Menu
Home Page

Equalities

St Mary Redcliffe Primary School is committed to ensuring equality of opportunity throughout the school community.  The Equality Act 2010 requires us to publish information that demonstrates that we have due regard for the need to:

 

1. Eliminate unlawful discrimination, harassment, victimisation and any other conduct prohibited by the Equality Act 2010

2. Advance equality of opportunity between people who share a protected characteristic and people who do not share it

3. Foster good relations between people who share a protected characteristic and people who do not share it.

 

To achieve this we will:

 

  • Treat everyone fairly and with respect
  • Foster good relations between all members of our school community
  • Make sure that all pupils are given equal access to opportunities in school
  • Analyse assessment information by the protected characteristics (sex, ethnicity, disability) and action any gaps
  • Continue to ensure that our curriculum, activities, events, resources and displays reflect and celebrate our diverse school community

  • Provide sufficient opportunities within the school’s curriculum to explore and discuss equalities issues

  • Monitor bullying and harassment of pupils and staff by race, disability, gender and sexuality
  • Give equal access to information for parents / carers
  • Make the school environment as accessible as possible to pupils, parents & carers, staff and visitors to the school.
  • Fulfil our duty in relation to safe guarding children against radicalisation
  • Establish effective systems to communicate the school's equality duties

 

 

 

 

 

 

2015-2016 Equality Objectives in the school's Raising Achievement Plan:

 

1) To close gaps for disadvantaged pupils

By:

(a) analysing attainment of all identified groups in each year group each term (x6)

(b) Providing targeted intervention for identified pupils

(c) Providing bespoke support for teachers from EMAS service

(d) Supporting parents / carers to access support in school

 

2) To promote the Equalities agenda

By:

(a) Developing staff awareness and confidence to discuss and challenge LGBTQQI issues

(b) Enabling staff to safe guard children against radicalisation

 

