Dundonald Primary School. Equality information and objectives

Transcription

1 Dundonald Primary School Equality information and objectives Updated on: March

2 As a UNICEF Rights Respecting School, we are committed to equality both as an employer and a service provider. 1 We ensure that we promote tolerance of and respect for people of all faiths (or those with no faith), cultures and life-style; and support and help (through our work, actions and influence within the school and more widely in the community) to prepare our children positively for life as a global citizen within modern Britian. 2 We want to make sure that our school is a safe, secure and stimulating place for everyone. 3 We recognise that people have different needs, and we understand that treating people equally does not always involve treating them all exactly the same. 4 We recognise that for some pupils extra support is needed to help them to achieve and be successful. 5 We try to make sure that people from different groups are consulted and involved in our decisions, for example through talking to pupils and parents/carers, and through our School Council. 6 We aim to make sure that no-one experiences harassment, less favourable treatment or discrimination because of their age; any disability they may have; their ethnicity, colour or national origin; their gender; their gender identity or reassignment; their marital or civil partnership status; being pregnant or having recently had a baby; their religion or beliefs; their sexual identity and orientation. We welcome our general duty under the Equality Act 2010 to eliminate discrimination, to advance equality of opportunity and to foster good relations, and our specific duties to publish information every year about our school population; to explain how we have due regard for equality; and to publish equality objectives which show how we plan to tackle particular inequalities, and reduce or remove them. We also welcome our duty under the Education and Inspections Act 2006 to promote community cohesion. We welcome the emphasis in the Ofsted inspection framework on the importance of narrowing gaps in achievement which affect, amongst others: 1 pupils from certain cultural and ethnic backgrounds 2 pupils who belong to low-income households and pupils known to be eligible for free school meals 3 pupils who are disabled 4 pupils who have special educational needs 5 boys in certain subjects, and girls in certain other subjects. In addition to this short statement, we also have a full school policy statement on equality and community cohesion. Please ask for a copy if you would like to see it. For more information please contact: Fiona Duffy (Member of staff with responsibility for equality issues) Katy Waters Tel: school@dundonald.meton.sch.uk Joanna Bazley Catriona Hurley 2

3 Tel: The Equality Act 2010 requires us to publish information that demonstrates that we have due regard for the need to: 1 Eliminate unlawful discrimination, harassment, victimisation and any other conduct prohibited by the Equality Act 2010 (UNICEF Rights Respecting School article 2 without discrimination) 2 Advance equality of opportunity between people who share a protected characteristic and people who do not share it 3 Foster good relations between people who share a protected characteristic and people who do not share it. Part 1: Information about the pupil population Number of pupils on roll at the school: 315 (as of January 2016) Information on pupils 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. There are pupils at our school with different types of disabilities and these include: Autistic spectrum disorder Physical impairment Emotional Mental impairment Speech, language and communication need 3

4 Pupil Special Educational Needs (SEN) Provision (Jan 2016) Number of pupils Percentage (%) of school population No Special Education Need % SEN Support 24 6% Statement/EHCP 3 1% Ethnicity and race Boys Girls Total Boys Girls Total Asian or Asian British Mixed Bangladeshi Other mixed heritage heritage Indian heritage White and Asian Other Asian heritage Pakistani heritage Ghanaian heritage Nigerian heritage Somali heritage Caribbean heritage Other Black heritage Black or Black British White and Black African White and Black Caribbean Any Other Ethnic Group White British heritage Irish heritage White Other Chinese Gypsy/Roma Traveller of Irish heritage

5 Information withheld Information not yet obtained 1 Gender Male 181 Female 134 Religion and Belief (Feb 16) Anglican 10 No Religion 93 Baptist 3 Other Religion 4 Buddhist 3 Refused 1 Christian 77 Roman Catholic 44 Hindu 25 Sikh 2 Jewish 4 Unclassified 9 Muslim 40 Gender identity or reassignment We do not collect data on pupils who are planning to undergo or who have undergone gender reassignment Sexual orientation We do not collect data on the sexual orientation of our pupils 5

6 Information on other groups of pupils 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: Number of pupils who speak English as an additional language Pupil with English as an additional language (EAL) Pupils at Early Stages of English Number of pupils EYFS 27 KS1 1 Ks2 3 Boys Girls Total Percentage of school population % Number of pupils eligible for free school meals and/or entitled to Pupil Premium Pupils from low-income backgrounds Boys Girls Total Percentage of school population Looked after children We do not disclose such data. Young carers We do not disclose such data. Other vulnerable groups We do not disclose such data. 6

