Equality Information and Objectives Committee Name: Staffing Date of Approval: September 2016 Validity Date: 2015-2017 Person responsible: Head Teacher Linked policies Data Protection SEN Safeguarding School policy statement on equality, diversity and community cohesion St Peter Chanel Catholic Primary School was founded by and is part of the Catholic Church. The school is to be conducted as a Catholic school in accordance with Cannon Law and the teachings of the Roman Catholic Church and in accordance with the Trust Deed of the Archdiocese of Southwark and at all times the school is to serve as a witness for the Catholic faith in Our Lord Jesus Christ. Our school is committed to equality both as an employer and a service provider: We try to ensure that everyone is treated fairly and with respect. We want to make sure that our school is a safe, secure and stimulating place for everyone. We recognise that people have diverse needs, and we understand that treating people equally does not always involve treating them all exactly the same. We recognise that for some pupils extra support is needed to help them to achieve and be successful. 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 Pupil Parliament and Learning Council. 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; Page 1
and to publish equality and diversity 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 closing gaps in achievement which affect, amongst others: pupils from certain cultural and ethnic backgrounds pupils who belong to low-income households and pupils known to be eligible for free school meals pupils who are disabled pupils who have special educational needs boys in certain subjects, and girls in certain other subjects. For more information please contact: Samantha Gower (Member of staff with responsibility for equality issues) Tel: 0208 302 6029 Email: head@st-peterchanel.bexley.sch.uk Mary Townsend (Member of governing body with responsibility for equality issues) Tel: 0208 302 6029 Email: admin@st-peterchanel.bexley.sch.uk The Equality Act 2010 requires us to publish information that demonstrates that we have due regard for the need to: Eliminate unlawful discrimination, harassment, victimisation and any other conduct prohibited by the Equality Act 2010 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. Page 2
Page 3
Part 1: Information about the pupil population Number of pupils on roll at the school: 191 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. Number of pupils with disabilities: 1 As these numbers are typically very low, the school feels it would be inappropriate to publish this information. Pupil Special Educational Needs (SEN) Provision Number of pupils Percentage (%) of school population No Special Education Need 167 87.4% SEN Support 19 9.9% SEN Support Plus 0 0 Statement/ EHC Plan 5 2.6% Page 4
Ethnic group Asian + Any 2 Gender other Bangladeshi 1 Boys Girls Black 13 (7%) 101 90 Nigerian Black 2 Somalian Black and 2 Religion any other Black 4 (2%) Roman 95 (49.7%) European Catholic Indian 1 Christian 33 (17.3%) Kurdish 2 Hindu 2 Other Mixed 3 Muslim 9 Sri Lankan 2 No Religion 51 (26.7%) Tamil Turkish 1 Information 1 not yet obtained White English 128 (67%) White Irish 1 White and 8 (4%) other White and 4 (2%) Black African White and 6 (3%) Black Caribbean White 9 (5%) Eastern European Information 2 Not Yet Obtained Page 5
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: Pupil with English as an additional language (EAL) Boys Girls Total Percentage of school population Number of 18 15 33 17.3% pupils who speak English as an additional language Number of pupils who are at an early stage of English language acquisition 6 2 8 4.2% Pupils from low-income backgrounds Boys Girls Total Percentage of school population Number of pupils eligible for free school meals 8 7 15 7.9% Looked after children As these numbers are typically very low, the school feels it would be inappropriate to publish this information. Young carers The school does not collect any information in this area. Other vulnerable groups The school does not collect any information in this area. Page 6
Page 7
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. 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 2010. 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. The equality statement is referred to in all school policies as it is an intricate part of the running of the school. We deal promptly and effectively with all incidents and complaints of bullying and harassment 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. Our complaints procedure sets out how we deal with any complaints relating to the school. 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 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) The school building is compliant with the current DDA legislation requirements. All reasonable steps have been taken to ensure this meets the needs of staff, children and parents/visitors who are currently part of our community. How we advance equality of opportunity: We support disabled learners by meeting their individual needs, through meeting with parents and carers and with specialists, to draw up individual support plans. These needs are then cascaded to all staff who come into contact with the child to ensure their needs are fully met. The school looks favourably on job applicants with a disability and always interviews disabled applicants for any advertised post. The school actively encourages parent helpers, some of who have been disabled. How we foster good relations and promote community cohesion: Page 8
The school is good at promoting the spiritual, moral, social and culture development of all pupils. Pupils and visitors are fully included and catered for, in all aspects of school life- regardless of any disability. We ensure that the curriculum has positive images of disabled people. What has been the impact of our activities? What do we plan to do next? Pupils see other people, particularly those with disabilities, as equals. Ethnicity and race (including EAL learners) We are committed to working for the equality of all ethnic groups and to celebrating the diversity within our school community. 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) Analysis of three year assessment trends between 2012 and 2015, indicate that children from other ethnic backgrounds perform at least as well, and frequently better than, national comparatives. White British children in the school are performing less well than their peers; this is being tackled through a core focus this year on developing British values and promoting positive role models for the children, to enhance aspirations. All our children are valued for the diversity they bring to their community. The school uses national celebrations and events to enhance this, for example through the Olympic games, world cup and national saints days. How we advance equality of opportunity: We monitor the attainment and progress of all our pupils by ethnicity every half term and take actions to address any negative trends that may materialise. How we foster good relations and promote community cohesion: The school is good at promoting the spiritual, moral, social and culture development of all pupils. We ensure that the curriculum has positive images of people from a range of ethnic backgrounds. We harness national Celebrations such as royal events or sporting events including the Commonwealth Games to promote and celebrate the wonderful ethnic mix the UK has. All ethnic groups represented in our school community play an active role right across the life of the school. British values and promoting role models is a core aim of the school. All groups of the school, from the staff, governing body, parliament and those involved in after school activities, reflect the diverse groups represented in the school. What has been the impact of our activities? What do we plan to do next? Page 9
