A guide to the. EQualities Award and 2015 Ofsted framework

Transcription

1 A guide to the EQualities Award and 2015 Ofsted framework

2 Introduction Welcome to this guide on equality within the new Ofsted framework. As you are no doubt aware, Ofsted s new Common Inspection Framework (CIF) has now come into effect and applies to all registered early years providers, maintained schools, academies, non-association independent schools and further education & skills providers. This means that inspectors will now be making the same coherent set of key judgements across all these different establishments. In view of this reform, we thought it would be a good time to clarify and illustrate the close match between the EQualities Award audit and the criteria against which education providers will be judged under the new inspection framework. For five years now, hundreds of education providers across the UK have been using the EQualities audit as a robust tool to identify and review the many ways in which they engender equality of opportunity and raise outcomes for all learners regardless of gender, disability, faith and ethnicity, sexual identity and socio-economic disadvantage. The promotion of pupils spiritual, moral, social and cultural development is a core feature of the audit, which also focuses on safeguarding, bullying and the promotion of fundamental British values. These same principles are prioritised and reflected very clearly within the new CIF and we hope to show you in this document how the EQualities Award can enable you to generate and accumulate that all-important evidence together in one place. In planning and preparing for an inspection, inspectors are advised to use all available evidence to develop an initial picture of the school s performance including information about the promotion of equality of opportunity (School inspection handbook p12). On the following pages, you will see how each key judgement can be mapped against the audit.

3 The Key Judgements Overall Effectiveness Effectiveness of leadership and management Before making the final judgment on overall effectiveness, inspectors must evaluate: The effectiveness and impact of the provision for SMSC The extent to which the education provided by the school meets the needs of the range of pupils at the school including: disabled pupils pupils who have special educational needs. Quality of teaching, learning and assessment Personal development, behaviour and welfare Outcomes for pupils

4 Overall effectiveness The effectiveness and impact of provision for pupils SMSC development Before making the final judgement on the overall effectiveness, inspectors must evaluate the effectiveness and impact of the provision for pupils spiritual, moral, social and cultural development. Unless the provider can demonstrate that deliberate and effective action has been taken in this respect, the final judgement on overall effectiveness cannot be good, let alone outstanding. There are several indicators in the audit that can help you to demonstrate this. For example: Learners are encouraged to develop empathy and insight into the lives and experiences of people from different backgrounds to their own. The curriculum promotes fundamental British values, facilitates an understanding of multiple identities and challenges stereotyping. Learners are encouraged and taught how to recognise, challenge and report different forms of bullying, prejudice, racism, stereotypes, injustice and inequality. There are regular opportunities for learners to enjoy cultural and enrichment experiences (including out of school visits) that reflect and celebrate diversity. Learners are encouraged to develop empathy and insight into the lives and experiences of people from different backgrounds to their own. In the most recent annual student questionnaire (see attached) 92% of year 10 students and 83% of year 11 students said that the college helps them to understand and respect people from other backgrounds. We accomplish this through the teaching of SMSC throughout the curriculum including assemblies and Life Skills and RE lessons. In Geography, the students take part in a role play life decision making exercise where they have to put themselves in the shoes of refugees and migrants. The students then make a temporary shelter out of whatever materials they can find (see picture attached) Groups of students have the opportunity to meet and listen to speakers from a residential rehabilitation centre for men challenged by drug and alcohol addiction (see photograph) Defining spiritual, moral, social and cultural development The spiritual development of pupils is shown by their: ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people s faiths, feeling and values sense of enjoyment and fascination in learning about themselves, others and the world around them use of imagination and creativity in their learning willingness to reflect on their experiences. The moral development of pupils is shown by their: ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England understanding of the consequences of their behaviour and actions interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues. The social development of pupils is shown by their: use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain. The cultural development of pupils is shown by their: understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain knowledge of Britain s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socioeconomic groups in the local, national and global communities