7 Part 2: Our main equality challenges This is a summary of the issues that we are most concerned about. We are already developing strategies and interventions to tackle some of these concerns. For some of these issues we have also set and published equality objectives. Details of these are in Part 6 of this document. Monitor the well-being and attainment of children on the Pupil Premium register, low income families or those identified as vulnerable. Provision (through staff training) for pupils for whom English is an additional language. Creating a climate of understanding and acceptance by all pupils of those with differences SEN, emotional needs, different backgrounds and family circumstances. Provide training for staff and governors on equality and diversity to ensure equality issues are considered in relation to policies, decisions and services. Part 3: 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. Schools are required to have due regard to the need to eliminate discrimination, harassment and victimisation and other conduct that is prohibited by the Equality Act The information below is a summary of how we are aware of this particular requirement and how we respond to it. Please contact us if you would like to see copies of any of our school policies. 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 are aware of the need to recruit governors to our governing body who reflect and represent the diversity of our school community. We recognise the need for governors to have training on the Equality Act 2010 to ensure that governors consider equality issues in relation to policies, decisions and services, a record of this is kept in the minutes and papers of governing body meetings. We try to keep an accurate record, when possible and appropriate, of the protected characteristics of our pupils and employees. Our UNICEF Rights Respecting School and Playground Charters displayed throughout the school and reinforced through school assemblies and Personal, Social and Health Education (PSHE) lessons focuses on respect for all individuals taking into account their 7

8 many differences including culture, ethnicity and ability. We have a school behaviour policy and anti-bullying policy with a focus on mutual respect, good relations, an absence of prejudice related bullying including discriminatory and offensive language. 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, gender reassignment, pregnancy or maternity, religion and belief and sexual orientation. We keep a record of all such incidents and notify those affected of what action we have taken. We provide training to all staff in relation to dealing with bullying and harassment incidents. We have a special educational needs policy that outlines the provision the school makes for pupils with special educational needs. We have an accessibility plan that supports all members of our school community. Our admission arrangements are those set out by the Local authority, giving priority to pupils with special educational needs or in care. Our complaints procedure sets out how we deal with any complaints relating to the school. We aim to observe and implement the principles of equal opportunities and non-discrimination in our employment practices. We have procedures for addressing staff discipline, conduct and grievances. We have a Staff Code of Conduct which states clearly that discrimination or prejudice of any kind will not be tolerated. Under the Equality Act 2010, we are also required to have due regard to the need to advance equality of opportunity and foster good relations. This includes steps we are taking to tackle disadvantages and meet the needs of particular individuals and groups of pupils. Disability As a UNICEF Rights Respecting School (under article 23 - children with disability) we are committed to working for the equality of people with and without disabilities. Summary information (including data on gaps in attainment, inequalities that need to be addressed and relations between different groups of pupils) There are no significant inequalities including attainment and access to learning and facilities. Every effort is made to ensure that all disabled pupils are able to participate in all school activities. The school is an old Victorian building with year 2 to year 6 on the upper floor The school does not have a lift. The relationship between disabled pupils and others is very good. How we advance equality of opportunity: We support disabled pupils and staff by meeting their individual needs. We take steps (reasonable adjustments) to ensure that disabled pupils are not put at a 8

9 disadvantage compared to other pupils. As a Rights Respecting School, our ethos and specific curriculum work supports all pupils to understand, respect and value difference and diversity. We carry out accessibility planning for disabled pupils that increases the extent to which they can participate in the curriculum, improves the physical environment of the school and increases the availability of accessible information to disabled pupils. How we foster good relations and promote community cohesion: At Dundonald we promote the spiritual, moral, social and cultural development of all pupils through assemblies, PSHE and RE lessons, a wide range of extra-curricular activities and by promoting an ethos which enables pupils to appreciate their won worth and that of others. We continue to develop a curriculum that supports all pupils to understand, respect and value difference and diversity. We enable all pupils to learn about the experiences of disabled people and the discriminatory attitudes they often experience. We ensure that the curriculum has positive images of disabled people. We tackle bullying or harassment on the basis of special education need or disability through our curriculum, assemblies and PSHE. We tackle prejudice and any incidents of bullying based on disability or special educational needs sensitively. What has been the impact of our activities? What do we plan to do next? Children treat each other with understanding, care and consideration, taking due account of each individuals differences. Monitor the inclusion of all children in extra-curricular clubs and residential trips. We annually review our Accessibility plan to ensure all possible physical barriers to learning are removed. We are committed to working for the equality of people with and without disabilities. Ethnicity and race (including EAL learners) We are committed to working for the equality of all ethnic groups. Summary information (including performance against national and local benchmarks, data on gaps in attainment, inequalities that need to be addressed and relations between different groups of pupils) There are no significant gaps in attainment between pupils from ethnic groups. Pupils from different ethnic groups achieve well. The number of racist incidents is low. We encourage pupils families and communities from different ethnic and cultural backgrounds to fully participate in all aspects of school life. 9

