Ark Helenswood Academy. Equality Objectives

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1 Ark Helenswood Academy Equality Objectives This document provides information on our school context with respect to the Protected Characteristics set out in the Equality Act 2010; sets out our Equality Objectives; and provides data to demonstrate our progress towards these aims. 1) School Context Pupil This section provides information on the composition of the pupil population at the school with respect to the protected characteristics outlined in the Equality Act. The Act 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. The protected characteristics for pupils are disability, gender reassignment, pregnancy and maternity, race (ethnicity), religion and belief, sex (gender) and sexual orientation. Gender (%) Male: 0 Female: 100 Other/ Not Stated: 0 Special Educational or Medical Needs and Disability Pupils with a Statement of SEN or EHCP (%): 1% Ethnicity & Race Page 1 of 5

2 % Number White 88.8% 750 Mixed / Dual Background 4.1% 35 Asian or Asian British 4.0% 33 Black or Black British 1.3% 11 Information not yet obtained 1.1% 9 Any Other Ethnic Group 0.8% 7 Religion & Belief Religion & Belief % Number Christian Muslim 3 23 Jewish 0 0 Hindu 0 3 Sikh 0 0 Buddhist 1 5 Other 4 32 No Religion Not stated 1 11 Additional Groups Ofsted inspections look at how schools help "all pupils to make progress, including those whose needs, dispositions, aptitudes or circumstances require additional support." In addition to pupils with protected characteristics, we wish to provide further information on the following groups of pupils: Pupils with English as an Additional Language Boys Girls Total % of school population English as an additional language % Pupils from low-income backgrounds Number of pupils eligible for Pupil Premium Number of pupils receiving the Bursary (Post-16) % 0 Page 2 of 5

3 Number of Looked After Children: 9 Information about our Employees We are required to publish information about the diversity of our workforce if we have more than 150 employees. This information provides a profile of our workforce, as well as our employment practices and achievements. Ark Schools is committed to eliminating discrimination and encouraging diversity amongst our employees. Our aim is that our workforce will be truly representative of all sections of society and that each employee feels respected and able to give their best. To that end we are committed to provide equality and fairness for all in our recruitment and employment practices and not to discriminate on grounds of age, disability, gender reassignment, marriage/civil partnership status, pregnancy and maternity, race, religion or belief, sex, or sexual orientation. We oppose all forms of unlawful and unfair discrimination. The appointment and recruitment procedure must always be applied fairly and in accordance with employment law and the Ark Schools Equal Opportunities Policy Gender (%) Male: 21% Female: 79% Other/ Not Stated: 0% Disability Number of staff identifying as disabled: 1 Religion & Belief (This data has not been recorded with the exception of two members of staff) Religion & Belief % Religion & Belief Number Christian 0.8 Other Islam 0.8 No Religion Jewish n/a Not stated Hindu Sikh n/a n/a Page 3 of 5

4 Ethnicity and Race Total White British 119 White Irish 1 Traveller of Irish Heritage 0 Any other White Background 3 Gypsy / Roma 0 White and Black Caribbean 0 White and Black African 0 White and Asian 0 Any Other Mixed Background 0 Indian 0 Pakistani 0 Bangladeshi 0 Any Other Asian Background 0 Black Caribbean 1 Black African 1 Chinese 0 Any Other Ethnic Group 1 Refused 2 Page 4 of 5

5 2) Our Equality Objectives Equality Objective 1: To improve learning in the main school and 6th form by raising staff expectations of what students can achieve and preparing work that different groups of students can access confidently so that learning never slows down (Adopted: September 2015 and to be achieved by 31 st July 2016) This will be achieved by ensuring: That all teachers are planning end point driven lessons with the highest level of expectation about students That all teachers consistently plan and deliver lessons which are planned with a clear end point assessment, with tasks that test the learning related to the lesson objectives; that teachers have confidence and clarity about modelling the exposition of the learning objective That all transition moments in lessons have been planned to ensure that no learning time is lost when moving from one aspect of a lesson to another That all teachers and leaders can recognise the purpose of each task in a lesson and have checked that this has secured the planned student learning That in student work we can see clear evidence that the lesson has been planned and delivered to develop their skills and/or knowledge in each and every lesson That teachers have consistently planned and delivered lessons which include appropriate opportunities for extended writing to stretch and challenge all students (providing scaffolded support where appropriate) That there is an atmosphere of study in the classroom which signifies that students are full engaged in the learning and understand the direction of travel There is little or no off task conversation; rather students are questioning one another and the teacher appropriately about the learning objective and/or task Review date and comments (July 2016): Equality Objective 2: To raise standards and progress for every disadvantaged student by checking regularly that they make at least the same progress as others in all years. (Adopted: September 2015 and to be achieved by 31 st July 2016) This will be achieved by ensuring that: HOFs and teachers will know who is under achieving in their subjects in years 7, 9 and 11 and will carry out the appropriate wave 1 and 2 interventions in order to secure them progress which is back on track. By July 2016 staff will be confident in identifying students who are under achieving in all year groups. Routines of in-class interventions sheets is common place and the evidence of measurable interventions is visible in lessons Review date and comments (July 2016): Page 5 of 5

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