Equality

Equality
Equality Information and Objectives

Equality Act 2010

Schools’ Provision of the Public Sector Equality Duty

We at Rosa Street Primary School are committed to equality. We aim for every pupil to fulfil their potential no matter what his/her background or personal circumstances. We maintain the aim of embedding principles of fairness and equality across our entire curriculum, in assemblies and acts of collective worship, in break and lunchtimes, in pastoral support and in after school activities.

We must under the general duty of public sector equality duty, in the exercise of our functions, have due regard to the need to:

  • Eliminate discrimination, harassment, victimisation and any other conduct that is prohibited under the Act.
  • Advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it;
  • Foster good relations between persons who share a relevant protected characteristic and persons who do not share it.

This will apply to all pupils, staff and others using the facilities. We will give relevant and proportionate consideration to the public sector equality duty.

This will apply to all pupils, staff and others using the facilities. We will give relevant and proportionate consideration to the public sector equality duty.

We will have due regard to advancing equality of opportunity includes making serious consideration of the need to:

  • remove or minimise disadvantages suffered by persons who share a relevant protected characteristic that are connected to that characteristic;
  • take steps to meet the needs of person who share protected characteristics that are different from the needs of persons who do not share it;
  • encourage persons who share relevant protected characteristics to participate in public life or in any activity in which participation by such persons is disproportionately low. We will take into account the six Brown principles of ‘due regard’ awareness – all staff know and understand what the law requires
  • timeliness – implications considered before they are implemented
  • rigour –open-minded and rigorous analysis, including parent/pupil voice
  • non-delegation – the PSED cannot be delegated
  • continuous – ongoing all academic year
  • record keeping–keep notes and records of decisions

The protected characteristics for the schools’ provisions are:

  • Disability
  • Gender reassignment.
  • Pregnancy and maternity
  • Race
  • Religion or belief
  • Sex
  • Sexual orientation
  • Age (only applicable to staff, not pupils)
  • Marriage and civil partnerships (only applicable to staff, not pupils)

Age and marriage and civil partnership are NOT protected characteristics for the schools’ provision.

We will have due regard to advancing equality of opportunity includes making serious consideration of the need to:

  • remove or minimise disadvantages suffered by persons who share a relevant protected characteristic that are connected to that characteristic;
  • take steps to meet the needs of person who share a protected characteristic that are different from the needs of persons who do not share it;
  • encourage persons who share a relevant protected characteristic to participate

Staff

Age 23 employees aged between 19 – 59
Disability 23 staff – 0% of staff record a disability. We would ensure reasonable adjustments were made where possible, if necessary
Gender reassignment No staff member. We would support any staff member undergoing gender reassignment.
Marriage & civil partnerships Figures change – we comply with our equality duty
Pregnancy and maternity Figures change – we comply with our equality duty 
Race’ / ethnicity 23 staff – 100% White-British
Religion and Belief / no belief We comprise of Christian, Church of England, Roman Catholic, Methodist, agnostic & other
Sex – male/female 23 staff – 21 female 2 male
Sexual orientation We support all staff members regardless of sexual orientation

Pupils

Age 4 – 11
Disability 0 recorded disability
SEND 41 children 24%
Statements / EHCP’s 2 with statements / EHCP’s
Gender reassignment We would support any pupil undergoing gender reassignment or questioning their gender but have none on record.
Marriage & civil partnerships n/a
Pregnancy and maternity We are/would comply with our equality duty and have planned to deliver education on site if and when required or offer a place at the Pregnant Schoolgirl Unit, DCC.
Race/ ethnicity 165 White-British1 any other mixed

1 Chinese

3 white Asian

 

EAL 5
Religion and Belief / no belief Christian, Church of England, Roman Catholic, Methodist, no belief and other
Sex – male/female 93 Male 77 Female
Sexual orientation We support all pupils regardless of sexual orientation
FSM 47%
Vulnerable groups of pupils whose prior attainment may be different from that of other groups 1 looked after child

Achievement statistics (updated at least annually)

Equality Objectives

KS2 (Year 6) SATs test results – % of children meeting the expected standard

Reading Writing (TA) Grammar, Punctuation and Spelling Maths Reading, Writing and Maths
Rosa Street 76% 78% 81% 78% 73%
National 75% 78% 78% 76% 64%
Average Scaled ScoreRosa Street 105 N/A 105 104 N/A
Average Scaled ScoreNational 105 N/A 106 104 N/A

Equality objectives are:

  1. To continue to aim to narrow the gap between groups (Boys/Girls & FSM//FSM)
  2. To address intolerance of differences between pupils (Behaviour Support)
  3. To ensure all parents/carers of pupils, including vulnerable groups, have access to information produced by school
  4. To ensure all staff are appropriately trained to deal with racist, sexist and homophobic incidents, and be able to recognise and tackle other forms of bias and stereotyping (Educate and Celebrate)

We will update our equality objectives every four years and will publish progress on them annually in our equality information. We adopt a whole school approach to equality and consider it important for pupils to learn about equality and human rights. We adhere to the Equality and Human Rights Commission (EHCR) statement:

‘To reap the full benefits of equality and human rights education, it is essential to teach topics in an environment which respects the rights and differences of both students and teachers. Without an equality and human rights culture within the classroom and school as a whole, learning about these topics can at best appear irrelevant, and at worst, hypocritical. The respect and tolerance it teaches will help staff and students create a healthier, happier, fairer school culture, and could lead to reductions in bullying and other negative behaviour, and improvements in attainment and aspirations.

Though the Act refers to ‘race’, the use of ethnic/ cultural origin, background or heritage are more appropriate.