A cross identifies which statutory duty/equality legislation the planned action is meeting. R= Race, D = Disability, G =Gender, SO = Sexual Orientation, A= Age, R/B = Religion or Belief, CC = Community Cohesion R D G S O A R B C C Action Impact Monitoring Key Staff When Success Indicators X X X X X X X Produce, publish & promote the Equality plan through website , newsletter and staff email School will have identified priorities for the SDP with a specific focus on Race, Gender and Disability Questions on parent/carer survey; staff survey; Pupil feedback SLT July 20167 Enhanced awareness of policy X X X X X X X All new and existing policies and procedures to undergo equality impact assessment on parents, pupils and staff through rolling programme Enable the school to address the needs of our diverse population and set priorities accordingly Ensure practice matches policy through data analysis; reports to Governors SLT By Autumn 2017 Policies reviewed and any risk identified so policies do not negatively upon different community groups X X X X X X X Ensure all senior staff and Governors are clear about the responsibilities for recruitment and selection of staff Procedures ensure equality for candidates and recruit the best person for the role School staff reflect diversity Head Teacher By Autumn 20167 Feedback from candidates on the process indicates fairness
Equalities Action Plan 2015 to 2019 promote diversity topics and all key stages Learning walks links and citizenship Resources and classroom displays reflect diversity X X X X X X X Ensure teaching materials and resources are available in accessible formats for all pupils Adaptations are made to materials that ensure the inclusion of every child, e.g. modified resources, support staff, devices, room use. Lesson monitoring Achievement data SLT and all staff ongoing Resources and expertise shared between staff to enable pupils to achieve Joint methods of working and sharing good practice continue to develop. A cross identifies which statutory duty/equality legislation the planned action is meeting. R= Race, D = Disability, G =Gender, SO = Sexual Orientation, A= Age, R/B = Religion or Belief, CC = Community Cohesion R D G S O A R B C C Action Impact Monitoring Key Staff When Success Indicators X X X X X X X Ensure that information provided to parents and carers is accessible Parents and carers will be better equipped to participate in their child’s learning Parental access needs and preference for Annual Review formats etc on admission Parent/carer questionnaire SLT ongoing School publications such as the Prospectus to be fully accessible Key terms on displays around the school to be in different formats (e.g. signs with symbols) and key languages Additional support for disabled parents/carers and staff to help them to play a full part in the life of the school (e.g. providing a interpreter for a deaf parent; ensuring that meetings are held in the most accessible parts of the school to support wheelchair users).
X X X X Understand and address perceptions of race, sexual orientation, disability and gender equality in school. The school and wider community are aware of and actively working to support the equalities scheme Staff are aware of the specific actions and behaviours needed to promote equality in the context of their job Stake holder questionnaire Observations of teaching and learning All staff ongoing Negative perceptions are challenged and addressed Diversity is actively promoted across the school X X X X X X X Identify, respond to and report any racist, homophobic or bullying incidents All staff aware of procedures to report and confident in challenging incidents Report to Governors Head Teacher All staff ongoing Procedures are followed and any incidents reported appropriately X X X X To continue to increase pupils’ awareness of different communities through outreach, visits and links Pupils have experience of a variety of people from different backgrounds and of different environments Monitor referrals for gender and ethnicity All staff ongoing Ongoing development of positive relationships, including with different schools and communities; Celebration of a variety of cultural events throughout the year X X X X X X X To ensure that the physical environment is conducive to all learner/staff/visitors irrespective of disability Positive impact on learning and teaching environment Pupil, staff and visitor feedback All staff Ongoing Pupil and staff survey