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Equality at Risley Lower Grammar CE (VC) Primary School

Having regard for equality

Risley School has regard for equality issues because equality is part of the school’s ethos as well as a legal duty. All public authorities must conform to the Equality Act 2010, particularly the general duty and the specific duties towards individuals and groups with protected characteristics.

General Equality Duty

Public authorities must:

·         eliminate discrimination, harassment and victimisation;

·         advance equality of opportunity and

·         foster good relations between groups.

Specific Duties

Public authorities will:

·         publish relevant proportionate information showing compliance with the general equality duty.

·         Set equality objectives and review them by April 2016 at the latest; then every four years after that.

Groups with Protected Characteristics

The equality duties are to be applied to individuals from groups with the following protected characteristics.

·         Age (for employees only)

·         Disability

·         Race

·         Gender

·         Gender reassignment

·         Pregnancy and maternity

·         Religion or belief

·         Sexual orientation

Our Response

Risley School is a small school that currently serves 135 children aged 4 to 11. The vast majority of children (93%) are of a White British heritage and the gender mix is 70:65 (boys:girls). Nearly all children at the school have English as their first language. There are children with disabilities registered with us. We have six children currently on the disability and special educational needs register.

The Risley School has made “reasonable adjustments” to the day to day running of the school, such as changing class structure to ensure children with particular needs can access specific accommodation. Where we are unclear about what how definitions of protected characteristics apply to individual cases and what adjustments may be needed - we will seek external advice.

Within school we carefully track and analyse the attainment and progress of every child and of different groups. To support our work on improving outcomes for children from different groupings we specifically hold data on:

1.    The composition of each year group by disability, ethnicity, gender and proficiency in English as a first language.

2.    The types of disability and special educational needs of children at the school.

3.    The academic and behavioural outcomes for children based on their heritage, gender, disability, proficiency with English and special educational needs.

This data is used to identify likely needs, training, resourcing, curriculum adaptations and the possible impact of any new policies or measures on specific groups of children. Data is also used in the setting, monitoring and success of work connected with our equality objective.

There are incidents of unacceptable behaviour and during the investigation of these incidents we are mindful of equality and prejudice. How we respond to behaviour and prejudice are recorded in our behaviour policy.

The governing body consults with the children and the parents on a wide range of issues including equalities directly through attendance at school council, interviews and questionnaires. They also consult with local groups and organisations, including the local authority, on equality.

Within school the head teacher is responsible for ensuring due regard is given to equality within all that the school does. Within the governing body the chair of governors has a monitoring role for equality.

Equality Objectives

Objective One – narrowing the gap in attainment

Nationally children with identified special educational needs do not attain as highly as children without identified needs. Having an identified special educational need does not automatically mean lower attainment because the additional resources that are deployed as a result of the identification of need can raise attainment to the level of other children.

Attainment data for Risley School shows that children with identified needs also attain less well that other children. Our first objective is to narrow and remove that attainment gap.

The head teacher is responsible for this objective. He works with the school’s special educational needs coordinator to ensure that the needs of the children are identified and prioritised. Then appropriate resources are made available to the class teachers to deliver specific work to individual children. These needs, resources and actions are recorded in an individual education plan for each child with identified needs.

We will know that we are successful when the attainment gap between those children with identified needs and those without is narrowed and removed. Due to the small number of children with identified needs judgement on this process will be over a five year period to July 2020 and be measured by average points score (APS).

The school employs 77 hours per school week of teaching assistant time to support children with identified needs directly or indirectly. This costs the school £47 000 a year which is 10% of the whole school budget.

Objective Two – narrowing the gap in participation

We provide different after school activities and there is a noticeable difference in the gender proportions in different activities – football is mainly male and choir is mainly female. Through better general publicity and the use of staff as role models we want to improve the gender mix in our after school sport and cultural activities.

The head teacher is responsible for this objective and the judgement will be based on analysis of take up rates leading up to July 2020.

Objective Three – fostering good relations

The school has made a start improving the use of images, curriculum, visits and visitors to promote good relations between the school community and groups with protected characteristics.

The head teacher is responsible for reviewing and improving the programme of experiences children participate in so they continue to increase their understanding of who they are and the importance of “love thy neighbour”.

The judgement for this objective will be made by the curriculum committee based on their discussions with children and families about their views about their own identity and their views on others particularly people with protected characteristics.

Again this target will run until July 2020.

Review of Policy

This policy will be reviewed by the full governing body at the end of each academic year so that governor visits can be arranged to monitor progress.

New objectives will need to be set by April 2020.

Agreement

This amended policy and objectives were adopted by the governing body on Tuesday 21st March 2017. (minute number 1617-44)

We have an accessibilty plan:

Accessibility Plan 2016