Equalities Policy

St Mary Redcliffe C of E Primary School Equalities Policy
Summary Action Statement
St Mary Redcliffe Primary School is committed to ensuring equality of opportunity throughout the school community. The Equality Act 2010 requires us to publish information that demonstrates that we have due regard for the need to:
1. Eliminate unlawful discrimination, harassment, victimisation and any other conduct prohibited by the Equality Act 2010
2. Advance equality of opportunity between people who share a protected characteristic and people who do not share it
3. Foster good relations and achieve community cohesion between people who share a protected characteristic and people who do not share it.
To achieve this we will:
 Treat everyone fairly and with respect
 Foster good relations and promote community cohesion between all members of our school community
 Make sure that all pupils are given equal access to opportunities in school
 Analyse assessment information by the protected characteristics (sex, ethnicity, disability) and action any gaps
 Continue to ensure that our curriculum, activities, events, resources and displays reflect and celebrate our diverse school community
 Provide sufficient opportunities within the school’s curriculum to explore and discuss equalities issues
 Monitor bullying and harassment of pupils and staff by race, disability, gender and sexuality
 Give equal access to information for parents / carers
 Make the school environment as accessible as possible to pupils, parents & carers, staff and visitors to the school.
 Fulfil our duty in relation to safe guarding children against radicalisation
 Establish effective systems to communicate the school's equality duties
Raising Achievement Plan (RAP)
For 2015/6 we have developed a Raising Achievement Plan. The full plan is available on our website (www.stmaryredcliffeprimary.co.uk/) outlined in Appendix 1
The School’s Equalities policy will cover the following sections:-
• The legal framework
• A Statement of Principles
• The School in Context
• The School’s Ethos & Atmosphere
• Policy Development
• Monitoring and Review of the Policy & Action Plan
• Development of Best Practice
• The School’s Roles & Responsibilities
• Commissioning & Procurement
• Evaluating this Policy
• Publishing this Policy
• Annual Review of Progress
• Equalities Impact Analysis
Core Values
The school’s core values of Respect, Compassion, Unity, Trust, Hope and Thankfulness underpin its commitment to Equality alongside its dedication to learning which is summarised through its vision – Aspire, Learn and Achieve together.
Equalities Policy
This policy reflects the Equality Act 2010 which harmonises and replaces previous legislation including the Race Relations Act 1976, Disability Discrimination Act 1995, Gender Recognition Act 2004 and Sex Discrimination Act 1975. The policy therefore supersedes all previous school policies on Disability, Ethnicity (i.e., Race) and Gender. Through this policy St Mary Redcliffe Primary School will fulfil its public duty to have due regard to the need to eliminate unlawful discrimination, advance equality of opportunity, and foster good relations in connection with disability, ethnicity, gender, religion, sexual identity, and where appropriate, age (applicable to employees only). The guiding principles in this policy refer to all individuals and therefore are equally applicable to pupils, staff, governors and visitors to the school.
Single Equality Policy
1. Legal framework
Duties as identified in the Equality Act 2010 and its Schedules. There are nine equality strands (known as Protected Characteristics):
disability;
ethnicity (including Gypsy and Traveller groups);
gender;
gender identity and transgender;
faith, religion and belief;
marriage and civil partnership;
sexual orientation (homophobia);
pregnancy and maternity;
age.
Each relates to direct discrimination, discrimination by association, discrimination by perception, indirect discrimination; harassment and victimization. The School will seek to achieve positive action in respect of the Act.
Schools are obliged to comply with the public sector Equality Duty (PESD). This duty establishes, in section 149 of the equality Act 2010, that public authorities are required to pay ‘due regard to the need to:-
 Eliminate all forms of discrimination, harassment and victimisation that are prohibited by the Equality Act; and
 Advance equality of opportunity; and
 Foster good relations between people who share a protected characteristic and those who do not.
2. Statement of Principles
This policy outlines the commitment of the staff, pupils and governors of St Mary Redcliffe Primary school to ensure that equality of opportunity is available to all members of the school community. For our school this means not simply treating everybody the same but understanding and tackling the different barriers which could lead to unequal outcomes for different groups of pupils in school, while celebrating and valuing the achievements and strengths of all members of the school community.
These include:
• Pupils
• Staff
• Parents/carers
• The governing body
• Multi-agency staff linked to the school
• Visitors to school
• Students on placement
We believe that equality at our school should permeate all aspects of school life and is the responsibility of every member of the school and wider community. Every member of the school community should feel safe, secure, valued and of equal worth.
At the school, equality is a key principle for treating all people fairly and creating a society in which everyone has the opportunity to fulfil their potential - irrespective of their gender, ethnicity, disability, religion or belief, sexual orientation, age or any other recognised area of discrimination.
To achieve this the school will:
• Treat everyone fairly and with respect
• Foster good relations and promote community cohesion between all members of our school community (for example good parent/carer relations at the school gates)
• Make sure that all pupils are given equal access to opportunities in school
• Analyse assessment information by the protected characteristics (sex, ethnicity, disability) and action any gaps
• Continue to ensure that our curriculum, activities, events, resources and displays reflect and celebrate our diverse school community
• Provide sufficient opportunities within the school’s curriculum to explore and discuss equalities issues
• Monitor bullying and harassment of pupils and staff by race, disability, gender and sexuality
• Give equal access to information for parents / carers
• Make the school environment as accessible as possible to pupils, parents & carers, staff and visitors to the school
• Fulfil our duty in relation to safe guarding children against radicalisation
• Establish effective systems to communicate the school's equality duties
