Equality Objectives (2018-19)


Equality Objectives:

  • 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. 

 

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?

We will:

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.

 

What is the diversity of our school population?

Our school population in 2018 is as follows:

The largest ethnic groups are White-British (89.5%), Mixed – any other mixed background (1.8%), Asian or Asian British – any other Asian background (2.3%), Black or Black British – African (1.8%), Chinese (1.8%). The school has 7 out of 17 possible ethnic groups. The average number of groups for this phase of education is 9.

 

How are we performing in relation to the three aims of the equality duty?

Eliminate unlawful discrimination, harassment and victimisation

Our Christian ethos, school aims and curriculum provision, as well as our approach to pastoral support and behaviour management ensures unlawful discrimination, harassment and victimisation is eliminated.

Advance equality of opportunity

We effectively advance equality of opportunity through our curriculum and wider curriculum provision, as a result of being a UNICEF Rights Respecting School, and through our day to day practices e.g. we encourage participation in sport for those with disability, teaching girls and boys they can have the same aspirations.

Foster good relations

We confidently foster good relations by having three Pupil/Parent Interviews a year, through the Parent Forum, offering Family Learning Opportunities (including Meet the Teacher sessions), inviting family members into school to participate in the life of the school, signposting our families to other agencies. We also have an open door policy.

 

The Equality Act brought in changes in to what schools should and must do

The Act covers all aspects of school life to do with how a school treats pupils and prospective pupils, parents and carers, employees, and members of the community. Everything a school does must be fair, non-discriminatory and not put individuals or groups of people at a disadvantage. In particular, a school must not discriminate, harass or victimise a pupil or potential pupil in relation to:

• Admissions

• The way it provides education for pupils

• How it provides pupils access to any benefit, facility or service

• Excluding a pupil or subjecting them to any other detriment

 

What actions and behaviours are unlawful under the Act?

The Act defines a number of types of unlawful behaviour, including:

• Direct discrimination

• Indirect discrimination

• Failing to make reasonable adjustments for disabled pupils or staff

• Discrimination arising from disability

• Harassment related to a protected characteristic

• Victimisation of someone because they have made, or helped with, a complaint about discrimination

 

What are “protected characteristics”?

Protected characteristics refer to aspects of a person’s identify. Treating a person less favourably because they have one or more of these characteristics would be unlawful. The protected characteristics are:

• Age

• Disability

• Gender reassignment

• Marriage and civil partnership

• Pregnancy and maternity

• Race

• Religion or belief

• Sex

• Sexual orientation

The Trust Equality Action Plan and Accessibility Plan, can be located under the School Policies section of our website. The Equality Scheme can be located under the policies section of the The Three Saints Academy Trust Website.

 
 
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