5 Overall effectiveness The extent to which the education provided by the school meets the needs of pupils including: Disabled pupils Pupils who have special educational needs. Similarly, before making the final judgement on the overall effectiveness, inspectors must evaluate the extent to which the education provided meets the needs of the range of learners including those with disabilities and special needs. There is an entire section within the audit dedicated to closing the gap between different groups of learners, not only those with disabilities, but including learners with EAL and those from less advantaged backgrounds. Some of the indicators related to this judgement are as follows: Procedures are in place to help reduce the difference between outcomes for vulnerable groups and those of all learners. These procedures are having a positive impact. Learners with English as an additional language have access to an appropriate level of language support (including first language assessment and bilingual support). Reasonable adjustments are made to enable individuals with disabilities to access the physical environment of the school, the curriculum and information. 4.2 Reasonable adjustments are made to enable individuals with disabilities to access the physical environment of the school, the curriculum and information. An accessibility plan is drawn up every 3 years and reviewed on an annual basis. (plan attached). Ramps and low level door handles ensure that the buildings are accessible to wheelchair users. (see photos attached) A portable hearing loop was invested in a few years ago to support individuals with impaired hearing. The school s accessibility plan includes planning for a hearing loop in the main hall. As part of our visits policy, the school ensures providers can accommodate disabled pupils where necessary. (policy attached ). Play therapists are sought through external advice from the local specialist teaching team when they are required by the Special Educational Needs coordinator. The school has a purpose resourced nurture room for social inclusion sessions delivered by a trained social inclusion worker (session example attached) Where children are required to, the school (in conjunction with the local authority and parent/carers) seek AbilityNet assessments for support to enable pupils to access the curriculum and information. The school has four Makaton trained members of staff. Inspectors will consider the progress of disabled pupils and those with special educational needs in relation to the progress of pupils nationally with similar starting points. Inspectors will examine the impact of funded support for them on closing any gaps in progress and attainment. The expectation is that the identification of special educational needs leads to additional or different arrangements being made and a consequent improvement in progress. Inspectors will consider whether any differences exist between the progress and attainment of pupils in resource-based provision and those with similar starting points who are disabled or have special educational needs in the main school. Inspectors will report on any differences and the reasons. When considering any whole-school published data on progress and attainment, inspectors will take into account the impact that a large number of pupils in resource-based provision might have on these figures. For groups of pupils whose cognitive ability is such that their attainment is unlikely ever to rise above low, the judgement on outcomes will be based on an evaluation of the pupils learning and progress relative to their starting points at particular ages and any assessment measures the school holds. Evaluations should not take account of their attainment compared with that of all other pupils.

6 Effectiveness of leadership and management Apart from the explicit inspection judgement as to how well leaders and governors promote all forms of equality and foster greater understanding of and respect for people of all faiths (and those of no faith), races, genders, ages, disability and sexual orientations (and other groups with protected characteristics), through their words, actions and influence within the school and more widely in the community the overarching criteria for judging the effectiveness of leadership and management are reflected widely within and across the EQualities Award audit. This judgement also takes safeguarding into consideration and the effectiveness with which the school promotes fundamental British values (FBV). There are clear opportunities to demonstrate all of the considerations outlined in the box opposite. The school's commitment to equality is communicated to all members of the extended school community (including staff, governors, learners, parents/carers and visitors) in a variety of ways. The school seeks to actively promote its commitment to equality and community cohesion within the school and to the wider community through a number of methods. The school has appointed a member of the senior leadership team as 'Leader for Inclusion' with the remit of championing issues of equality and community cohesion. All school policies make reference to our Equalities Scheme (attached) and the staff handbook makes our expectations clear (attached) In a broader sense, the school communicates its commitment through the school website. The school homepage features a link to our current equality objectives (see also 1.5) as well as news and items demonstrating our commitment to equality e.g. English lessons for parents advertised in English and in Polish and a dedicated page for inclusion where parents can read about the school's approach to inclusion, with a special emphasis on meeting the needs of children with Special Education Needs, Black and Minority Ethnic children and those who have English as an Additional Language. Displays advertising Black History week and anti-bullying week featured in the school foyer communicate our commitment to visitors. (attached photographs) The school actively seeks to reflect its diverse community through our promotional media. The school website ( contains both diverse images on its permanent pages as well as up to date photographs, videos and sound recordings reflecting a range of pupil backgrounds and languages. The website actively seeks to engage with other language groups through a translation facility. How leaders promote all forms of equality and foster greater understanding of and respect for people of all faiths (and those of no faith), races, genders, ages, disability and sexual orientations (and other groups with protected characteristics), through their words, actions and influence within the school and more widely in the community. How the school prepares pupils positively for life in modern Britain and promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect for and tolerance of those with different faiths and beliefs and for those without faith. The quality of continuing professional development for teachers at the start and middle of their careers and later, and how leaders use performance management to promote effective practice across the school. How effectively leaders and governors track the progress of groups of pupils to ensure that none falls behind and underachieve, and how effectively governors hold them to account for this. How well leaders engage with parents, carers and other stakeholders and agencies to support all pupils. How effectively leaders use additional funding, including the pupil premium, and measure its impact on outcomes for pupils, and how effectively governors hold them to account for this. The effectiveness of governors in discharging their core statutory functions. The effectiveness of safeguarding. The work to raise awareness and keep pupils safe from the dangers of abuse, sexual exploitation, radicalisation and extremism, and what the school does when it suspects that pupils are vulnerable to these issues. In judging the effectiveness of leadership and management, inspectors must also judge whether the school s arrangements for safeguarding pupils are effective. There is detailed guidance on evaluating safeguarding arrangements in Inspecting safeguarding in early years, education, skills settings from September 2015.

