Godolphin Infant School. Equality Information and Objectives

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1 Godolphin Infant School First steps toward a bright future Equality Information and Objectives Formulated on: 18th October 2016 Delegation: The Local Governing Body delegates to Godolphin Infant School s Headteacher the responsibility for establishing the detailed procedures, consistent with the guidance. Ratification by Executive Headteacher: (Mrs Deborah Ajose) 18/10/2016 (Date) Date of review: October 2017

2 We welcome our duties under the Equality Act The general duties are to: Eliminate unlawful discrimination, harassment and victimisation. 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. We understand the principle of the Act and the work needed to ensure that those with protected characteristics are not discriminated against and are given equality of opportunity. A protected characteristic under the act covers the groups listed below: age (for employees not for service provision), disability ethnicity gender gender reassignment maternity and pregnancy religion and belief sexual identity Marriage and Civil Partnership (for employees) In order to meet our general duties, listed above, the law requires us to do some specific duties to demonstrate how we meet the general duties. These are to: Publish equality information to demonstrate compliance with the general duty across its functions. We will not publish any information that can specifically identify any individual child or adult Prepare and publish equality objectives. To do this we will collect data related to the protected characteristics above and analyse this data to determine our focus for our equality objectives. The data will be assessed across our core provisions as a school. This will include the following functions: Admissions Attendance Attainment Exclusions Prejudice related incidents

3 Our objectives will detail how we will ensure equality is applied to the services listed above, however, where we find evidence that other functions have a significant impact on any particular group we will include work in this area. We recognise and welcome the emphasis in the Ofsted inspection framework on the importance of narrowing gaps in achievement which affect, amongst others: from certain cultural and ethnic backgrounds who belong to low-income households and known to be eligible for free school meals who are disabled, or who are in the process of being diagnosed as disabled who have special educational needs boys in certain subjects, and girls in certain other subjects. Vulnerable Pupils, where home circumstances are known or believed to be unsettled in some way, causing some level of concern We also welcome our duty under the Education and Inspections Act 2006 to promote community cohesion. We recognise that these duties reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act Core Statements: In fulfilling our legal obligations we will be guided by seven core statements: Statement 1: All learners are of equal value. Statement 2: We recognise, welcome and respect diversity. Statement 3: We foster positive attitudes and relationships, and a shared sense of belonging. Statement 4: We observe good equalities practice, including staff recruitment, retention and development. Statement 5: We aim to reduce and remove existing inequalities and barriers. Statement 6: We consult and involve widely Statement 7: We strive to ensure that society will benefit. Our Ethos/mission We are committed to creating and maintaining a caring community in which: The individual is valued Each child can fulfil his/her true potential The climate is challenging and supportive Effort and success are celebrated Awareness of the local, national and international community is fostered. We strive to demonstrate outstanding practice, and provide a high quality educational experience.

4 Part 1: Information about the pupil. on roll at the school: 350 Information on by protected characteristics The Equality 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. Disability The Equality Act defines disability as when a person has a physical or mental impairment which has a substantial and long term adverse effect on that person s ability to carry out normal day to day activities. with disabilities: 26 There are at our school with different types of disabilities and these include: Multiple and complex health needs or chronic illness; Sensory impairment such as hearing loss, visual impairment or deaf and blindness; Visual Impairment, Hearing Impairment (HI) A significant and long term learning difficulty; Moderate Learning Difficulties (MLD), ADHD A physical disability Autistic spectrum disorder; A severe communication disorder, A significant pre-school developmental delay; Global Developmental Delay Attendance % GI Attendanc e % Nationally No identified SEN % 93.8% 96.2% Pupils with Statements/ EHC plans % 90.1% 93.5% Pupils given SEN Support % 93.5% 94.8% Attendance % GI Attendance % Nationally Boys % 92.8% 95.9% Girls % 94% 96%