3. School in Context
Please refer to Appendix 2
4. Ethos and Atmosphere
• At St Mary Redcliffe the school, the leadership of the school community will demonstrate mutual respect between all members of the school community
• There is an openness of atmosphere which welcomes everyone to the school
• All within the school community will challenge any type of discriminatory and/or bullying behaviour, e.g. through unwanted attentions (verbal or physical) and unwelcome or offensive remarks or suggestions
• All pupils are encouraged to greet visitors to the school with friendliness and respect
• The displays around the school are of a high quality and reflect diversity across all aspects of equality of opportunity and are frequently monitored
• Provision is made to cater for the spiritual needs of all the children through planning of assemblies, classroom based and externally based activities
5. Policy Development
This policy applies to the whole school community. It has been drawn up as a result of consultations with governors, teaching staff, parents/carers and pupils. We also conduct surveys for parents and staff via our website.
6. Monitoring and Review
St Mary Redcliffe Primary is an inclusive school, working towards greater equality in the whole school community. We use our curriculum and teaching to enhance the self-esteem of all those it serves and to provide a learning environment in which each individual is encouraged to fulfil her or his potential.
We collect and analyse a range of equality information for our pupils/students: including an annual questionnaire for parents/carers, staff and children. This available on our website.
We make regular assessments of pupils’ learning and use this information to track pupils’ progress, as they move through the school. As part of this process, we regularly monitor the performance of different groups, to ensure that all groups of pupils are making the best possible progress. We use this information to adjust future teaching and learning plans, as necessary.
Resources are available to support groups of pupils where the information suggests that progress is not as good as it should be. The governing body receives regular updates on pupil performance information.
School performance information is compared to national data and local authority data, to ensure that pupils are making appropriate progress when compared to all schools, and to schools in similar circumstances.
As well as monitoring pupil performance information, we also regularly monitor a range of other information. This relates to:
• Attendance
• Exclusions
• Racism, disabilism, sexism, homophobia and all forms of bullying and harassment
(reported to the Governing body three times a year)
• Parental/carer involvement
• Participation in Extended Learning Opportunities
• Special Community Events
• Safe guarding children, including radicalisation (WRAP training for staff/governors)
Our monitoring activities enable us to identify any differences in pupil performance and provide specific support as required, including pastoral support. This allows us to take appropriate action to meet the needs of specific groups in order to make necessary improvements.
The School is also committed to providing a working environment free from discrimination, bullying, harassment and victimisation. We recruit an appropriately qualified staff and establish a workforce and governing body that is representative of all sections of the communities we serve.
We collect and analyse a range of profile information for our staff and governors.
Due regard is given to the promotion of equality in the Raising Attainment Plan. The persons responsible for the monitoring and evaluation of the policy and action plan are the Head Teacher and a lead Governor.
Their role is to:
• Lead discussions, organise training, update staff in staff meetings, support discussions
• Work with the governing body on matters relating to equality
• Support evaluation activities that moderate the impact and success of this policy
The school behaviour policy has clear expectations. These include the expectation to show kindness and care and to show respect for people by treating them as we would like to be treated, i.e. be polite, considerate, thoughtful, tolerant and understanding.
7. Development of Best practice
Learning and Teaching
St Mary Primary School aims to provide all pupils with the opportunity to succeed, and to reach the highest level of personal achievement. To do this, teaching and learning will:
• Provide equality of access for all pupils and prepare them for life in a diverse society
• Use materials that reflect a range of cultural backgrounds, without stereotyping
• Use materials to promote a positive image of and attitude towards disability and disabled people
• Promote attitudes and values that will challenge discriminatory behaviour
• Provide opportunities for pupils to appreciate their own culture and religions and celebrate the diversity of other cultures. At the same time recognise the common values between pupils
• Use a range of sensitive teaching strategies when teaching about different cultural and religious traditions
• Develop pupils’ advocacy skills so that they can detect bias, challenge discrimination, leading to justice and equality
• Ensure that the whole curriculum covers issues of equality and diversity
• Ensure all subject leaders' departments, where appropriate, promote and celebrate the contribution of different cultures to the subject matter
• Seek to involve all parents/carers in supporting their child’s education (annual questionnaires are sent to all parents and carers to seek views and promote parental involvement).
• Provide educational visits and extended learning opportunities that involve all pupil groups, which include visits to religious establishments (mosques, Hindu temples, churches etc.)
• Take account of the performance of all pupils when planning for future learning and setting challenging targets
• Make best use of all available resources to support the learning of all groups of pupils
• Identify resources and training that support staff development
• Ensure school assemblies promote the school’s values, tolerance and friendship through learning about Christianity and other faiths.
Learning Environment
There is a consistently high expectation of all pupils regardless of their gender, ethnicity, disability, religion or belief, sexual orientation, age or any other recognised area of discrimination. All pupils are encouraged to improve on their own achievements and not to measure themselves against others. Parents are also encouraged to view their own children’s achievements in this light.
• Teacher enthusiasm is a vital factor in achieving a high level of motivation and good results from all pupils