7 Quality of teaching, learning and assessment The quality of teaching, learning and assessment is reflected throughout the audit. Examples of indicators that could be used to demonstrate judgement criteria for this key judgement are: The different needs of male and female learners and staff members are recognised and addressed. Learners who join the school at non-routine entry points are assessed effectively and placed in teaching groups appropriate to their age and abilities and arrangements are in place to limit the effects of pupil mobility on attainment. Intensive support is provided for learners who are achieving well below expected standards. Supportive arrangements are in place for learners who might face challenges with homework. Equality of opportunity and recognition of diversity are promoted through teaching and learning. Teachers and other staff have consistently high expectations of what each pupil can achieve, including most able and disadvantaged pupils. Assessment information is used to plan appropriate teaching and learning strategies, including to identify pupils who are falling behind in their learning or who need additional support, enabling pupils to make good progress and achieve well. The school s engagement with parents, carers and employers helps them to understand how children and learners are doing in relation to the standards expected and what they need to do to improve. Supportive arrangements are in place for learners who might face challenges with homework. A Study Club was introduced in response to certain vulnerable groups being highlighted as frequently in detention for not completing homework. Children were identified due to a number of criteria which included EAL, poor literacy skills and work commitments of parents. This runs twice a week supervised by three members of staff and enables children to have support in completing their homework especially reading. (Study club action plan attached). Since this was introduced there has been a marked improvement in their attitude to reading and their confidence in new texts and the completion of homework to a good standard on time. Homework tasks are differentiated in maths and spelling for each year group. Pupils with poor motor skills are given adapted written tasks which could include practising their spellings on the computer. (revised homework example attached) Pupils also have access to internet sites provided by the school for home learning such as Purple Mash and Espresso. (Links attached) SAM learning modules are included in the Year 6 homework as SAT's revision and those children without internet access at home are able to attend a SAM learning club at school.

