The Woodroffe School Equality information Ratified by the FGB

Transcription

1 The Woodroffe School Equality information Ratified by the FGB Part 1: Information about the student population Number of students on roll at the school: 1,030 (correct at time of publication) Information on students 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. In order to ensure that all students are protected from discrimination, the school collects information on some protected characteristics of their students these include: Disability* Ethnicity and Race Gender Religion and Belief * 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. Sensitive information on some students with protected characteristics It is not appropriate for us to collect information from students in relation to some protected characteristics, gender identity and sexual orientation. However, as a school we are aware that there may be a number of equality issues for lesbian, gay, bisexual, trans people and heterosexuals. Maternity and pregnancy is also a protected characteristic. Where there are students who are pregnant or have young children, we will offer support to enable equality of opportunity. Information on other groups of students Ofsted inspections of schools will look at how schools help "all students to make progress, including those whose needs, dispositions, aptitudes or circumstances require additional support. In addition to students with protected characteristics, we gather further information on the following groups of students: Students on free school meals Students with Special Educational Needs (SEN) Students with English as an additional language Students with a Traveller heritage Students from low income households Young carers Children Looked After Other vulnerable groups 1

2 Publishing information To comply with the Equality Act we have considered the information that is suitable for publication and we have selected relevant information for publication. We have individuals with the characteristics of these groups but in no significant numbers. Our school is applying proportionality to the Equality Act 1 and in view of the small number of students on roll we provide here a short evidenced account of our equality priorities and work, with an indication of trends and issues. Disability, Ethnicity and Race, Gender, Religion and Belief Summary information and data (including gaps in attainment, inequalities of outcome and relations between different groups of students). In view of the small numbers of students, no general statement can be made about differences between these groups and the student body as a whole. Part 2: How we have due regard for equality The information provided here aims to show that we give careful consideration to equality issues in everything that we do in the school. Due regard ensures that we work towards eliminating discrimination, harassment and victimisation and other conduct that is prohibited by the Equality Act. We are committed to working for the equality of all our staff, children and parent/carers/carers and to meet our duties under the Equality Act 2010 Eliminate unlawful discrimination by: Adoption of the single equality policy Our anti bullying policy ensures all students feel safe at school and addresses prejudice related bullying Report, respond to and monitor racist incidents Advance equality of opportunity by: Use the information we gather to identify underachieving groups or individuals and plan targeted interventions Ensuring participation of all parent/carers and students in school development Foster good relations and community cohesion by: Rights Respecting Schools Anti bullying week Ensuring Equality and diversity is embedded in the curriculum 1 Equality information and the equality duty: A guide for public authorities, EHRC 2

3 What has been the impact of our activities? What do we plan to do next? These individuals are not obviously disadvantaged. We will continue to monitor all students. Part 3: Consultation and engagement We aim to engage with and consult with students, staff, parent/carers and carers, the local community so we can improve our information, learn about the impact of our policies, develop our equality objectives and improve what we do. Our main activities for consulting and engaging are: Kirkland Rowell surveys Governors School Improvement Group Parent/carers Focus Groups School Council Meetings Alternative School Council Meetings Head of Year Meetings Record of consultation and engagement Date Who we consulted Summary Action taken Annually Students and parent/carers via Kirkland Rowell surveys Twice a term Twice a year Governors School Improvement Group Parent/carers Surveys are conducted to ascertain the views of parent/carers and the student body on particular topics. This is a small group of Governors, mainly drawn from the Curriculum, Staffing and Standards Committee but all Governors are welcome to attend. They meet to discuss general issues raised at full governors meetings and from time to time receive presentations from HOD/SLT/HOY Governors meet a representative group of parent/carers from specific year groups depending on the subject for These views are taken into consideration by the Head and Senior Leadership Team in the decision making process These meetings allow members of the Governing Body to get a more detailed insight on what is happening in school at grass roots level and assists them to make informed decisions. These views are taken into consideration by the Head and Senior Leadership Team in the decision making process 3