Pupils see other people, particularly those from other ethnic backgrounds, as equals. 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) Analysis of three year assessment trends between 2012 and 2015, indicate that girls perform at least as well, and frequently better than, national comparatives. Boys are currently underperforming across the school but this is being addressed through the design and implementation of the new curriculum. How we advance equality of opportunity: We monitor the attainment and progress of all our pupils by gender every half term and take actions to address any negative trends that may materialise. How we foster good relations and promote community cohesion: The school is good at promoting the spiritual, moral, social and culture development of all pupils. We ensure that the curriculum has positive images of people, male and female. Parents and carers are invited in to talk about their jobs- Aspiration Day. Girls are actively encouraged to extend their knowledge in the sciences and boys are actively encouraged to develop their cooking and craft skills. We actively challenge stereotypes and install a self-belief in all children that they can achieve anything they put their mind to. This is carried out cross curricula but particularly in PHSE. What has been the impact of our activities? What do we plan to do next? Pupils see other people, male or female, as equals. Religion and belief We are committed to working for equality for people based on their religion, belief and non-belief. How we advance equality of opportunity: The school supports our pupils to build their sense of identity and belonging, which helps them to flourish within their communities and as citizens in a diverse society. How we foster good relations and promote community cohesion: The school is good at promoting the spiritual, moral, social and culture development of all pupils. The curriculum makes robust provision for the teaching of other faiths across the school. The children have opportunities to Page 10
visit other places of worship, from their own and to reflect upon and appreciate the similarities and differences from their own faith. What has been the impact of our activities? What do we plan to do next? Pupils understand and respect the authenticity and value of the beliefs of others. Page 11
Part 3: 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: Teachers and seniors leaders in the school are easily accessible to all pupils and parents. High quality information is communicated through weekly newsletters and the school website. Important information is shared with parents and the wider community as soon as possible- inspection reports are shared in full and further feedback is requested at every opportunity. Regular and meaningful consultation takes place with the Pupil Parliament and Learning Council. Parents Forum allows open two way discussions with parents based on the issues they bring as deemed important to them. Annual surveys of pupils, parents and staff are undertaken with statistical data published to the community and planned responses communicated. Page 12
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 consider what the impact of those decisions or policies will be on pupils and staff with protected characteristics before a decision is made or a policy is finalised. Date September 2014 September 2014 October 2014 Policy or decision Redrafting of the School s Mission. Enrolment in Challenge The Gap programme Redrafted SEN, Safeguarding and Admissions policy in line with changes to legislation and Code of Practice. Reference to our equality and diversity statement included in them Equality issues we considered Ensuring the wholeschool community, particularly the children were involved in the formation of a new shared mission. Ensure children from vulnerable groups and/ or with protected characteristics are identified and tracked to ensure they make at least expected progress across the year. Ensure that policy is applied to all people without prejudice, the wording of policies clearly showed commitment to equality. October 2014 Appointment of DHT Appointed person had experience with and strong belief in equal opportunities and promoting equality in the school. October 2014 Appointment of SENCo Appointed person had experience with and strong belief in equal opportunities and promoting equality in the school, particularly as they Action taken or changes made The three key words that summarise the mission: inspire, challenge and empower came from working with all stakeholders. Chn from low income backgrounds targeted for additional support and intervention. All policy is compliant and ensures equality for vulnerable children Interview questions drafted to ensure experience was identified so a positive appointment made. Interview questions drafted to ensure experience was identified so a positive appointment made. Support and training given during Page 13
will be acting as school advocate for SEND. induction. Page 14
