Approved March 2021

Information updated Spring 2023

Contents

1. Legislation and Guidance............................................................................................................ 2

2. Key Principles.............................................................................................................................. 3

3. Equality Information.................................................................................................................... 3

4. Roles and Responsibilities.......................................................................................................... 4

5. Eliminating Discrimination........................................................................................................... 5

6. Advancing equality of opportunity............................................................................................... 5

7. Fostering good relations.............................................................................................................. 6

8. Equality objectives...................................................................................................................... 6

 

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1. Legislation and Guidance

This document meets the requirements under the following legislation:

• The Equality Act 2010, which introduced the public sector equality duty and protects people from discrimination
• The Equality Act 2010 (Specific Duties) Regulations 2011, which require schools to publish information to demonstrate how they are complying with the public sector equality duty and to publish equality objectives

This document is also based on Department for Education (DfE) guidance: The Equality Act 2010 and schools.  

 

Public Sector Equality Duty

 

The Equality Act 2010 requires us to publish information that demonstrates that we have due regard for the need to:

 

• Eliminate unlawful discrimination, harassment, victimisation and any other conduct prohibited by the Equality Act 2010

• Advance equality of opportunity between people who share a protected characteristic and people who do not share it

• Foster good relations between people who share a protected characteristic and people who do not share it.

 

At Stanway Fiveways Primary School, we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school, irrespective of race, gender, disability, faith or religion or socio-economic background. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and able to participate fully in school life.

 

The achievement of pupils will be monitored by race, gender and disability and we will use this data to support pupils, raise standards and ensure inclusive teaching. We will tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all.

 

2. Key Principles

 

A)  All learners are of equal value

B)  We recognise and respect difference

C)  We foster positive attitudes and relationships and a shared sense of cohesion and belonging.

D)  We observe good equalities practice in staff recruitment, retention and development.

E)  We aim to reduce and remove inequalities and barriers that already exist.

F)  We have the highest expectations of all our children.

 

3. Equality Information

 

Number of pupils on roll at the school: 545

Age of pupils: 4 to 11

 

Information on pupils by protected characteristics

The Equality Act 2010 protects people from discrimination on the basis of protected characteristics. Every person has several of the protected characteristics, so the Act protects everyone against unfair treatment.

 

In order to ensure that all pupils are protected from discrimination, the school collects information on protected characteristics.

 

Information on other groups of pupils

In addition to pupils with protected characteristics, we gather further information on the following groups of pupils:

• Pupils eligible for Free School Meals (FSM)

• Pupils with Special Educational Needs (SEN)

• Disadvantaged group

• Pupils with English as an Additional Language (EAL)

• Young carers

• Looked after children

• Other vulnerable groups

 

Race/Ethnicity	Percentage (%)
Any other Asian background	0.55
Any other Black background	0.92
Any other ethnic group	0.73
Any other White background	0.37
Bangladeshi	0.18
Black - African	4.95
Black Caribbean	0.18
Chinese	1.28
Gypsy/Roma	0.92
Indian	2.75
Nepali	0.18
Other Chinese	0..73
Other Asian	0.18
Pakistani	0.37
Refused	0.18
Sri Lanken Other	0.37
Turkish	1.1
White - British	76.88
White – Irish	0
White and Any Other Ethnic Group	0
White and Asian	0.37
White and Black African	0.37
White and Black Caribbean	1.83
White Eastern European	4.22
White Western European	0.37

Gender: 52% male and 48% female

Pupils currently eligible for Free School Meals (FSM): 21.47%

Pupils eligible for Pupil Premium Funding – Disadvantaged group: 22.2%

EHCP: 3.12%

Pupils with SEND: 13.94%

Pupils with English as an Additional Language (EAL): 10.28%

Looked After Children: 0

Post Looked After Children: 0.37%

 

Through rigorous tracking and monitoring of individuals and of all the groups of children, including progress and attainment, and by providing equal opportunities to access the curriculum and activities, we aim to ensure that any gap in attainment for pupils within any of the above different groups is removed, or at least remains less than the gap nationally.