5 Heritage Heritage Heritage Bangladeshi 0 Other Black 1 White British 9 Indian 68 Mixed White and Asian 6 Irish 0 Pakistani 211 Mixed White and Black African Other Asian 3 White and Black Caribbean 2 Irish Traveller 0 Gypsy/ Romany 1 0 Black African 14 Other Mixed 5 Any other white Caribbean 1 Chinese 0 Any other heritage 12 8 Religion Religion Religion Buddhist 0 Christian % Hindu % Jewish 0 Muslim % Sikh % No religion % Other religion 0 Unknown % We have had no prejudice related bullying at Godolphin Infant School. Other Groups of Pupils In line with Ofsted s inspection criteria that all schools should help all to make progress, including those whose needs, dispositions, aptitudes or circumstances require additional support We have included information on the following groups of : Pupils with English and an additional language: 294 Percentage of school ; 83.29% Pupils from low income backgrounds (entitled to Pupil Premium): 63 Percentage of school : 17% Other vulnerable (those whose home circumstances are known or believed to be challenging): 11 Percentage of school : 3.14%

6 Part 2: Due regard for Equality. We are aware of the requirements of the Equality act 2010 that it is unlawful to discriminate, treat some people less fairly or put them at a disadvantage We keep an accurate record, where appropriate, of the protected characteristics of our and employees. We analyse our data to ensure we act upon any concerns in relation to any of the protected groups. We ensure to give due regards to equality issues in all decisions and changes we make as a school. We deal promptly and effectively with all incidents and complaints of bullying and harassment that may include cyber-bullying and prejudice-based bullying related to: - Disability or special educational need, - Ethnicity and race, - Gender - Religion and belief We keep a record of all such incidents and notify those affected of what action we have taken. We provide compulsory training to all staff in dealing with bullying. How we advance Equality of Opportunity Disability We offer high quality inclusion training for all staff We set appropriate targets to ensure our with disabilities are challenged and make good progress. External advice from professionals sought when necessary. Ethnicity Initial assessments are completed upon joining the school and any additional provision needed is put into place promptly. We use a variety of supportive strategies to reassure our new families and make them feel welcomed by the whole school. We ascertain and remove anything which stands in the way of the participation in any activity by particular groups of. Gender We monitor the attainment and progress of all our by gender. We set targets to improve the attainment and rates of progress of specific groups of boys and girls We continuously review our provision to ensure that we remove anything which stands in the way of the participation in any activity by both boys and girls.

7 Religion and belief We promote inclusion for all our faith groups We tackle any barriers which could stand in the way of with particular beliefs from taking a full part in school life. We encourage all to build their sense of identity and belonging, which helps them flourish within their communities and to feel pride as citizens in a diverse society. How we foster good relations and promote community cohesion: Disability Our school admissions policy which welcomes all. We ensure we display positive, non stereotypical images of people with disabilities in our school and include them in all areas of our curriculum. We teach all about the experiences of people with varying disabilities and the types of discrimination they often suffer. Ethnicity Our school admissions policy which welcomes all We provide all with the opportunity to learn about the history and culture of people of different heritage to their own. Though our own behaviour, as well as our teaching, we encourage all to celebrate difference and diversity. Gender Our school admissions policy which welcomes all We ensure we display positive, non -stereotypical images of women and men in our school and include them in all areas of our curriculum We always respond very quickly to any sexism related bullying in line with the school policies Religion and belief Our school admissions policy which welcomes all We recognise, and celebrate where appropriate, significant religious occasions from many different religions. Learning to understand what others actually believe and value, and letting them express that in any way which feels right to them.

8 Part 3: Our equality objectives. Objective 1: Narrowing gaps in attainment between girls and boys, and disadvantaged and other. Action: Monitoring and identification of underachieving Pupil premium children and boys in Numeracy, literacy and reading. Review every 8 weeks and additional support through interventions as necessary. Timescale: Monitor and review every 8 weeks Objective 2: Improving school of boys in EYFS. Action Introduce challenges and rewards for with 100% in order to Improve of boys, in particular in EYFS. Milestone 1 Nov 2016 Whole school target 96% met by all year groups Milestone 2 Feb 2017 Whole school target of 96% exceeded by all year groups. Milestone 3 May 2017 Whole school target of 96% exceeded by boys in each year group. Success Criteria Attendance of boys exceeds whole school target. Objective 3: Increasing the participation of disadvantaged in extra-curricular activities. Action: Ensure pupil Premium children are offered extracurricular clubs free of charge and in advance of other children. Monitor uptake and target Pupil Premium Children who have not accessed any throughout the year Timescale: Monitor and review and sign up every half term.