behaviour policy Code of Conduct Boys and girls have equal opportunities to be House Captains and members of School Council Be the Best Good male/female role models Through curriculum, e.g. choice of texts Gender Reassignment Equal Opportunities Policy, Code of Conduct, Learning Mentors, PSA Follow legal guidelines in terms of employment and equality, Code of Conduct, Mission statement and values, Be the Best Pregnancy and Maternity Child Protection & Sex and Relationships Policy, follow legal guidelines for employment, Risk assessments and reasonable adjustments made Clear policy which supports maternity and paternity rights and responsibilities Age School Mission Statement Equal opportunities policy Code of Conduct Employment Law Extra-curricular opportunities for all year groups, Employment law, House system and house assemblies, Code of Conduct, Role models, Religion and Belief Admissions criteria Equality Policy RE policy RE curriculum Non-Christian children catered for when required in terms of uniform adaptation, opportunities and space for prayer Staff and children have time off for religious observance Children have opportunities to share information about their faith and their celebrations Fostering understanding through the curriculum Sexual Orientation Anti-bullying policy Sex and Relationships Policy PSHE Clear policies, follow legal guidelines, school values Inclusive ethos, underpinned by school values, code of conduct, Learning Mentors Marriage and Civil Partnership Values, employment Law, Code of Conduct Employment law, code of conduct Code of Conduct, school values STAGE ONE : EQUALITY INFORMATION : Guidance Notes Gather the information you already hold Where a function has been identified as relevant to the Equality Duty, consider what qualitative and quantitative equality information you already have. Identify any additional information needed and decide what steps to take to provide the necessary information , including any engagement that you will undertake to do this (see Stage 2)
Questionnaires, website Parent workshops, website Disability Inclusion policy, equality policy, policy, SEN policy, Welfare support for children with medical needs – meetings with parents to gauge information, Code of Conduct Booster classes for underachieving pupils, Care Plans, medical training for staff, engagement with medical services, Staffing allocation, Equipment provided, Opportunities for children to develop their skills and talents – music, sport, rewards for achievement, priority places for SEN chn in clubs, learning support in the classroom, intervention groups, physical access and access to the curriculum. Workshops for parents, Inclusive, Music therapy, talking therapies Going out to meet parents, SENCo attends home-visits, foster good dialogue with parents of children with special needs. Meetings with families and support agencies (e.g.diabetes nurse), PSA, Mentors, Gender Anti-bullying policy, equality policy, Code of Conduct Student voice – questionnaires and School Council, House Captains etc. are boy/girl, action taken to ensure players have an equal share of playground, equal share of boys’ and girls’ clubs, responding to data analysis to ensure equality of opportunity for boys and girls, literacy texts Mixed gender working groups in classrooms, mixed leadership roles and monitoring duties, good balance of gender role models amongst staff and Governors, Gender Reassignment Code of Conduct, Pregnancy and Maternity Risk assessments, employment law, Policy Reasonable adjustments to ensure health and safety of pregnant staff Clear communication Age Pupil voice – supporting children to express opinions, facility to speak to Learning Mentors, Code of Conduct, Age-appropriate curriculum, including sex and relationships education appropriate to age group. Opportunities to take on responsibilities increasing as children Opportunities for older and younger children to work and play together.House Teams, Y6 helpers in EYFS.
Summary Race Disability Gender Religion/belief Sexual orientation To eliminate unlawful discrimination, harassment and victimisation Few racial incidents, which are dealt with according to policy and procedures. Anti-bullying policy revisited regularly Anti-bullying week – assemblies, workshops. Good Bullying incidents dealt with according to policy. Inclusive environment 1-1 provision Good Girls+ boys have equal opportunities. to take leadership roles. Resources reflect equal roles. Good Study of other religions emphasises similarities as well as differences. Non-Christian families are happy for their children to attend this church school. Non-Christian staff employed. Other faiths recognised – religious observance authorised. Very good To advance equality of opportunity ESOL classes for parents Translations of important communications and use of interpreters. Staffing reflects community ethnicities and languages. Major school group of BA children do well in comparison with WUK. Website Good Resources to meet needs. Use of outside agencies for specialist advice and resources. Achievement for All programme to support SEND children. Access to school and the curriculum. Good Data shows that boys and girls achieve well at KS2 and that there is no trend to suggest that one gender regularly outperforms the other. Good Children of other faiths have opportunities to share their faith practice. School welcomes and makes adjustments for children of other faiths. Role models Good To foster good relations Children mix well. Diverse staff – reflecting school community-parents confident about approaching staff. PSA employed Support with secondary applications Good Good relationships with families – home visits, regular meetings. Structured conversations – parents have more of a voice. Support with applications to secondary school. Good Mixed gender working groups, shared responsibilities Good Friday prayer group. Children have opportunities to share information about own faith. Good
EQUALITIES OBJECTIVES ACTION PLAN DATE OF PUBLICATION : Spring 2017 Objective Please give an end date/time scale to each action Which protected group(s) will this most affect/ influence How will we know we have achieved the objective? Lead and other key players Actions Annual Red/ Amber/ Green rating To further increase the number of Turkish parents attending workshops and school events by July 2018. Race Evidence of attendance at events, improved achievement of Turkish parents. PSA staff members Target ethnic groups which are underrepresented at school events To ensure that school resources meet the needs of EAL children by December 2018. Race Audit will show increase in resources from starting point EAL, Literacy Leader Audit and buy bilingual books Buy bilingual dictionaries and story books. To raise awareness and understanding of disability by Summer 2018. Disabled Pupil Questionnaire PHSE SENCo PE Through PSHE curriculum. Develop links with West Lea School. To more accurately identify pupil needs in order to plan and provide appropriately Summer 2018 Disability Increase in teacher awareness of pupil need. Improved provision and achievement of SEND children. SENCo Purchase site licence for LASS and make accessible to teaching staff. Train staff to use LASS. EHCPs To provide support for parents of SEND children by July 2018 Disability Evaluations, Parent Questionnaire SENCo PSA Student Social Worker Coffee mornings for parents of SEND children. Invite speakers from various agencies to provide information and signposting. To ensure that boys and girls have equal opportunities to take part in sports Summer 2017 Gender Club registers, attainment data PE AHT Coaches Mixed football, girls’ football, increase range of sports on offer for girls in clubs To ensure that boys have more access to positive male role models Gender Registers of clubs and workshops. Evaluations of workshops and clubs PSA SLT Involve more fathers in school events. Provide opportunities for learning for men. Male staff role models