EQUALITY DUTIES FOR SCHOOLS The Equality Act 2010 replaces all of the previous anti-discrimination acts and regulations which went before it and brings all of the requirements together in one place. Under this Act schools have two duties Schools have a general duty to a) eliminate discrimination, harassment and victimisation on the basis of any of the protected characteristics b) advance equality of opportunity between people who share a relevant protected characteristic and persons who do not share it c) foster good relations between people who share a relevant protected characteristic and persons who do not share it. They also have a specific duty to publish information which shows how they are meeting their general duty (outlined above). This must be updated annually to prepare and publish one or more specific and measurable objectives in pursuit of the duties above (to be reviewed every four years) The following are protected characteristics Age Disability Ethnicity and race Gender Gender reassignment Marriage and civil partnership Pregnancy and maternity Religion and belief Sexual identity and orientation
St Francis Catholic Primary School Statement on Equality St Francis Catholic Primary School is committed to equality both as an employer and a serviceprovider. 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 are committed to Ensuring that everyone is treated fairly and with respect. Making our school a safe, secure and stimulating place for everyone. Consulting and involving people from different groups in our decisions, for example, through talking to pupils and parents/carers and through our School Council. Recognising that people have different needs and that promoting equality will involve addressing those needs rather than treating everyone the same. We welcome the emphasis in the Ofsted inspection framework on the requirement for leaders to promote equality of opportunity and diversity, resulting in a positive school culture, working together to prevent discriminatory behaviour. We welcome our duty under the Equality Act 2010 which 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. This statement meets our specific duty to publish information every year which sets out how we are doing this. Please also see our Accessibility Plan
Any other Asian background Any other Black background Any other White background Any other ethnic group Any other mixed background Black - African Black Caribbean Information Not Yet Obtained Pakistani Traveller of Irish heritage White - British White - Irish White and Asian White and Black African Total Part 1: Information Pupil population Number of pupils on roll at the school broken down by gender, SEND and ethnicity. Gender Female Male Total Foundation Stage 38 48 86 Key Stage 1 59 48 107 Key Stage 2 114 116 230 Total 211 212 423 SEND Education, Health and Care No Special Educational Need SEN {None} Total Plan Support Foundation Stage 0 0 4 82 86 Key Stage 1 2 3 5 97 107 Key Stage 2 4 18 31 177 230 Total 6 21 40 356 423 Ethnicity Foundation Stage 1 6 0 13 5 54 2 0 1 3 1 0 0 0 86 Key Stage 1 0 5 0 19 1 75 2 0 0 1 2 0 1 1 107 Key Stage 2 1 35 3 30 6 136 10 1 1 1 5 1 0 0 230 Total 2 46 3 62 12 265 14 1 2 5 8 1 1 1 423 Prejudice related incidents and bullying Exclusions We have had zero exclusions.
Part 2: How we are meeting our equality duty to advancing equality, eliminate discrimination and foster good relationships The information and data provided shows that we give careful consideration to advancing equality in everything that we do and the steps we are taking to eliminate discrimination, harassment and victimisation and other conduct that is prohibited by the Equality Act 2010 Training Staff receive CPD weekly in the form of one hour staff meetings, linked to the school priorities. Off-Site CPD and Inset Days (5 per academic year) are also provided. Record keeping and monitoring We keep an accurate record, when possible and appropriate, of the protected characteristics of our pupils and employees. We keep a record of prejudice related incidents and bullying. We keep a record of exclusions Policies which particularly contribute to the promotion of equality School Behaviour Policy Anti-bullying (this includes cyber-bullying and prejudice based bullying) Special Educational Needs Information Statement Complaints Procedure - sets out how we deal with complaints relating to our school. Staff discipline and grievance ICT & E-safety Policy Teaching and Learning Policy Relationship and Sex Education Policy PHSE Policy Curriculum Is highly positive, offering memorable experiences and rich opportunities that contribute to pupils spiritual, moral, social and cultural development. Includes a broad range of areas of study within Citizenship, PSHE and Well Being Education, to eliminate discrimination, harassment and victimisation. Philosophy for Children (P4C), Anti- Bullying Week, Friendship Fun Day, Assemblies of what to do if we are worried Encourages children to think about the world in which they live and to broaden their understanding of others beliefs, cultures and faiths. The rigorous teaching of Other Faiths through the RE programme Come and See and the celebration of Other Faiths Week is deeply embedded. Promotes British Values of democracy, rule of law, individual liberty, mutual respect and tolerance of those of different faiths and beliefs. This is evidenced by our School Council (pupil voice) Makes use of resources which challenge stereotypes. Examples include inclusive language e.g. police officer, fire fighter etc. We encourage mixed sports and are sensitive when allocating job roles for pupils e.g. setting up the hall for assembly, book monitors, carrying equipment etc.
