Article 2: The Convention applies to every child whatever their ethnicity, gender, religion, abilities, whatever they think or say, no matter what family they come from.
Article 14: Every child has the right to think and believe what they want and also to practise their religion, as long as they are not stopping other people from enjoying their rights. Governments must respect the rights of parents to give their children guidance about this right.
Article 23: A child with a disability has the right to live a full and decent life in conditions that promote dignity, independence and an active role in the community. Governments must do all they can to provide free care and assistance to children with disability.
St Michael’s Easthampstead Primary School Single Equality Plan
The Equality Act 2010’s Public Sector Equality Duty came into force in April 2011 and has three aims under the general duty for Schools. To have due regard of the need to:
- Eliminate unlawful discrimination, harassment, victimisation and other conduct prohibited by the Act: by removing or minimising disadvantages suffered by people due to their protected characteristics.
- Advance equality of opportunity between persons who share a relevant protected characteristic and those who do not.
- Foster good relations between those with a relevant protected characteristic and those who do not.
The specific duties that are required to demonstrate compliance with the equality duties are:
- To publish equality information by April 2012 and then annually.
- To publish equality objectives by April 2012 and then at least every four years.
Our school has considered how well we currently achieve these aims with regard to the protected equality groups. Using the information we have gathered we have decided upon our equality objectives. Our plan to meet these objectives will be monitored annually.
In compiling this equality information we have:
- Reviewed the schools equality data, policies and practice and identified gaps.
- Examined how our school engages with the protected groups, identifying where practice could be improved.
The outcomes are published within our Single Equality Plan. The Plan has been agreed by our Governing Body. In line with legislative requirements, we will review progress against our Equality Plan annually and review the entire plan and accompanying action plan on a four year cycle.
St Michael’s Easthampstead Voluntary Aided Primary School Single Equality Plan
|Equality Strand||Action||How will the impact of the action be monitored?||Who is responsible for implementing?||What are the time frames?||Early success indicators|
|All||Publish and promote the Equality Plan through the school website, newsletter and staff meetings.||Question about parent awareness of Equality Plan in annual survey.||Headteacher and Equality Governor.||Immediately after Equality Plan is agreed by governing body.||Staff are familiar with the principles of the Equality Plan and use them when planning lessons, creating classroom displays|
Parents are aware of the Equality Plan.
|All||Monitoring and analysis of pupil achievement by race, gender, EAL, LAC status, SEN and disability.||Achievement data analysed by race, gender and disability.||Headteacher and Equality Governor.||Annually in Sept.||Analysis of teacher assessments/annual data demonstrates the gap is narrowing for equality groups.|
|All||Ensure that displays in classrooms and corridors promote diversity in terms of race, gender and ethnicity.||Increase in pupil awareness of diversity in school, the wider community and world– monitor through PSHE.||Headteacher||Ongoing||More diversity reflected in school displays across all year groups.|
|All||Ensure that children eligible for free school meals and the pupil premium benefit from the additional funding relating to their status.|
Also ensuring, where possible, that all external extra-curricular activity providers, who normally charge a fee to pupils for participation are requested to consider offering one or more places, free of charge, to children who are eligible for Free School Meals/Pupil Premium
|By tracking the spending of the pupil premium||Bursar and Headteacher||Annually in April||Ensuring that children eligible for the pupil premium are benefitting from the funding in terms of academic progress, access to the curriculum, extra-curricular activities and educational visits.|
|All pupils||To provide appropriate support to the children living in homes where there is only one parent living at home and/or to children from separated families. As the school is aware that some children in such circumstances experience difficulty academically and/or emotionally and the school wishes to do all that it reasonably can to help these children||The school will endeavour to establish, by requesting the information from parents/carers, which children are living in single parent or separated families||Headteacher||Annually in April||Children identified who fall within the classification are given appropriate support and make good progress academically and are able to speak to a teacher, LSA or the FSA, about their problems and be provided with appropriate support.|
|All||Track and monitor academic progress (achievement and attainment) of children who are persistently late and those with average attendance below 90%.||Academic progress will be monitored via Pupil Tracker software. Social progress will be monitored anecdotally by reviewing with the class teacher and support staff||Equality Governor||Annually in December||Early success indicators will be that these children’s attendance & punctuality improves leading to an improvement in their progress (achievement and attainment).|
|All||To provide appropriate support for children with mental health issues and young carers. Also to provide support for parents and siblings of pupils in this this group.||Requesting and receiving information from parents. Discussions and information from staff and children.||Headteacher||Annually in April||Children identified who fall within the classification are given appropriate support and make good emotional, social and academic progress. Access to speak to members of staff.|
Roles and Responsibilities
A named governor will take the lead; the governors as a whole are responsible for:
- Making sure the school complies with the relevant equality legislation
- Monitoring progress towards the equality objectives and reporting annually.
The Headteacher will:
- Implement the school’s stated equality objectives
- Ensure the equality objectives and access plans are written, and that they are readily available to governors, staff, pupils and parents
- Ensure all staff know their responsibilities and receive training and support in carrying these out
- Take appropriate action in cases of harassment and discrimination, including prejudice-related incidents
- Enable reasonable adjustments to be made in relation to disability in regard to students, staff, parents/carers and visitors to the school.
All staff within the school will:
- Advance equality in their work
- Foster good relations between groups and deal with prejudice-related incidents
- Be able to recognise and tackle bias and stereotyping
- Take up training and learning opportunities.
- (Visitors and contractors are also responsible for following relevant school policies)
Protected characteristics: definitions
Where this is referred to, it refers to a person belonging to a particular age (e.g. 32 year olds) or range of ages (e.g. 18-30 year olds).
A person has a disability if s/he has a physical or mental impairment which has a substantial and long-term adverse effect on that person’s ability to carry out normal day-to-day activities.
The process of transitioning from one gender to another.
Further guidance www.gires.org.uk/mglossary.php
Marriage and civil partnership
Marriage is defined as a ‘union between a man and a woman’. Same-sex couples can have their relationships legally recognised as ‘civil partnerships’. Civil partners must be treated the same as married couples on a wide range of legal matters.
Pregnancy and maternity
Pregnancy is the condition of being pregnant or expecting a baby. Maternity refers to the period after the birth and is linked to maternity leave in the employment context. In the non-work context, protection against maternity discrimination is for 26 weeks after giving birth and this includes treating a woman unfavourably because she is breastfeeding.
Refers to the protected characteristics of Race. It refers to a group of people defined by their race, colour and nationality (including citizenship), ethnic or national origins.
Religion and belief
Religion has the meaning usually given to it but belief includes religious and philosophical beliefs including lack of belief (e.g. Atheism). Generally, a belief should affect your life choices or the way you live it to be included in the definition.
Sex: A man or a woman.
Sexual orientation whether a person’s sexual attraction is towards their own sex, the opposite sex or to both sexes.
Equal Opportunities Policy
Gender Equality Policy