10 How we advance equality of opportunity: We monitor the attainment and progress of all our EAL pupils and identify any underperforming children. We identify and address barriers to the participation of particular groups in learning, including residential trips and other activities. We involve parents, carers and families (monitoring the uptake of parent workshops to ensure that people of all ethnicities are accessing) in initiatives and interventions to improve outcomes for their children. How we foster good relations and promote community cohesion: At Dundonald we are committed to the spiritual, moral, social and cultural development within our curriculum of all pupils. We are developing a curriculum that supports all pupils to understand, respect and value difference and diversity. We provide all pupils with opportunities to learn about the experiences and achievements of different communities and cultures. We ensure that the curriculum challenges racism and stereotypes. We organise special events such as international weeks/ evenings, refugee week and other celebrations. The curriculum is supported by resources that reflect the diverse communities of modern Britain. Dundonald is quick to deal with any incidents on bullying or harassment on the basis of race, ethnicity and culture by involving parents and keeping records and reporting to the local authority and the governing body. What has been the impact of our activities? What do we plan to do next? The number of reported incidents of bullying based on race, ethnicity or culture is low. We are continuing to develop our procedure for newly arrived learners including initial assessment. Gender We are committed to working for the equality of women and men. Summary information (including performance against national and local benchmarks, data on gaps in attainment, inequalities that need to be addressed and relations between different groups of pupils) There are no significant inequalities gaps in attainment between boys and girls in reading, writing and maths overall for phonics, KS1 and KS Phonics Male 82%, Female 85% KS1 Male 17.7, Female KS2 Male 32.5, Female

11 2015 Phonics Male 83%, Female 91% KS1 Male 17.0, Female 17.0 KS2 Male 33.6, Female 31.2 Performance against national benchmarks is above average for both boys and girls. How we advance equality of opportunity: We monitor the attainment of all our pupils by gender. Neither boys nor girls are treated as homogeneous groups We are identifying and addressing barriers to the participation of boys and girls in activities. We challenge gender stereotyping through our ethos and through offering all activities to all pupils regardless of gender. Parents, carers and families are given opportunities to contribute to the development, delivery and evaluation of the school's gender equality initiatives. Both male and female parents and carers are encouraged to be involved in the work of the school and contribute to their children's learning and progress. How we foster good relations and promote community cohesion: At Dundonald we promotes the spiritual, moral, social and cultural development of all pupils through assemblies, Rights Respecting School ethos, PSHE lessons and the curriculum We ensure we respond to any sexist bullying or sexual harassment in line with the school policies. We encourage pupils to develop an understanding of the experiences of different genders in society and challenge sexism and negative stereotypes. Ensuring the inclusion of positive, non-stereotypical images of women and men, girls and boys across the curriculum. What has been the impact of our activities? What do we plan to do next? Impact There are no significant inequalities between the achievement of girls and boys. Plan We will continue to be committed to equality of opportunity by monitoring the curriculum to ensure it appeals to both boys and girls. We will continue to monitor attainment and progress for all boys and girls and address any arising inequalities. Gender identity or reassignment We are committed to ensuring that pupils and staff who are proposing to undergo, are undergoing or have undergone a process to reassign their sex, are protected from discrimination and harassment. 11

12 Summary information (including data on gaps in attainment, inequalities that need to be addressed and relations between different groups of pupils) It is rare for pupils of primary age to undergo a gender reassignment. If this does happen it will need to be handled sensitively. Pregnancy and maternity We understand that pupils who are pregnant or who have recently had a baby can experience discrimination, and barriers to accessing or continuing their education. Summary information (including data on gaps in attainment, inequalities that need to be addressed and relations between different groups of pupils) If this situation arose we would deal with it sensitively and appropriately. Religion and belief We are committed to working for equality for people based on their religion, belief and non-belief. Summary information (including data on gaps in attainment, inequalities that need to be addressed and relations between different groups of pupils) We have a wide diversity of faith backgrounds in the school including Christian, Hindu, Islam, Judaism, Buddhist and Atheist. The school respects the religious beliefs and practice of all staff, pupils and parents, and complies with reasonable requests relating to religious observance and practice. There are good relations between pupils who share a religious faith or other belief and others. As part of our religious education programme we follow the SACRE syllabus which covers the major religions. The school organises trips to various places of worship. We aim to involve and consult pupils, families and others from different faith communities in developing policies and the curriculum. As a UNICEF Rights Respecting school (article 14 - Freedom of thought, Belief and Religion) we are committed to working for equality for people regardless of their religion, belief and non-belief. How we advance equality of opportunity: We tackle any barriers that might prevent pupils with particular beliefs from taking a full part in school life. We support pupils to build their sense of identity and belonging, which helps them flourish within their communities and as citizens in a diverse society. 12