November 2014 Developing policy and practice for sustained equality of opportunity and diversity in recruitment. Training on Safer Recruitment ensured HT had all latest information in relation to equality of opportunity in light of recent changes to government advice and guidance. November 2014 Forest School training Opportunities to access the grounds enabled all children, regardless of protected characteristics. November 2014 December 2014 January 2015 January 2015 Anti-bullying SLE Michelle Pollard Introduction of differentiated input approach Re-drafted behaviour policy and introduced behaviour ladder. Introduced Gymnastics training for teachers All children have a voice and concerns of all children valued and taken seriously. All children are able to achieve and make progress as they are being taught at their level, regardless of starting points. Chn are treated as individuals and learning is tailored to specific needs. Introduced behaviour system based on consultation with children and parents that was more positive and rewarded children equally. Focus on being visually positive to encourage child but also to have consistent sanctions so all children know what is expected of them. All needs of children catered for including those with disabilities. School recruitment promotes equality of opportunity for all - based on best person for the job against Job Description and Person Specifications. Support given to ensure children s barriers are removed to enable them to make good use of experience. Any child feeling bullied given time to talk and share feelings. School investigated all reports of bullying consistently taking all children s views into consideration. Chn given targeted input at level and scaffolds and tools used to remove barriers, particularly for children not achieving expected progress. Data analysis showed this to be SEN, FSM and WBB. Children consulted and action taken under their advice, consistently applied policy for all children, including those children with protected characteristics. Teachers trained to ensure barriers are removed to enable all children to access Page 15
May 2015 Election for Pupil Parliament representatives. All children encouraged to take part regardless of ethnicity, gender, economic background, specific needs. June 2015 Aspirations Day Chn given the opportunity to view professionals by choice. Access arrangements made where appropriate for children with mobility issues. July 2015 Sports Day Event changed this year. Evaluations took into account all children in the school so they would all be able to actively participate. This will occur every year so arrangements are made to cater for all children of differing abilities. July 2015 Appointment of pupil premium teacher. Appointed person had experience with and strong belief in equal opportunities and promoting equality in the school, particularly as they will be acting as the school advocate for disadvantaged children. August 2015 ICT suite built All chn able to access computers and enter and exit the room with ease. lesson and participate fully. Training specifically tailored to individual classes. Specific talk about equality and voting system and how to vote for best candidate based on policies. Voting system set up as polling station for silent vote. Adult distributed around school taking into consideration mobility of students wishing to listen to talk. All children able to choose who they went to see. Range of professionals from different backgrounds as speakers. Visit of sports person Range of races to allow for all children to participate and succeed. Seating on chairs and out of sun to ensure all children were able to stay outside and enjoy day together. Interview questions drafted to ensure experience was identified so a positive appointment made. Support and training given during induction. Building fully DDA compliant- fire door access, ramp exit, heights of doors, lights, computers at approximate height Page 16
November 2015 Big Book Brunch All families welcome in school regardless of background, particularly men and families form WE backgrounds. November 2015 December 2015 December 2015 January 2016 School nurse provided training for medical concerns. PSHE curriculum introduced RM Maths program bought for all children. Introduced new SEN guidance in school All children have the right for education regardless of medical conditions. Curriculum drafted to ensure all children are educated on the risks they face and how to safeguard themselves. All children from all backgrounds have the right to thrive in their education. All children treated fairly and given provision required to ensure equality in accessing learning. for any child to access. Specific invitation to dads and grandads. Time chosen based on feedback about best time for families. Support and training given so all families know and understood how to participate regardless of their own literacy skills. Training given for conditions in school. Medical booklet updated. Advice sought form police to ensure appropriate content, consulted with staff and governors. All children able to access regardless of experience. Some children may not have access to internet due to economic background; some children may not be able to access content due to visual or learning difficulties. Program caters for this with visual and auditory questions. Lunch time club for children to use product if they unable to at home. Staff all trained in new guidance, instruction in ensuring equality of opportunity for all children. Resources purchased to support access to learning for children with specific need. Page 17
February 2016 Accessibility Plan Ensure all children can access education equally because school makes all reasonable measures to make sure the school is DDA compliant April 2016 Educational visits Accessibility for all children on school trip regardless of needs to ensure equality of opportunity. Surveyed all areas of the school using a questionnaire created by H&S specialist. Drafted plan with clear timeframes to enhance accessibility where reasonable and realistic. Developed EV planning to take into account specialist needs for individuals and include on RA how will enable all chn to access trip. July 2016 Appointment of Behaviour Support Mentor Appointed person had experience with and strong belief in equal opportunities and promoting equality in the school, particularly as they will be acting as the school advocate for disaffected children. Interview questions drafted to ensure experience was identified so a positive appointment made. Support and training given during induction. August 2016 September 2016 Installation of new playground equipment Inset and staff training When choosing equipment, care taken to ensure enabled children with a range of different needs. Ensure that all children are treated fairly by all staff. Team swing for children with reduced movement selected and equipment with a range of difficulty levels to be inclusive for all children. Musical instruments selected to support children with sensory needs and hearing impairments. Discussion held and CPD delivered to enable all children to be treated fairly and can access learning at their level. Also that expectations of all children are high enough so they can fulfil their potential. Page 18
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 information. Our equality objectives focus on those areas where we have agreed to take action to improve equality and tackle disadvantages. Equality objective 1: To try and actively recruit more male teachers. Equality objective 2: To expose children to role models that are from a variety of different cultural backgrounds and/ or who have overcome difficulties. We will regularly review the progress we are making to meet our equality objectives. Part 6: Information about our employees If we have more than 150 employees we are required to publish information about them. The school has 36 employees at present. Page 19