Engagement/consultation We have an active School Council which represents the profile of our school population and ensures that pupils have a direct voice to discuss matters that relate to their concerns and overall well-being We have a successful strategy for engaging with our parents and carers, including those who might traditionally find working with the school difficult. This is evidenced by parent workshops, emailing newsletters to parents, phonics workshops, Meet the Teaching Team meetings, class teacher giving feedback to parents at the end of the school day and the Senior Leadership Team being visible and available at the start and end of the school day. We are currently re-introducing a PTA, to organise fundraising events etc.
Disability We are committed to working for the equality of people with disabilities Please see Accessibility Plan, SEN Information statement and policy for supporting children with medical needs Data summary of achievement and progress of pupils with SEND and those without Reading progress Adjusted Unadjusted Key stage 2 Reading by pupil group Reading attainment Achieving the expected standard Achieving a higher standard School % School % Average School All pupils 47-0.07-0.07 56 70 75 20 28 103.7 105.0 No SEN 40 0.44 0.44 48 75 83 23 32 105.5 106.3 SEN with statement or EHC plan SEN support 1-3.14-3.14 1 0 75 0 28 96.0 105.0 6-2.99-2.99 7 43 75 0 28 93.0 105.0 Key stage 2 Writing by pupil group Writing progress Adjusted Unadjusted Writing attainment Achieving the expected standard Achieving a higher standard School % School % All pupils 47 2.04 2.04 56 82 78 21 20 No SEN 40 1.99 1.99 48 88 88 25 23 SEN with statement or EHC plan 1 6.24 6.24 1 100 78 0 20 SEN support 6 1.68 1.68 7 43 78 0 20 Average School Maths progress Adjusted Unadjusted Key stage 2 Maths by pupil group Maths attainment Achieving the expected standard Achieving a higher standard Average School % School % School All pupils 47-0.51-0.51 56 79 76 18 24 103.2 104.4 No SEN 40 0.02 0.02 48 88 84 19 27 104.8 105.6 SEN with statement or EHC plan 1-2.55-2.55 1 0 76 0 24 96.0 104.4 SEN support 6-3.67-3.67 7 29 76 14 24 93.7 104.4
Key stage 1 Reading attainment by pupil group At least expected standard in reading Achieved the expected standard Achieved greater depth Below expected standard in reading Below pre-key stage 1 Foundations Sch % Nat ben Sch % Nat ben Sch % Nat ben Sch % Nat ben Working towards All pupils 60 72 75 23 26 5 2 0 5 23 17 No SEN 50 80 83 26 29 0 0 0 2 20 14 SEN with statement or EHC plan 2 0 75 0 26 100 2 0 5 0 17 SEN support 8 38 75 13 26 13 2 0 5 50 17 Sch % Nat ben Key stage 1 Writing attainment by pupil group At least expected standard in Writing Achieved the expected standard Achieved greater depth Below expected standard in Writing Below pre-key stage 1 Foundations Sch % Nat ben Sch % Nat ben Sch % Nat ben Sch % Nat ben Working towards All pupils 60 73 70 22 16 5 2 0 5 22 22 No SEN 50 84 78 26 18 0 0 0 2 16 19 SEN with statement or EHC plan 2 0 70 0 16 100 2 0 5 0 22 SEN support 8 25 70 0 16 13 2 0 5 63 22 Sch % Nat ben Key stage 1 Maths attainment by pupil group At least expected standard in Maths Achieved the expected standard Achieved greater depth Below expected standard in Maths Below pre-key stage 1 Foundations Sch % Nat ben Sch % Nat ben Sch % Nat ben Sch % Nat ben Working towards All pupils 60 70 76 20 22 5 2 0 4 25 18 No SEN 50 76 84 22 25 0 0 0 2 24 14 SEN with statement or EHC plan 2 0 76 0 22 100 2 0 4 0 18 SEN support 8 50 76 13 22 13 2 0 4 38 18 Sch % Nat ben
Data on participation in after school clubs All SEND pupils are encouraged to participate in after school clubs. What we are doing to eliminate discrimination, promote equality of opportunity and foster good relationships We support learners with disabilities by meeting their individual needs, through meeting with parents and carers with specialists to draw up individual support plans. These needs are then cascaded to all staff who come into contact with the child, to ensure their needs are fully met. Children with disabilities are supported and enabled to take part in all school events, trips and sports days. We use assemblies and curriculum resources to provide positive images and perceptions of people with disabilities e.g. Paralympians In planning any maintenance and refurbishment we consider general adjustments which may be needed for pupils with disabilities generally. Examples of work already carried out are wider doors, downstairs toilets, ramps to access the building, a lift to access the upper floor of the building, disabled toilet access and changing facilities.