13 How we foster good relations and promote community cohesion: Through the UNICEF s Rights Respecting School programme, the school actively promotes the spiritual, moral, social and cultural development of all pupils. Our curriculum, including RE, supports pupils to be accepting of one another s lifestyles and beliefs, as well as exploring shared values. The RE curriculum enables pupils to develop respect for others, including people with different faiths and beliefs, and helps to challenge prejudice and discrimination. There are daily acts of collective worship, assemblies. We organise visits to different places of worship to deepen children s understanding of the different places of worship The school tackles bullying or harassment on the basis of faith and belief. We tackle prejudices relating to racism and xenophobia, including those that are directed towards religious groups and communities, such as anti-semitism and Islamophobia. What has been the impact of our activities? What do we plan to do next? Impact We have good relationships between all religious groups and a strong feeling of community cohesion. Next steps Continue to review and improve the RE curriculum and teaching strategies taking advice from SACRE. To monitor our educational visits to places of worship to ensure a wide experience and deeper understanding for all children. Sexual orientation As a UNICEF Rights Respecting School, we are committed to providing a safe environment for all pupils. We aim to tackle any discrimination faced by pupils and staff who are lesbian, gay or bisexual. Summary information (including data on gaps in attainment, inequalities that need to be addressed and relations between different groups of pupils) We tackle prejudice-related bullying and the use of inappropriate language through assemblies and PSHE lessons. Our school ethos includes celebrating difference and diversity as a way of developing tolerance understanding and respect for one another. How we advance equality of opportunity: Diversity and inclusion are threaded through the curriculum with appropriate resources. We are considering how to appropriately integrate sexual orientation into the curriculum in a positive and constructive way to ensure all pupils understand and respect difference and diversity. We ensure that gay, lesbian and bisexual staff of staff feel comfortable, and are supported to be open about their sexual orientation 13

14 How we foster good relations and promote community cohesion: The school promotes the spiritual, moral, social and cultural development of all pupils. We support pupils to develop the skills to be confident learners and accepting of one another s lifestyles and beliefs, through the PSHE curriculum and Rights Respecting Schools programme We work with positive role models to help reduce bullying, provide support and make young people feel confident and comfortable. What has been the impact of our activities? What do we plan to do next? Impact All staff, including lunch time play leaders and teaching assistants, have received information and training in how to deal with bullying including the use of homophobic language and how to work positively with different families. We use opportunities in circle time to talk about difference and different families to ensure all children, feel included and know it s alright to be different. Incidents of homophobic bullying or use of homophobic language are addressed immediately and a log is kept. Next Posters and images around the school need to reflect the full range of families. We continue to monitor the children s behavior both in the classroom and in the playground, in accordance with the UNICEF s Rights Respecting ethos. Part 4: Consultation and engagement We aim to engage and consult with pupils, staff, parents and carers, and the local community so we can develop our awareness and information, learn about the impact of our policies, set equality objectives and improve what we do. Our main activities for consulting and engaging are: Equality working party meeting termly Pupils can share their views through school council, RRS steering group, circle time, annual pupil survey and talking to adults including their identified person to speak to if they are concerned about bullying, Jigsaw 4U and ELSA workers. Parents and carers can express views through annual governors questionnaire, Headteacher forums, meeting with staff, parent consultations, Jigsaw4U worker. Staff can comment through annual questionnaire, through regular meetings: Teaching and Learning assistant, Teachers Professional Development meetings and Lunchtime Play Leaders meetings. Inviting parents to join workshops eg SRE,homework,open mornings From April termly focus on Equality objectives in all meetings with staff Rights Respecting Steering group: pupils, staff, parents, governors and community 14

15 Part 6: 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 information. 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: To provide training and raise awareness for staff and governors to ensure children are taught mutual understanding and respect for differences. Progress we are making on this objective: Progress by end of March 2016 Whole school assembly on ASD Assembly on collaboration Random talk partners use of success criteria focus on tolerance and respect Football contract (pupil voice) Followed up from anti-bullying survey Equality objective 2: Improve the quality of teaching and access to the curriculum for all EAL learners. Progress we are making on this objective: Progress by end of March 2016 Clicker 7 purchased and installed on all laptops and curriculum computers Training provided by Clicker 7 for all teachers Teachers meeting on supporting EAL children strategies to use, planning for individuals Equality objective 3: Monitor the achievement of pupils linked to ethnicity to ensure there is no inequality. Progress we are making on this objective: Progress by end of March 2016 Analysis of data linked to ethnicity 15

16 Additional information Policies and procedures Anti-bullying Behaviour and discipline Complaints Collective worship policy RE policy Disability and accessibility plan SEND policy and School Information Rights Respecting School Recruitment and selection of staff We follow the Safer Recruitment procedures for short listing to take steps to avoid discrimination. Short listing is based on the strength of application in relation to person specification We ensure that staff responsible for recruitment and selection attend training on developing the skills and techniques essential to conducting successful and fair selected interviews. We monitor equality information for all applicants. 16