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Equality Objectives

Equality Act 2010

Blue Coat CE Junior Schools’ provision of the public sector equality duty

 

We in Blue Coat CE Junior School are committed to equality.

We aim for every pupil to fulfil their potential no matter what his/her background or personal circumstances.

 

We maintain the aim of embedding principles of fairness and equality across our entire curriculum, in assemblies and acts of collective worship, in break and lunchtimes, in pastoral support and in after school activities

We must under the general duty of public sector equality duty, in the exercise of our functions, have due regard to the need to:

ü  Eliminate discrimination, harassment, victimisation and any other conduct that is prohibited under the Act.

ü  Advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it;

ü  Foster good relations between persons who share a relevant protected characteristic and persons who do not share it.

This will apply to all pupils, staff and others using the facilities. We will give relevant and proportionate consideration to the public sector equality duty.

We will have due regard to advancing equality of opportunity includes making serious consideration of the need to

·       remove or minimise disadvantages suffered by persons who share a relevant protected characteristic that are connected to that characteristic;

·       take steps to meet the needs of persons who share a protected characteristics that are different from the needs of persons who do not share it;

·       encourage persons who share a relevant protected characteristic to participate in public life or in any activity in which participation by such persons is disproportionately low.

We will take into account the six Brown principles of ‘due regard’

·       awareness – all staff know and understand what the law requires

·       timeliness – implications considered before they are implemented

·       rigour – open-minded and rigorous analysis, including parent/pupil voice

·       non-delegation – the PSED cannot be delegated

·       continuous – ongoing all academic year

·       record-keeping – keep notes and records of decisions & meetings

 

The protected characteristics for the schools provisions are:

  • Disability.
  • Gender reassignment. 
  • Pregnancy and maternity.
  • Race.
  • Religion or belief. 
  • Sex.
  • Sexual orientation.

Age and marriage and civil partnership are NOT protected characteristics for the schools provisions.

We welcome the opportunity to be transparent and accountable. To this end we fulfil the specific duties of the Act by:

ü  publishing our equality information

ü  publishing our equality objectives

 

We aim to make the information accessible, easy to read and easy to find.

 

Equality Information:

We maintain confidentiality and work to data protection principles. We publish information in a way so that no pupil or staff member can be identified.

 

Staff:    

Age

The age range of our staff fluctuates, dependant on staff in post at any given time. However we always comply with our equality duty.

Disability

No staff at the present time are recorded as having a disability. We would ensure reasonable adjustments are made where appropriate and where necessary in the future should there be a need to.

Gender reassignment

We would support any staff member towards gender reassignment.

Marriage & civil partnerships

The marital status of our staff fluctuates, dependant on staff in post at any given time. However, we always comply with our equality duty.

Pregnancy and maternity

At the present time we have no staff registered as pregnant or on maternity leave. However these figures may change, dependant on staff in post at any given time. However, we always comply with our equality duty.

‘Race’ / ethnicity

100% of staff at the present time are registered as White British.

Religion and Belief / no belief

Staff comprise of Christian, Church of England, Roman Catholic, Methodist and no religion.

Sex – male/female

30 staff - 93% female  7% male

Sexual orientation

We support all staff members regardless of sexual orientation

 

 

Pupils

Age

7-11 years

Disability

0% record as a disability

SEN

14% at School Action or School Action +

Statements

 0.4% with Statements

Gender reassignment

We would support any pupil towards gender reassignment or questioning their gender.

Pregnancy and maternity

We comply with our equality duty.

‘Race’ / ethnicity

85% White-British, remainder include Other white, Pakistani, White black African, Other mixed, Other ethnic, Bangladeshi, Chinese, Indian and any other Asian.

EAL

10% EAL pupils

12 Languages are spoken in school including

22% of EAL pupils are in the initial stages of acquiring English

Religion and Belief / no belief

 Our pupil profile comprises of Christian, Buddhist, Hindu, Muslim and Agnostic

Sex – male/female

228 pupils - 114 female  114 male

Sexual orientation

We support all pupils regardless of sexual orientation

FSM

6% of pupils have FSM

Post 16

n/a

NEET’s

n/a

Vulnerable groups of pupils whose prior attainment may be different from that of other

groups

We support all vulnerable groups.

 

 

Achievement statistics from SAT’s 2013

 

  • Reading Level 4+   93%
  • Reading Level 5+   53%
  • Writing Level 4+     91%
  • Writing Level 5       34%
  • Maths Level 4+      90%
  • Maths Level 5+      41% 
  • Maths Level 6         7%
  • 89% of pupils gaining 2+ levels progress in reading.
  • 24% of pupils gained 3 levels progress in reading.
  • 89% of pupils gained 2+ levels progress in writing.
  • 11% of pupils gained 3 levels progress in writing.
  • 91% of pupils achieving Level 4+ in English overall.
  • 36% of pupils achieved Level 5 in English overall.
  • 91% of pupils gained 2+ levels progress in Maths.
  • 20% of pupils gained 3 levels progress in Maths.
  • 86% of pupils achieved Level 4+ in English and Maths combined.
  • 28% of pupils achieved Level 5 in English and Maths combined.
  • FSM/EAL pupils achieved as expected or better.
  • There are no significant differences in the attainment of girls or boys in reading, writing or maths.

We will update our equality information at least annually

 

Equality Objectives

 

Our equality objectives are:

 

  1. To analyse our current Equalities practices and systems.
  2. To achieve the Equalities Award by December 2014.
  3. To increase staff understanding of prejudice-related incidents and its implications for our school. This will be achieved through training and discussion; the outcome of such will be that all such incidents will be dealt with consistently.
  4. To further develop positive relationships with the local and wider communities over the next three years. This will relate to a number of the Equality Act protected characteristics as we establish links with local care homes, special schools, faith organisations and international schools.
  5. To develop and implement a curriculum and pastoral programme over the next three years through establishing links with the local special school. The outcome of such being to improve pupil’s understanding and positive attitudes towards disability.

We will update our equality objectives every three years and will publish progress on them annually in our equality information

We adopt a whole school approach to equality and consider it important for pupils to learn about equality and human rights. We adhere to the Equality and Human Rights Commission (EHCR) statement:

‘To reap the full benefits of equality and human rights education, it is essential to teach topics in an environment which respects the rights and differences of both students and teachers. Without an equality and human rights culture within the classroom and school as a whole, learning about these topics can at best appear irrelevant, and at worst, hypocritical. The respect and tolerance it teaches will help staff and students create a healthier, happier, fairer school culture, and could lead to reductions in bullying and other negative behaviour, and improvements in attainment and aspirations.

Though the Act refers to ‘race’, the use of ethnic/ cultural origin, background or  or heritage are more appropriate

Headteacher: Mrs. Lynn Scott

 

Chair of Governors: Mrs. Joanne Thorns

 

Date: Summer Term 2014

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