8 Personal development, behaviour and welfare This key judgement is much broader than the Behaviour and Safety judgement it replaces. While behaviour continues to be important, this area now brings in attendance, managing feelings, keeping healthy and safe as well as preparation for the next stage in education and employability. There is a key focus on pupils self-confidence and self-awareness, and their understanding about how to be successful learners. Inspectors must make a clear written judgement about behaviour and a separate judgement about personal development and welfare. Where the judgements differ, the lower of the two will determine the overall judgement for personal development, behaviour and welfare. There are numerous opportunities to demonstrate all these features within the audit Including indicators related to the analysis of attendance and exclusions by group, work to tackle all forms of bullying, personal safety, interpersonal and intrapersonal awareness and the quality of careers guidance in secondary schools. Overall absence and persistent absence rates for all pupils, and for different groups in relation to national figures for all pupils Inspectors will make this judgement using evidence seen during the inspection as well as evidence of trends over time. The judgement will be informed by documentary evidence about behaviour, including how the school tackles poor behaviour, as well as discussions with and observations of pupils at break times, lunchtimes and between lessons. Inspectors will assess the school s use of exclusion, including the rates, patterns and reasons for exclusion, as well as any differences between groups of pupils. Inspectors will gather the views of parents, staff, governors and other stakeholders. Inspectors evaluate the experience of particular individuals and groups, such as pupils for whom referrals have been made to the local authority (checking how the referral was made and the thoroughness of the follow-up), disabled pupils and those who have special educational needs, looked after children and those with mental health needs. Inspectors must look at a small sample of case studies about the experience of these pupils. Pupils work hard with the school to prevent all forms of bullying, including online bullying and prejudice-based bullying. Staff and pupils deal effectively with the very rare instances of bullying behaviour and/or use of derogatory or aggressive language. The school s open culture actively promotes all aspects of pupils welfare. Pupils are safe and feel safe at all times. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have. Learners know how to assess and manage risk, keep themselves safe and protect themselves from unfair treatment, exploitation and extremism. Year 6 pupils participate in a one day anti-bullying workshop where they learn how to identify bullying and what to do through role play, music and group/class discussion. The pupils recognise how to be assertive and stand up against bullying - not in an aggressive way, but through making positive friendship choices and gaining skills in combating peer pressure. Children are taught how to take responsibility for making the right and wrong choices in order to keep themselves safe (workshop materials attached). All pupils are taught E-Safety and how to keep themselves safe on the internet (lesson plan attached). Pupils are able to confidently let staff know if they think they may have seen something inappropriate on the internet. Pupils know about keeping their details private and not to communicate with anybody they do not know in person. The ICT Subject Leader ensures we follow the E-Safety policy (e-safety policy attached) and staff are trained on E-Safety (training attached). There is an 'Anti Bullying Fact file' for every staff member in the EIEIO folder which specifically discusses e-safety warnings and strategies. The school's Pupil Leadership Team have produced a series of information texts related to bullying, including cyber bullying. These were created in consultation with the children within their classes and are shared within the child's class (attached information texts).

9 Outcomes for pupils As part of this key judgement, inspectors will consider the impact of what a school is doing to narrow any gaps in progress and attainment between disadvantaged and non disadvantaged pupils. This area is addressed specifically in section 2 of the EQualities audit. For example: The attainment of different groups of learners (however small) is monitored rigorously e.g. Learners eligible for Free School Meals, Looked After Children, Gypsy, Roma and Traveller pupils, learners with SEN, more able, gifted and talented, learners with English as an Additional Language etc. Named members of staff are responsible for overseeing provision and monitoring the experiences of different groups e.g. More able, gifted and talented, learners with English as an additional language, New Arrivals, Gypsy, Roma and Traveller pupils, Looked After Children, young carers etc. Inspectors will take particular account of the progress made by disadvantaged pupils by the end of the key stage compared with that made nationally by other pupils with similar starting points and the extent to which any gaps in this progress, and consequently in attainment, are closing. Inspectors will first consider the progress and attainment of disadvantaged pupils compared with the national figures for non-disadvantaged pupils and how much any gaps are closing. They will then also consider any in-school gaps between disadvantaged pupils progress and attainment and the progress and attainment of the other pupils in the school and how much these gaps are closing. Inspectors will consider the impact of what a school is doing to narrow any gaps in progress and attainment between disadvantaged and non-disadvantaged pupils. Where in-school gaps are narrowing, inspectors will check that this is because the progress and attainment of disadvantaged pupils are rising and not because the progress or attainment of non-disadvantaged pupils is falling. Where an in-school attainment gap exists or widens, inspectors should consider whether this is because disadvantaged pupils attain more highly than other pupils nationally, but non-disadvantaged pupils in the school attain even more highly. A school should not be penalised in these circumstances. Inspectors will consider the progress that lower-attaining pupils are making and the impact of provision for them on raising their attainment so that they reach standards expected for their age. Inspectors will also consider the impact of provision on raising the attainment of other pupils who have fallen behind so that they attain as well as they should. Procedures are in place to help reduce the difference between outcomes for vulnerable groups and those of all learners. These procedures are having a positive impact. All pupils in our school have a statement of need either noted to be SLD or PMLD. Our planning for all our pupils reflects this, each child has an individual education plan that is monitored by the class teacher and the SLT. We ensure that the targets that are set for each pupil are informed by their previous results and by teacher observations as well as the use of summative assessment (see 2.3a). We have developed a team of Emotional Literacy Support Assistants (ELSA s) and now have 10 trained members of staff who support the pupils with their learning through the development of their emotional well-being (see 2.3b). As a staff we have worked on understanding Maslow's hierarchy of need, so developing our understanding of how our emotional state impacts on our learning. The staff work on individual programmes that are designed to support the young people for example those with ASD to develop their self-esteem and self-worth. We are using a new tracking system Emotional Literacy: Assessment and Intervention to ensure that we are aware of where the pupils see themselves and therefore where we need to support them further. We also record the data to monitor how our pupils emotional literacy has developed through the use of interventions. The impact can be seen in the attached graph (see 2.3c).