• Adults in the school will provide good, positive role models in their approach to all issues relating to equality of opportunity
• The school should place a very high priority on the provision for special educational needs and disability
• We will meet all pupils’ learning needs including the more able by carefully assessed and administered programmes of work
• The school must provide an environment in which all pupils have equal access to all facilities and resources
• All pupils are encouraged to be actively involved in their own learning
• A range of teaching methods are to be used throughout the school to ensure that effective learning takes place at all stages for all pupils
• Consideration will be given to the physical learning environment – both internal and external, including displays and signage
Curriculum
At St Mary Redcliffe Primary School, we aim to ensure that:
• Planning reflects our commitment to equality in all subject areas and cross curricular themes promoting positive attitudes to equality and diversity
• Pupils will have opportunities to explore concepts and issues relating to identity and equality
• Steps are taken to ensure that all pupils have access to the mainstream curriculum by taking into account their cultural, backgrounds, linguistic needs and learning styles
• Our curriculum continually tailors and provides a wide level of understanding to meet the needs of all pupils, foster good relations and promote community cohesion
Resources and Materials
The provision of good quality resources and materials within the school is a high priority. These resources should:
• Reflect the reality of an ethnically, culturally and sexually diverse society
• Reflect a variety of viewpoints
• Show positive images of males and females in society
• Include non-stereotypical images of all groups in a global context
• Be accessible to all members of the school community
Language
We recognise that it is important that all members of the school community use appropriate language which:
• Does not transmit or confirm stereotypes
• Does not offend
• Creates and enhances positive images of particular groups identified at the beginning of this document
• Creates the conditions for all people to develop their self esteem
• Uses accurate language in referring to particular groups or individuals and challenges/advises in instances where this is not the case
Extended Learning Opportunities
It is the policy of this school to provide equal access to all activities from an early age.
We undertake responsibility for making contributions to extended learning opportunities and are aware of the school’s commitment to equality of opportunity (e.g. external providers such as football coaches) by providing them with written guidelines drawn from this policy.
We try to ensure that all such non staff members who have contact with children adhere to these guidelines.
Provision for Bi-lingual Pupils
We undertake at the school to make appropriate provision for all EAL/bi-lingual children/groups to ensure access to the whole curriculum. These groups may include:
• Pupils for whom English is an additional language
• Pupils who are new to the United Kingdom
• Gypsy, Roma and Traveller Children
• Advanced bi-lingual learners
• Use first language effectively for learning
The school will endeavour to publish information in other relevant languages, including via the school’s website.
Personal Development and Pastoral Guidance
• Staff takes account of gender, ethnicity, disability, religion or belief, sexual orientation, age or any other recognised area of discrimination and the experience and needs of particular groups such as Gypsy, Roma and Traveller, refugee and asylum seeker pupils
• All pupils are encouraged to explore their full potential with no discriminatory boundaries and explore all ideas for future life opportunities.
• All pupils/staff/parents/carers are given support, as appropriate, when they experience discrimination
• We recognise that perpetrators may also be victims and require support.
• Positive role models are used throughout the school to ensure that different groups of pupils can see themselves reflected in the school community
• Emphasis is placed on the value that diversity brings to the school community rather than the challenges.
• Common values are recognised to promote community cohesion.
Staffing and Staff Development
St Mary Redcliffe Primary School recognises the need for positive role models and distribution of responsibility among staff.
• This must include pupils' access to a balance of male and female staff at all key stages where possible
• We encourage the career development and aspirations of all school staff
• It is our policy to provide staff with training and development, which will increase awareness of the needs of different groups of pupils
• Access to opportunities for professional development is monitored on equality grounds
Staff Recruitment and Selection
• All those involved in recruitment and selection are trained and aware of what they should do to avoid discrimination and ensure equality good practice through the recruitment and selection process
• Equalities policies and practices are covered in all staff inductions
• All temporary staff are made aware of policies and practices
• Employment policy and procedures are reviewed regularly to check conformity with legislation and impact
Note:
Under the Equality Act 2010, in very limited circumstances, an employer can claim that a certain religious denomination or belief is considered to be a genuine occupational requirement of that role. An aided school may be able to rely on this for some roles in school, particularly those roles that provide spiritual leadership. However this would not apply for all staff in school.
In addition, there are also instances in which a job will qualify for a genuine occupational requirement on the grounds of gender. However, only in very few instances would this be permissible, for example, where the job is likely to involve physical contact with members of the opposite sex, where matters of decency or privacy are involved.
Partnerships with Parents/Carers/Families and the Wider Community
St Mary Redcliffe Primary School will work with parents/carers to help all pupils to achieve their potential.
• All parents/carers are encouraged to participate in the full life of the school.
• The Governing Body is striving towards recruiting representatives from the staff, local community and the church.
• Members of the local community are encouraged to join in school activities
• Exploring the possibility of the school having a role to play in supporting new and settled communities in the local area.
Advancing Equality of Opportunity
