Equal Opportunities Policy and Equality Statement 2015-2019

Holy Trinity CE Primary School Equal Opportunities Policy 2015

Equality Statement 2015-2019

1. Policy statement

a) In accordance with our school values, we pledge:
 to respect the equal human rights of all our pupils;
 to educate them about equality; and
 to respect the equal rights of our staff and other members of the school community.

b) We will assess our current school practices (“Equality Impact Assessment”) and implement all necessary resulting actions in relation to:
 ethnicity,
 religion or belief,
 socio-economic background,
 gender and gender identity,
 disability,
 sexual orientation, and
 age.

c) We will promote community cohesion at school, local, national and global levels, comparing our school community to its local and national context and implementing all necessary actions in relation to:
 ethnicity,
 religion or belief, and
 socio-economic background.

2. Statutory requirements

The equality objectives in Section 10 below address our duties under current equality legislation, up to and including the Equality Act 2010. They also relate to the Essex Council procedure for recording incidents involving pupils in schools.

3. Community cohesion

Community cohesion/British Values The Governing Body and their community partners are aware of  how the school community compares with the wider community, both locally and nationally and take steps to ensure that British Values are promoted through the curriculum.

4. Responsibilities

One named governor, Ben Clarke, takes the lead, but the governors as a whole are responsible for:
• drawing up, publishing and implementing the school’s equality objectives
• making sure the school complies with the relevant equality legislation; and
• making sure the school Equality Scheme and its procedures are followed
• monitoring progress towards the equality objectives and reporting annually

The Headteacher is responsible for:
• making sure steps are taken to address the school’s stated equality objectives;
• making sure the equality, access and community cohesion plans are readily available and that the governors, staff, pupils, and their parents and guardians know about them;
• producing regular information for staff and governors about the plans and how they are working;
• making sure all staff know their responsibilities and receive training and support in carrying these out; and
• taking appropriate action in cases of harassment and discrimination, including prejudice-related incidents.
• enabling reasonable adjustments to be made, in relation to disability, in regard to students, staff, parents / carers and visitors to the school.

All staff are responsible for:
• promoting equality and community cohesion in their work;
• avoiding unlawful discrimination against anyone;
• fostering good relations between groups; and
• dealing with prejudice-related incidents;
• being able to recognise and tackle bias and stereotyping;
• taking up training and learning opportunities.

The Headteacher is responsible overall for dealing with reports of prejudice-related incidents.

Visitors and contractors are responsible for following relevant school policy and will be offered policies to read when contracts begin.
6. Publication and review

This Equality Scheme fulfils statutory requirements under the terms of legislation referred to above. As it is a public document, the school governors publish it by making it available on request.

The scheme will be kept under regular review for four years and then replaced in September 2019.

7. Reporting on progress and impact

A report on progress with the actions listed below will be published by the governors via e.g. website, prospectus, newsletter etc. at the end of each school year, i.e. July 2015, 2016 etc. Evidence will also be kept of the impact of our actions to promote community cohesion, in respect of ethnicity, religion or belief and socio-economic background.

8. How we conduct equality impact assessment

This section outlines our process for monitoring the potential impact of school practice in terms of
 ethnicity,
 religion or belief,
 socio-economic background,
 gender and gender identity,
 disability,
 sexual orientation, and
 age.

Please refer to our Equality Duty Statement for monitoring the impact of our practice.

9. How we chose our equality objectives

Our equality objective-setting process has involved gathering evidence as follows:

i. from the equality impact assessments listed in Section 8 above,
ii. from an audit of data and background using RaiseOnline and Fischer Family Trust information.
iii. and from involving relevant people (including disabled people) from the start in the following way:
regular meetings
feedback of audits
review of statements during Governor and staff meetings

The evidence was then analysed in order to choose objectives that will:

i. promote equality of opportunity for members of identified groups
ii. eliminate unlawful discrimination, harassment and victimisation, and
iii. foster good relations between different groups in terms of
o ethnicity,
o religion or belief,
o socio-economic background,
o gender and gender identity,
o disability,
o sexual orientation and
o age.

10a. Equality Objectives 2012-2015 with review

(This should include web technology e.g. web site and VLE outcomes)

Equality objectives (focused on outcomes rather than processes

i) By June 2015, Holy Trinity will address the issue of the gender gap in boys and girls writing in KS1. Gender – raise attainment in boys writing. The data will show a narrowing of the gap.

Heather Hann (Headteacher)                                                                                                                                     Katie Welsh (Deputy headteacher)                                                                                                                                  All KS1 staff                                                                                                                                                                      Ross Knevett (gov for equality)

Outcome : Overall attainment for all in writing has increased and the gap between boys and girls has shown a slight narrowing. ( see Raise online)

ii) To Promote and enhance community cohesion through the introduction of sporting activities (Ongoing objective)

All – Holy Trinity do much to promote a sense of community and has good links with the local and wider community. This objective specifically links with the promotion of sport across our community, to raise the profile of sport to all children.                                                                                                                                      Ross Knevett (governor for equality)                                                                                                                                 Sasha Halls (deputy Headteacher)

Complete an audit of interest with consortium schools for a league set up beginning September 2013 Introduce sport into the community through inviting parents and community members in Look at feasibility of offering site and equipment (swimming pool) to outside interested parties.

Outcome: links with local sporting clubs including Lexden Squash Club. Consortium have set up inter-school sports opportunities. See also sports funding report.

iii) To make any necessary improvements to the physical environment to allow for equal access for all children Physical improvements to increase access to education and associated services

  • To upgrade facilities to existing disabled access toilet in entrance hall.
  • New entrance doors fitted to take disabled access into consideration.
  • New entrance doors fitted to take disabled access into consideration
  • Outcome: disabled toilet upgraded and new entrance doors fitted July 2015.

10b. Equality Objectives 2015-2019

Equality objectives (focused on outcomes rather than processes)

i) By June 2019 the school will have continued to close the gap between boys and girls particularly in the achievement of higher levels (or the equivalent) in maths, reading and writing.

This will involve the whole staff led by Heather Hann (Headteacher) and monitored by Ben Clarke (Equality governor)

ii) To continue to meet the needs of pupils, parents and staff in terms of access to the curriculum and physical environment.

Improvements in access to the curriculum (this includes web accessibility e.g. web site and possible VLE)

  • Improved server access for all stakeholders in the school.
  • Continued training for teachers on differentiating the curriculum to ensure equal access for all children.
  • Improvements in the provision of information in a range of formats for disabled pupils
  • The school will be able to provide written information in different formats when required for individual purposes
  • All school information available for all