10 Legal Duty The Equality Act 2010 Legal requirements The EQualities Award was developed in response to the Equality Act 2010 which established nine protected characteristics ; age, disability, ethnicity, gender, gender identity, marriage and civil partnership, pregnancy and maternity, religion and belief and sexual identity. The Act places both general and specific duties upon all public bodies, such as local authorities, schools and other state funded educational settings including children s centres and academies. The general duty (from April 2011) requires public bodies to have due regard to: Eliminating discrimination Advancing equality of opportunity Fostering good relations Schools and local authorities must carry out accessibility planning for disabled pupils. These are the same duties that previously existed under the Disability Discrimination Act and have been replicated in the Equality Act. Publish information which shows compliance with the PSED and publish at least one equality objective. The specific duties (from April 2012) require local authorities and schools to: Publish information which shows their compliance with the general duty Publish specific and measureable equality objectives to meet the general duty By undertaking the audit and successfully generating a portfolio of evidence, education providers can demonstrate their compliance with all aspects of the legislation. Equality objectives have been drawn up in consultation with relevant stakeholders and are published. Our equality objectives were developed following consultation with governors, staff, parents and pupils (see 1.5a). These are SMART (see 1.5b) and linked to the key priorities in our development plan. A summary of the objectives can be accessed from a link on the home page of our school website. The objectives are also integrated into our Single Equality Scheme as an appendix (see 1.5c). There is also a detailed Disability Equality Scheme Action Plan which ensures that the continuing needs of all disabled pupils are met and reviewed on a regular basis (see 1.5d).

