Public Sector Equality Duty
The Equality Act 2010 requires schools to publish information that demonstrates that we have due regard for the need to:
- Eliminate unlawful discrimination, harassment, victimisation and any other conduct prohibited by the Equality Act 2010
- Advance equality of opportunity between people who share a protected characteristic and people who do not share it
- Foster good relations between people who share a protected characteristic and people who do not share it.
At Thanet Primary School we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school, irrespective of race, gender, disability, religion or belief, or socio-economic background. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and able to participate fully in school life.
The achievement of pupils will be monitored by race, gender and disability and we will use this data to support pupils, raise standards and ensure inclusive teaching. We will tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all.
At Thanet Primary School, we believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here.
In order to ensure that all pupils are protected from discrimination, the school collects information on protected characteristics (see policy) as well as the following groups of pupils:
- Pupils eligible for Free School Meals (FSM)
- Pupils with Special Educational Needs (SEN)
- Disadvantaged group
- Pupils with English as an Additional Language (EAL)
- Young carers
- Looked after children
Embedding equality into policy and practice
As well as the specific actions set out beneath this plan, the school operates equality of opportunity in its day to day practice in the following ways.
Teaching and learning:
We aim to provide all our pupils with the opportunity to succeed, and to reach the highest level of personal achievement.
To do this, we will:
- Use contextual data to improve the ways in which we provide support to individuals and groups of pupils
- Monitor achievement data by ethnicity, gender and disability and action any gaps
- Take account of the achievement of all pupils when planning for future learning and setting challenging targets
- Ensure equality of access for all pupils and prepare them for life in a diverse society
- Use materials that reflect the diversity of the school, population and local community in terms of race, gender and disability, without stereotyping;
- Promote attitudes and values that will challenge racist and other discriminatory behaviour or prejudice
- Provide opportunities for pupils to appreciate their own culture and celebrate the diversity of other cultures
- Seek to involve all parents in supporting their child’s education
- Encouraging classroom and staffroom discussion of equality issues which reflect on social stereotypes, expectations and the impact on learning
- Including teaching and classroom-based approaches appropriate for the whole school population, which are inclusive and reflective of our pupils
Admissions and exclusions
Our admissions arrangements are as defined by the LA and are fair and transparent, and do not discriminate on race, gender, disability or socio-economic factors. Exclusions will always be based on the school’s Behaviour Policy. We will closely monitor exclusions to avoid any potential adverse impact and ensure any discrepancies are identified and dealt with.
Engaging all pupils, staff, parents and local community
• To ensure that all pupils have a voice through the school council and other forums and that they are given positions of responsibility within each yearly cycle
• To ensure that all forms and information etc. is available in a range of formats.
Behaviour and Exclusions
• To continue to differentiate and monitor the Behaviour Policy with reasonable adjustments for all pupils taking into account the individual needs and circumstances.
• To liaise with external agencies and ensure effective provision is in place.
Data collection, monitoring and assessment
• To continue to track and analyse the performance of all children throughout the school.
• To set appropriately challenging and aspirational targets with a clear understanding of children’s different needs and starting points.
• To ensure the best possible progress for all pupils.
• To develop plans and policy to reflect the needs of children within the school
Emergency and evacuation systems set up to inform ALL pupils
• To ensure alarm systems have a visual element and/or actions are in place to support hearing impaired pupils, when and where appropriate.
• To ensure appropriate and adequate training has been given to all staff when supporting pupils with additional needs and disabilities.
Employing, promoting and training staff
• To continue to provide reasonable adjustments for all staff.
• To offer support and advice through access to Occupational Health and counselling services AB RW SC SG 11
• To ensure training reflects safer recruitment guidelines
Lunchtime or after school clubs and trips
• To ensure that all pupils, parents/carers or staff can participate in activities.
• To ensure activities are inclusive and are available to all pupils
Medical and personal care needs
• To consult with pupils and their parents to ensure the best possible care. • To complete medical plans reflecting the needs of pupils who require additional support
• To offer support and advice through access to Occupational Health
• To continue to provide induction and timely support to pupils, parents and staff.
• To enquire at admission or transition if pupils have additional needs.
• To develop bespoke transition packages to meet the needs of all pupils
• To support new starters with integration and social interaction
Single Equity Scheme 2018-2021:
This policy is reviewed annually, however the equality objectives below are updated every four years.