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Equality Information and Objectives

 

 

 

Essendon C of E (VC) Primary School

Caring and Learning Together

Equality Act 2010 (the "Act")

At Essendon, we strive to be an inclusive environment. We want all members of our community, pupils, staff, volunteers and visitors to feel welcome and respected. We take seriously our duty to provide equal opportunities for everyone, regardless of his or her background or family circumstances. Reasonable adjustments are made for pupils and, where appropriate, staff. Any allegation of bullying, harassment or discrimination is taken very seriously and all our policies and procedures make it clear that any form of discrimination or inequality is unacceptable.

 

What does the Act require?

 

A: The General Equality Duty

The General Equality Duty requires public authorities, in the exercise of their functions, to have due regard to the need to:

 

  1. eliminate discrimination, harassment and victimisation or any other conduct prohibited by the Act in relation to the protected characteristics;
  2. advance equality of opportunity between all persons; and
  3. foster good relations between groups of people sharing a protected characteristic and those that do not.

 

B: The Specific Duties

 

  1. To publish information to show their compliance with the General Equality Duty, at least annually; and
  2. To set and publish equality objectives, at least every four years.

 

How do we comply with our Duties?

 

A: Staff

Our recruitment process (including advertisements and our policy) make it clear that applicants from all groups are welcomed at our school. Our Headteacher and Governors have worked in close partnership to ensure that staff members belonging to a Protected Characteristic group are not disadvantaged. For example, we pride ourselves on our recent flexible working arrangements for staff.

 

B: Pupils

Every term, a rigorous Pupil Progress procedure ensures that the progress of all our pupils is closely monitored. Pupils with protected characteristics are compared with their peers to ensure that no one group is disadvantaged either academically or otherwise (eg. bullying, harassment, emotional wellbeing). Where any one group is identified as not thriving to the same extent as peers not in that group, measures are put into place to redress this. Following our most recent round of Pupil Progress meetings and analysis of both external and our internal data, the only discrepancy in performance between pupils with a protected characteristic and those without is in relation to race where many of our pupils who are in the “not White British” group are not progressing in line with their peers (see analysis below).

 

What does our Analysis show?

Protected Characteristics Analysis

 

Pupils within each of the nine protected groups were compared against their peers.

 

Age:

Whole School Progress report demonstrates that progress for each year is comparable and no year group is disadvantaged.

 

Disability:

(Definition in the Act: a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on your ability to do normal daily activities.)

No pupils currently recorded as having a disability.

 

Gender reassignment: N/A

 

Marriage and civil partnership: N/A

 

Pregnancy and maternity: N/A

 

Race:

Ethnicity

 

Comments

White British

70%

 

Not White British

30%

 

Gypsy/Roma

24%

Pupil Progress minutes track the progress of pupils from the travelling community (whether Gypsy/Roma or Travellers of Irish Heritage) as a group because they make up the vast majority of our pupils who are not White British)

Pupil progress minutes demonstrate that the pupils in this group, although making good progress, are not making progress in line with their peers. All except 2 of these pupils are eligible for the pupil premium grant. Many of them have  attendance which is lower than their peers. See our Pupil Premium strategy for the proposals to close this gap

Traveller of Irish Heritage

3%

White and Asian

1.5%

All pupils making good progress

White Other

1.5%

Accelerated progress in Reading, Writing and Maths

 

Religion or belief:

Religion

 

Comments

Christian

88%

 

No Religion

9%

All pupils in this category are making good or better progress expect one pupil. Pupil progress minutes detail the support in place for this pupil.

Buddhist

 

1.5%

 

All pupils making good progress

 

Other religion (not specified)

7.5%

All pupils making good or better progress

 

Sex:

 

Male

Female

 

0 steps

1 step

2 steps

3+ steps

0 steps

1 step

2 steps

3+ steps

Year 1

0

22

56

22

0

14

66

19

3 pupils

7 pupils

Year 2

0

0

60

40

0

0

33

67

5 pupils

5 pupils

Year 3

6

20

67

7

0

12

55

33

5 pupils

8 pupils

Year 4

0

0

7

93

0

0

8

92

10 pupils

4 pupils

Year 5

0

0

20

80

0

0

14

86

5 pupils

5 pupils

Year 6

0

0

0

100

0

0

17

83

4 pupils

6 pupils

Whole School Average

1

5

30

64

0

6

36

58

                       

 

Sexual orientation: N/A at this time. No pupils on roll have currently expressed any views on their sexual orientation

 

What are our Equality Objectives?

 

Our pupils in the Gypsy/Roma or Irish of Traveller Heritage group coincide heavily with our pupils eligible for the pupil premium grant and with our pupils who have low attendance rates and high persistence absence rates.

 

Accordingly, the Senior Leadership Team and Governors have agreed that our Equality Objectives should be:

 

  1. Attendance for all pupils will be 90% or more by July 2020; and
  2. Pupils eligible for the pupil premium grant or with the Ethnicity code, Gypsy/Roma or Traveller of Irish Heritage will make progress in line with their peers by July 2020.
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