11 Where evidence can be demonstrated in the EQualities audit Evidence sought by Ofsted Evidence sought by Ofsted Where evidence can be demonstrated in the EQualities audit 3.4, 3.5, 3.6, 3.7, 3.12, 3.13, , 5.3, 5.4, 5.6 Pupils ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people s faiths, feelings and values Consider any in-school gaps between disadvantaged pupils progress and attainment and the progress and attainment of the other pupils in the school and how much these gaps are closing. 1.4, , , 3.7, 3.12, Pupils ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England. SMSC Outcomes for pupils Inspectors will pay particular attention to whether the most able pupils are making progress towards attaining the highest standards and achieving as well as they should. They will also consider whether the most able pupils are receiving the support they need to reach their full potential. 2.1, , 3.5, 3.6, 3.7, 3.13, 3.15 Pupils use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds. Inspectors will also consider the impact of provision on raising the attainment of other pupils who have fallen behind so that they attain as well as they should. 2.3, 2.7, , 3.5, 3.6, , , 3.4, 3.5, 3.6, 3.13, 3.14 Section 4: Equality of opportunity and positive action , 3.3, 3.5, , 5.2, 5.5 Pupils willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively. Pupils acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain. Pupils understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain Leaders and governors vision and ambition for the school and how these are communicated to staff, parents and pupils. The design, implementation and evaluation of the curriculum, ensuring breadth and balance and its impact on pupils outcomes and their personal, development, behaviour and welfare. How well the school prepares pupils positively for life in modern Britain and promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect for and tolerance of those with different faiths and beliefs and for those without faith. 1.1, , 3.13, 3.14, 5.1, 5.2, 5.3, 5.4, 5.5, , 1.12, , 3.5, 3.13, , 5.2, 5.3, 5.4, 5.5, , 1.8, 1.9, 1.11, There are clear procedures for dealing with prejudice-related bullying and incidents, and appropriate staff training that equips staff to identify and deal with this effectively. Overall absence and persistent absence rates for all pupils, and for different groups in relation to national figures for all pupils and the extent to which low attenders are improving their attendance over time. The school s use of exclusion, including the rates, patterns and reasons for exclusion, as well as any differences between groups of pupils. Personal development, behaviour and welfare Key judgements that contribute to overall effectiveness Effectiveness of leadership and management How well leaders and governors promote all forms of equality and foster greater understanding of and respect for people of all faiths (and those of no faith), races, genders, ages, disability and sexual orientations (and other groups with protected characteristics, through their words, actions and influence within the school and more widely in the community. The quality of continuing professional development for teachers at the start and middle of their careers and later, including to develop leadership capacity and how leaders and governors use performance management to promote effective practice across the school. How effectively leaders and governors monitor the progress of groups of pupils to ensure that none falls behind and underachieve, and how effectively governors hold them to account for this. 1.1, 1.2, 1.3, 1.5, 1.11, 1.12 Section 4: Equality of opportunity and positive action all all 1.3, 1.6, 1.7, 1.8, 1.9, , 1.5 all 1.11, 1.12, , , 3.5, 3.7, 3.12, 3.13, , 5.3, 5.4, 5.6 Staff and pupils deal effectively with bullying behaviour and/or use of derogatory or aggressive language. Pupils understand how to keep themselves and others safe in different situations and settings (including on-line). Pupils spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society. How well leaders and governors engage with parents, carers and other stakeholders and agencies to support all pupils. How effectively leaders use additional funding, including the pupil premium, and measure its impact on outcomes for pupils, and how effectively governors hold them to account for this. The effectiveness of safeguarding the effectiveness of leaders and governors work to raise awareness and keep pupils safe from the dangers of abuse, sexual exploitation, radicalisation and extremism and what the staff do when they suspect that pupils are vulnerable to these issues. 3.2, 3.8, 3.9, 3.10, Section 4: Equality of opportunity and positive action 4.3, Section 4: Equality of opportunity and positive action 4.7 Section 4: Equality of opportunity and positive action , 1.5 How the school meets its statutory duty to prevent all forms of prejudice-based bullying, including homophobia and transphobia. In secondary schools, high quality, impartial careers guidance helps pupils to make informed choices about which courses suit their academic needs and aspirations. They are prepared for the next stage of their education, employment, self-employment or training. Schools and local authorities must carry out accessibility planning for disabled pupils. These are the same duties that previously existed under the Disability Discrimination Act and have been replicated in the Equality Act. Publish information which shows compliance with the PSED and publish at least one equality objective. Legal Duty Quality of teaching, learning and assessment Equality of opportunity and recognition of diversity are promoted through teaching and learning. Assessment information is used to plan appropriate teaching and learning strategies, including to identify pupils who are falling behind in their learning or who need additional support, enabling pupils to make good progress and achieve well. Engagement with parents, carers and employers helps them to understand how children and learners are doing in relation to the standards expected and what they need to do to improve. 3.4, 3.5, 3.6, 3.13, 3.14 Section 4: Equality of opportunity and positive action 4.1, , 5.2, 5.3, 5.4, 5.5, , 2.7, 2.8 Section 4: Equality of opportunity and positive action Section 4: Equality of opportunity and positive action 4.9