St Mary Redcliffe Primary School is committed to equality of opportunity for all its pupils and staff. Careful data is kept regarding the progress of pupils. Specific groups of children are analysed prior to attainment at Key Stage 1, e.g. girls and boys, those with Special Educational needs and disabilities, those entitled to free schools meals, those with English as an additional language, those from communities who attend school. Action is taken through the allocation of resources and through lesson planning to ensure the school does its utmost to ensure children from all groups are able to reach their potential.
The school runs a variety of after school activity clubs. Records are kept of those who participate and efforts are made to ensure participation by children of all backgrounds. The school also runs a breakfast club and provides details of the local after-school ‘Moose’ club to support the lifestyles of all families.
The school has appointed a member of staff (Helen Loosely) with specific responsibility to welcome new arrivals to the school, especially if English is not their first language.
8. Roles and Responsibilities
• Our governing body will ensure that the school complies with statutory requirements in respect of this policy and action plan
• The head teacher is responsible for the implementation of this policy, and will ensure that staff are aware of their responsibilities, that they are given necessary training and support and report progress to the governing body
• The head teacher has day-to-day responsibility for co-ordinating the implementation of this policy
• Our staff will promote an inclusive and collaborative ethos in the school, challenge inappropriate language and behaviour, respond appropriately to incidents of discrimination and harassment, ensure appropriate support for children with additional needs and maintain a good level of awareness of equalities issues
• All members of the school community have a responsibility to treat each other with respect, to feel valued, and to speak out if they witness or are subject to any inappropriate language or behaviour
• We will take steps to ensure all visitors to the school adhere to our commitment to equality
9. Commissioning and Procurement
St Mary Redcliffe Primary School will aspire to buy services from organisations that comply with equality legislation. This will be a significant fact in the tendering process. We will also purchase Fair Trade and ethically produced products where possible.
10. Evaluating this Policy
This policy will be evaluated and monitored for its impact on pupils, staff, parents and carers from the different groups that make up our school. An impact assessment, using the school’s Equalities Action Plan will to be undertaken at the appropriate time within a given timescale.
11. Publicising the Policy and Action Plan
This policy is a public document that should be made available to any interested stakeholder and should be publicised. The policy will be available on the school’s website.
12. Annual Review of Progress
St Mary Redcliffe Primary School is legally required to report annually on progress and performance in respect of our policy covering ethnicity, disability and gender and to report annually on progress to improve access for disabled pupils, including access to the curriculum, physical access and access to information. Taking this single equality approach, we will incorporate all requirements into one annual report which meets the requirements of the new legislation and which will formulate the basis for the annual action plan (made available on our website).
13. Equality Impact Analysis
Relating to any major changes in the school.
Undertaking equality impact analysis (EIAs) is similar to undertaking health and safety risk assessments. It involves predicting and assessing what the implications of a policy, function or strategy will be on a wide range of people. EIAs are a way in which we can analyse all of our work (this could be a policy, procedure, project, strategy or service) to ensure it meets the needs of all our service users and that no group (in relation to ethnicity, disability, gender, age, religion and belief, and sexual orientation) is disadvantaged or cannot access our services.
On an annual basis the Equalities team will meet with the Senior Leadership Team to discuss the equalities implications for the RAP.
http://www.stmaryredcliffeprimary.co.uk/
Appendix 1
Raising Achievement Plan (RAP)
For 2015/6 we have developed a Raising Achievement Plan. The full plan is available on our website and focuses on four key areas of progress. Within the Equalities element we have identified the following targets.
2015-2016 Equality Objectives in St Mary Redcliffe Primary School's Raising Achievement Plan:
To close gaps for disadvantaged pupils
By:
• analysing attainment of all identified groups in each year group each term (x6)
• Providing targeted intervention for identified pupils
• Providing bespoke support for teachers from EMAS service
• Supporting parents / carers to access support in school
To promote the Equalities agenda
By:
• Developing staff awareness and confidence to discuss and challenge Equalities issues including, as an initial priority, LGBT issues
• Enabling staff to safe guard children, including radicalisation.
Appendix 2
At the time of writing this policy the school context was as follows:
• The school is larger than the average primary school with 449 pupils compared to the national average of 269
• The percentage of pupils eligible for free school meals (FSM) is 29.3% which is above the national average of 26%. Pupils are now classed as FSM if they have been eligible for and claiming FSM at any time in the last six years.
• The percentage of pupils from minority ethnic groups is 46% which is higher than the national average of 30.7%
• The percentage of pupils whose first language is not English is 25.9% which is higher than the national average of 19.5%
• The percentage of pupils with Special Educational Needs (SEN) support is 11.1% which is lower than the national average of 13%
• The percentage of pupils with an EHC plan or with a statement is 1.3% which is in line with the national average of 1.4%
• The school deprivation indicator is 0.32 which is above the national average of 0.24
Windmill Hill Ward and Redcliffe selected statistics
• Key Stage Four Passes (5 GCSE’s A-C, including Maths & English) 2014 – 55%. Bristol average 55%
• % Children in low income families 19%. Bristol average 22.6%. (Does not include Redcliffe)
• % Respondents who agree people from different backgrounds get on well together 73%.
Bristol average 61%.
• Black and Minority Ethnic population 13.9%. Bristol average 16%.
• Redcliffe South (part of the Lawrence Hill ward but includes significant St Mary Redcliffe Primary intake) is in the top 10% most deprived areas in England for Multiple Deprivation along with Marksbury Road.
(Deprivation in Bristol Report 2015, Bristol City Council Population Report 2015

 

Click CEOP - Internet Security
Top