St Mary & St Thomas C.E. Primary School

Equality Objectives 2020-2021:

  • To extend pupils’ understanding of equality, diversity and fundamental British values through direct teaching across the curriculum
  • Diminish the difference between the percentage of boys and girls achieving GLD in the EYFS by July 2021
  • Diminish the difference between the percentage of boys and girls achieving ARE in writing and maths at the end of KS2 (July 2021) by 21%

 

How have the objectives been chosen?

These objectives have been chosen as a result of analysis of audit trails (including learning walks, books scrutinies and talking with pupils), as well as the analysis of external data reports including ASP and IDSR.

What is going to be done to achieve each objective?

Objectives

Actions

Success Criteria

To extend pupils’ understanding of equality, diversity and fundamental British values through direct teaching across the curriculum

  • Identify where in curriculum plans equality, diversity and fundamental British values can be taught
  • Ensure all protected characteristics and British values are evidenced in resources and displays, and no group is deliberately or accidently marginalised
  • Teaching of equality, diversity and FBV will be evaluated during observations of lessons
  • Current teaching of equality, diversity and FBV will be regularly monitored and audited
  • KS2 Focus week on 'The diversity of Britain's multicultural society', that extends pupils’ chronological knowledge beyond 1066

Children will demonstrate a strong knowledge and understanding of the fundamental British values, equality and diversity which will be evidenced in the following ways:

- Pupil Interviews and questionnaires

- FBV Whole School Floor Book
Diversity, equality and FBVs will be evidenced in displays around school and within the resources carefully selected/ produced and used by staff

Diminish the difference between the percentage of boys and girls achieving GLD in the EYFS by July 2021

Analysis of cohort on entry to identify % to diminish the difference by

  • Ensure the EY curriculum and school culture engages boys.
  • Continuous Provision Areas to appeal to the boys’ interests and develop their identified areas for improvement
  • Ensure boys are targeted within direct teaching and that tasks are meaningful for boys
  • Complete an audit to identify the barriers to boys’ learning
  • Ensure boys have positive male role models
  • Consider boys learning styles
  • Increase all stakeholder’s expectations of boys including; staff, parents and pupils themselves
  • Measure and report on the progress and attainment of boys and girls as separate pupil groups.
  • Monitor attendance
  • The percentage of boys achieving GLD in the EY will be in line with the percentage of girls, and at least in line with boys nationally.

 

Diminish the difference between the percentage of boys and girls achieving ARE in writing and maths at the end of KS2 (July 2021) by 21%

  • Ensure the KS2 curriculum and school culture engages girls.
  • Ensure girls are targeted within direct teaching and that tasks are meaningful for girls
  • Complete an audit to identify the barriers to girls’ learning
  • Ensure girls have positive role models
  • Consider girls learning styles
  • Increase all stakeholder’s expectations of girls including; staff, parents and pupils themselves
  • Measure and report on the progress and attainment of boys and girls as separate pupil groups.
  • Monitor attendance

The percentage of girls achieving ARE at the end of KS2 will be in line with the percentage of boys and at least in line with girls nationally.

 

Objectives

Actions

Success Criteria

To extend pupils’ understanding of equality, diversity and fundamental British values through direct teaching across the curriculum.

  • Identify where in curriculum plans equality, diversity and fundamental British values can be taught
  • Ensure all protected characteristics and British values are evidenced in resources and displays, and no group is deliberately or accidently marginalised
  • Teaching of equality, diversity and FBV will be evaluated during observations of lessons.
  • Current teaching of equality, diversity and FBV will be regularly monitored and audited.
  • Children will demonstrate a strong knowledge and understanding of the fundamental British values, equality and diversity which will be evidenced in the following ways:

    -
    Pupil Interviews and questionnaires

    - FBV Whole School Floor Book
  • Diversity, equality and FBVs will be evidenced in displays around school and within the resources carefully selected/ produced  and used by staff

Diminish the difference between the percentage of boys and girls achieving GLD in the EY.

  • Ensure the EY curriculum and school culture engages boys.
  • Continuous Provision Areas to appeal to the boys’ interests and develop their identified areas for improvement
  • Ensure boys are targeted within direct teaching and that tasks are meaningful for boys
  • Complete an audit to identify the barriers to boys’ learning
  • Ensure boys have positive male role models
  • Consider boys learning styles
  • Increase all stakeholder’s  expectations of boys including; staff, parents and pupils themselves
  • Measure and report on the progress and attainment of boys and girls as separate pupil groups.
  • Monitor attendance
  • The percentage of boys achieving GLD  in the EY will be in line with the percentage of girls, and at least in line with boys nationally.
  • Diminish the difference between the percentage of boys and girls achieving ARE in writing and maths at the end of KS2 by 21%. 
  • Ensure the KS2 curriculum and school culture engages girls.
  • Ensure girls are targeted within direct teaching and that tasks are meaningful for girls
  • Complete an audit to identify the barriers to girls’ learning
  • Ensure girls have positive role models
  • Consider girls learning styles
  • Increase all stakeholder’s  expectations of girls including; staff, parents and pupils themselves
  • Measure and report on the progress and attainment of boys and girls as separate pupil groups.
  • Monitor attendance
  • The percentage of girls achieving ARE at the end of KS2 will be in line with the percentage of boys and at least in line with girls nationally.
 
 
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