4 Twice a term Twice a term School Council and Alternative School Council Senior Leadership Team and Heads of Year discussion ie homework, option choices, etc. Head meets with students regularly to obtain their views on relevant issues such as uniform, catering, homework, the curriculum, etc. All members can raise items for discussion which is mainly related to day to day items These views are taken into consideration by the Head and Senior Leadership Team in the decision making process Appropriate actions are taken as required following discussion. Part 4: Record of how we have considered equality issues when making decisions The Equality Act 2010 requires us to show due regard to equality issues when we make significant decisions or changes in our policies. This means we need to consider what the impact of those decisions or policies will be on students and staff with protected characteristics before a decision is made or a policy is finalised. Date Policy or decision Equality issues we considered Inclusion Policy Relations between different groups of people Action taken or changes made Kirkland Rowell survey Part 5: Our equality objectives The Equality Act 2010 requires us to publish specific and measurable equality objectives. Our equality objectives are based on our analysis of data and other evidence. Our equality objectives focus on those areas where we have agreed to take action to improve equality and tackle disadvantages. We will regularly review the progress we are making to meet our equality objectives. Equality objective 1: Use Raise-on-line to identify any groups with particular needs. Progress we are making on this objective: User defined groups include students in these groups which enables us to check progress quickly. Equality objective 2: Use the Emotional Literacy checklist to identify young groups with BESD needs. Progress we are making on this objective: Year 7 survey completed by parent/carers and students. Year 8 survey re-done by an identified cohort of students. 4

5 We believe that publishing our equality information will make us transparent about the progress we are making around equality, and more accountable to parent/carers and the local community. For more information please contact: Mrs Sheena Mandy, Assistant Head i/c Inclusion Tel: Mrs Mary Kahn (Member of governing body with responsibility for equality issues) Tel:

6 Information on students by protected characteristics Where it may be possible to identify individuals from the information provided (when the number of students with a particular protected characteristic is fewer than 10 and the information is sensitive personal information ) we have decided not to release the information/have indicated this by the use of an asterisk Student Special Educational Needs (SEN) Provision Number of students Percentage (%) of school population No Special Education Need % SEN Support % Statement 8 0.8% Ethnicity and Race Asian or Asian British Total Mixed Total Bangladeshi heritage 0 Other mixed heritage 13 Indian heritage 1 White and Asian 18 Other Asian heritage 3 White and Black African 5 Pakistani heritage 0 White and Black Caribbean 8 Black or Black British Any other Ethnic Group 3 Black African heritage 0 White European 22 Caribbean heritage 0 British heritage 936 Other heritage 0 Irish heritage 2 Chinese 3 Traveller of Irish heritage 0 Gypsy / Romany 0 Information withheld 1 Any other White background 15 Information not yet obtained 0 Gender Male 492 Female 538 Religion and Belief Buddhist 4 Sikh 0 Christian 613 No religion 345 Hindu 0 Other Religion 19 Jewish 2 Unknown 1 Muslim 1 Refused 45 Pregnancy and maternity Students who are pregnant 0 Students who have recently given birth 0 6

7 Ofsted inspections of schools will look at how schools help "all students to make progress, including those whose needs, dispositions, aptitudes or circumstances require additional support." In addition to students with protected characteristics, we wish to provide further information on the following groups of students: Number of students who speak English as an additional language Number of students who are at an early stage of English language acquisition Total Percentage of school population % 1 0.1% Number of students currently eligible for free school meals Total Percentage of school population % 4 1 Children Looked After Young carers Other vulnerable groups N/A Attainment of students in 2011 Performance of Boys and Girls at GCSE Boys % Girls % 5+ A to C (All) A to G (All) A-C in English/Maths (All) Performance of CLA students at GCSE CLA% CLA % 5+ A to C (All) A to G A-C in English/Maths Performance based on Ethnicity at GCSE White % Other % 5+ A-C in English/Maths SM