Ethnicity and race (including EAL learners) We are committed to working for the equality of people from different ethnic and racial backgrounds. Summary data on achievement at EYFS, KS1 and KS2 of pupils by ethnic group
What we are doing to eliminate discrimination, promote equality of opportunity and foster good relationships Our curriculum supports all pupils to understand, respect and value difference and diversity and ensure that the curriculum challenges racism and stereotypes. Termly data analysis to identify achievement gaps and address barriers to learning Interventions to close the achievement gap Draw on the expertise of leaders (Phase, SENCO and Senior Leaders) Celebration of special events including: Black History Month Other Faiths Week visits to local places of interest and worship Festivals from different cultures European Day of Language Gender Summary data on achievement and progress at KS2 of pupils by gender Reading progress Adjusted Unadjusted Key stage 2 Reading by pupil group Reading attainment Achieving the expected standard Achieving a higher standard Average School % School % School All pupils 47-0.07-0.07 56 70 75 20 28 103.7 105.0 Male 18-1.17-1.17 25 60 72 8 24 102.1 104.2 Female 29 0.61 0.61 31 77 79 29 32 104.9 105.9 Key stage 2 Writing by pupil group Writing progress Adjusted Unadjusted Writing attainment Achieving the expected standard Achieving a higher standard School % School % All pupils 47 2.04 2.04 56 82 78 21 20 Male 18 2.09 2.09 25 80 72 12 15 Female 29 2.01 2.01 31 84 84 29 25 School Average Maths progress Adjusted Unadjusted Key stage 2 Maths by pupil group Maths attainment Achieving the expected standard Achieving a higher standard Average School % School % School All pupils 47-0.51-0.51 56 79 76 18 24 103.2 104.4 Male 18 0.03 0.03 25 68 75 16 25 103.0 104.6 Female 29-0.84-0.84 31 87 76 19 22 103.4 104.1
What we are doing to eliminate discrimination, promote equality of opportunity and foster good relationships Targets to improve the attainment and rates of progress of particular groups of boys and girls. Steps taken to address barriers to the participation of boys and girls in activities. CPD to tackle gender stereotypes We have ensured the curriculum interests both boys and girls Things done to include positive, non stereotypical images of men and women, girls and boys across the curriculum, through assemblies, visits and the visitors we invite in to the school. Uniform policy provides a list of suitable clothing to parents Both girls and boys are encouraged to participate in extra-curricular activities, such as: Cooking Club Football Violin Tuition Crochet Club Knitting Club Art Club Gymnastics Choir Ukulele Podcasting Club
Religion and belief At St Francis Catholic Primary School we are committed to working for equality for people based on their religion, belief and non-belief. We respect the religious beliefs and practice of all staff, pupils and parents and we comply with reasonable requests relating to religious observance and practice. What we are doing to eliminate discrimination, promote equality of opportunity and foster good relationships Although we are a Catholic foundation, pupils are aware of our diverse society. The curriculum supports and encourages pupils to build their sense of identity and belonging, to help them flourish within their communities and as citizens. Other Faiths are celebrated throughout the year e.g. Diwali, Hanukkah. Judaism, Islam, Hinduism and Sikhism are taught as part of our RE topics. Pupils are taken to visit to places of worship and given opportunities to engage with different religious and spiritual communities around us (e.g. Mosque, Church and Temple). We have special assemblies, workshops, displays, talks and sharing experiences and customs around significant festivals. Sexual identity and orientation We are committed to advancing the equality of people whatever their sexual identity or orientation and promoting good relationships among them. What we are doing to eliminate discrimination, promote equality of opportunity and foster good relationships We acknowledge that children come from and are aware of a variety of family set-ups. We acknowledge and respect all people regardless of sexual orientation or gender identity.
Part 3: Our equality objectives The Equality Act 2010 requires us to publish specific, achievable and measurable equality objectives. Our equality objectives are based on our analysis of data and other information. Our equality objectives focus on those areas where we have agreed to take action to improve equality and tackle disadvantages. We will regularly review the progress we are making to meet our equality objectives. Equality objective 1: Close the attainment gap between boys and girls in all areas Success criteria Review assessment data termly Key actions to meet this objective moderation, action planning, Pupil Progress meetings and recommendations for interventions and extra-curricular activities Progress towards meeting this objective - To be added annually