 

4. Roles and Responsibilities

The governing board will:

• Ensure that the equality information and objectives as set out in this statement are published and communicated throughout the school, including to staff, pupils and parents, and that they are reviewed and updated at least once every four years
• Delegate responsibility for monitoring the achievement of the objectives on a daily basis to the headteacher

 

The equality link governor is Jayne Holden. They will:

• Meet with the designated member of staff for equality every term, and other relevant staff members, to discuss any issues and how these are being addressed
• Ensure they’re familiar with all relevant legislation and the contents of this document
• Attend appropriate equality and diversity training
• Report back to the full governing board regarding any issues

 

The headteacher will:

• Promote knowledge and understanding of the equality objectives amongst staff and pupils
• Monitor success in achieving the objectives and report back to governors

 

The designated member of staff for equality will:

• Support the headteacher in promoting knowledge and understanding of the equality objectives amongst staff and pupils
• Meet with the equality link governor every term to raise and discuss any issues.
• Support the headteacher in identifying any staff training needs, and deliver training as necessary

 

All school staff are expected to have regard to this document and to work to achieve the objectives as set out in section 8.

5. Eliminating discrimination

We eliminate discrimination by:

 

• Adoption of the single Equality Scheme

• Our behaviour policy ensures that all children feel safe at school and addresses prejudicial bullying

• Reporting, responding to and monitoring all racist incidents

• Regularly monitoring the curriculum to ensure that the curriculum meets the needs of our pupils and that it promotes respect for diversity and challenges negative stereotyping

• Teaching is of the highest quality to ensure children reach their potential and all pupils are given equal entitlement to success

• Tracking pupil progress to ensure that all children make rapid progress, and intervening when necessary

• Ensuring that all pupils have the opportunity to access extra-curricular provision

• Listening to and monitoring views and experiences of pupils and adults to evaluate the effectiveness of our policies and procedures.

6. Advancing equality of opportunity

We advance equality of opportunity by:

• Listening to pupils at all times
• Using the information we gather to identify underachieving groups or individuals and plan targeted intervention
• Ensuring participation of parents/carers and pupils in school development
• Listening to parents/carers
• Listening to staff and governors

7. Fostering good relations

Stanway Fiveways Primary School aims to foster good relations between those who share a protected characteristic and those who do not share it by:

• Promoting tolerance, friendship and understanding of a range of religions and cultures through different aspects of our curriculum. This includes teaching in RE, citizenship and personal, social, health and economic (PSHE) education, but also activities in other curriculum areas. For example, as part of teaching and learning in English/reading, pupils will be introduced to literature from a range of cultures
• Ensuring that equality and diversity are embedded in the curriculum
• Holding assemblies dealing with relevant issues. Pupils will be encouraged to take a lead in such assemblies and we will also invite external speakers to contribute
• Working with our local community. This includes inviting leaders of local faith groups to speak at assemblies, and organising school trips and activities based around the local community
• Encouraging and implementing initiatives which include representation of different groups of pupils within the school. For example, our school council has representatives from different year groups and is formed of pupils from a range of backgrounds. All pupils are encouraged to participate in the school’s activities, such as sports clubs. We also work with parents to promote knowledge and understanding of different cultures

8. Equality objectives

 

Objective 1:  To improve the progress and attainment of disadvantaged pupils.

Why we have chosen this objective: Because there is a significant gap between the progress and attainment of our disadvantaged pupils when compared to our non-disadvantaged pupils.

To achieve this objective we plan to: Ensure our disadvantaged strategy effectively utilizes the Pupil premium grant to close the progress and attainment gap.

 

Objective 2: To ensure the curriculum promotes role models that reflect diversity including race and gender.

Why we have chosen this objective: Because diversity is one of our curriculum drivers.

To achieve this objective we plan to: Ensure our curriculum and medium term planning include a diversity of role models. Planning promotes and celebrates cultural diversity across the world e.g. our continents theme week.

 

Objective 3:  To improve the progress for those pupils with SEND.

Why we have chosen this objective: Because there is a significant gap between the progress of our SEND pupils when compared to our non-SEND pupils.

To achieve this objective we plan to: Ensure all SEND pupils receive quality-first teaching and have effective one plans in place.