in protected groups. Inclusion Manager Lead SENCo Assistant SENCos Meeting time with teaching staff. Include this issue in Annual Reviews for HNF pupils. Home/school communication books Children in protected groups continue to be able to complete all homework assignments. 14

15 Attitudes and participation. 4) To ensure extra-curricular clubs are accessible to pupils in Liaise with leaders of after school clubs to maintain accessibility for pupils in After school Clubs Co-ordinator Lead SENCo Meeting time between After school Clubs Coordinator and Lead SENCo All staff develop their practices to increase opportunities for children in protected groups to participate in extra-curricular activities. Employment 5) To improve the accessibility of some INSET courses for members of Identify staff members with disabilities. Investigate types of courses that might be problematic. Make reasonable adjustments to overcome problems. Lead SENCo Questionnaires to staff members. Staff in protected groups are able to attend INSET courses appropriate to their needs. Environment and other policies. 6) To ensure mobility in the classroom for pupils in Examine the school building to ensure considerations for pupils from protected groups, and especially disabled children, are current. Include new buildings. Lead SENCo Working party to tour the school. The physical environment of classrooms, and the rest of the school, is conducive to freedom of movement on the part of pupils from protected groups and specially disabled children. 15