Equality Objectives

Overview

The Single Equality Act, which came into place on October 1st, 2010, brought together the duties set out in our Race, Disability and Gender policies into one single Public Sector Equality Duty. The Single Equality Act combines the existing three duties into one new Public Sector Equality Duty that covers all nine of the protected characteristics:

  • Age
  • Disability
  • Gender
  • Gender-identity
  • Race
  • Pregnancy
  • Maternity
  • Religion or belief
  • Sexual orientation

At Werrington Primary School we will ensure that at every level, in all our work and throughout all aspects of the school community and its life, all will be treated equally.

The new General Duty replaces the three existing public sector equality duties for disability, race and gender. It covers all protected characteristics and has three main aims requiring public bodies to have due regard to the need for:

  1. Eliminate discrimination, harassment, victimisation and other conduct that is prohibited under the Equality Act 2010.
  2. Advance equality of opportunity between persons who share a protected characteristic and persons who do not share it.
  3. Foster good relations between persons who share a protected characteristic and persons who do not share it.

Werrington Primary School is committed to:

  • Dealing with and eliminating prejudiced based incidents
  • Closing the gap in attainment for all children
  • Engagement with local communities
  • Policies and practices that promote equality and address inequalities

he Leadership Team and Governors at Werrington Primary School will annually review how well we achieve these aims with regard to the protected groups under the Equality Act.

Objective Link(s) to School Improvement Plan 2016-17 Link(s) to UN Convention on the Rights of the Child Action(s) Timescale Impact
Ensure that rapid progress is being made by SEND pupils in reading, writing and maths 1.3 Article 2
Article 12
Article 17
Article 28
  • Monitor planning to ensure that SEND pupils are accessing quality first teaching
  • Target interventions through provision map
  • Monitor delivery of interventions and provide further training in light of monitoring
  • Ensure there is clear entry and exit data for individuals accessing interventions
  • Use data to monitor progress and re-allocate interventions – improve use of data analysis to inform planning
  • Ensure SEN Code of Practice is understood and embedded across the school
July 2017 Performance of SEND pupils improves and the attainment gap between non-SEND pupils narrows
Ensure that accelerated progress is made by ‘disadvantaged pupils’ in reading, writing and maths 1.4 Article 2
Article 12
Article 17
Article 28
  • Appoint Pupil Premium Champion to help secure improvement in progress and attainment of disadvantaged pupil
  • Monitor planning to ensure that pupil premium pupils are accessing quality first teaching
  • Target interventions through provision map
  • Monitor delivery of interventions and provide further training I light of monitoring
  • Ensure there is clear entry and exit data for individuals accessing interventions
July 2017 Performance of ‘disadvantaged pupils’ improves and the attainment gap between ‘non-disadvantaged pupils’ narrows
Ensure that boys make accelerated progress and narrow the gender gap 1.5 Article 2
Article 12
Article 17
Article 28
Article 29
  • Ensure rigorous monitoring and use of data
  • Further raise boys aspirations using engagement programmes
  • Ensure appropriate and effective classroom interventions are in place
  • Develop ‘boy-friendly’ environments (i.e. resources, activities, role models, competition, challenge etc.)
July 2017 Performance of boys improves and the attainment gap between boys and girls narrows
Identify specific strategies to support those pupils who find learning difficult 4.2 Article 2
Article 12
Article 24
Article 28
  • Develop explicit ethos around aspirations and excellence – embed school motto
  • Develop extended services within school to meet the needs of pupils, families and or community.
  • Effective provision mapping of interventions.
  • Whole staff training on attachment disorder
  • Develop pupils attitude and resilience to learning
  • Continue to improve rates of attendance for all groups of pupils through careful analysis of attendance patterns and robust follow up activities.
  • Embed language and philosophy of growth mindset
July 2017 Growth mindset established in staff and pupils.
Pupils develop key learning habits such as resilience, perseverance, and not being afraid to challenge themselves or make mistakes, which leads to a greater number of more successful learners.
Improve pupils’ SMSC development (including promoting British Values) 4.5 Article 2
Article 12
Article 28
Article 29
  • Promote self-responsibility, respect and tolerance for others as part of pupils’ spiritual, moral, social and cultural development.
  • Ensure that pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in the wider community.
  • Ensure that our school prepares pupils positively for life in Modern Britain and promotes fundamental British Values
  • Introduce new PSHE curriculum.
July 2017 Pupils’ SMSC development is enriched through a high quality curriculum.
Pupils are can identify and understand British Values.

 

 


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