Public Sector Equality Duty

Our school is committed to equality both as an employer and a service-provider:

 

  • We try to ensure that everyone is treated fairly and with respect.
  • We want to make sure that our school is a safe, secure and stimulating place for everyone.
  • We recognise that people have different needs, and we understand that treating people equally does not always involve treating them all exactly the same.
  • We recognise that for some pupils extra support is needed to help them to achieve and be successful.
  • We try to make sure that people from different groups are consulted and involved in our decisions, for example through talking to pupils and parents/carers, and through our School Council.
  • We aim to make sure that no-one experiences harassment, less favourable treatment or discrimination because of their age; any disability they may have; their ethnicity, colour or national origin; their gender; their gender identity or reassignment; their marital or civil partnership status; being pregnant or having recently had a baby; their religion or beliefs; their sexual identity and orientation.

 

We welcome our general duty under the Equality Act 2010 to eliminate discrimination, to advance equality of opportunity and to foster good relations, and our specific duties to publish information every year about our school population; to explain how we have due regard for equality; and to publish equality objectives which show how we plan to tackle particular inequalities, and reduce or remove them.

We welcome the emphasis in the Ofsted Common inspection framework on the importance of narrowing gaps in achievement which affect, amongst others:

 

  • pupils from certain cultural and ethnic backgrounds
  • pupils who belong to low-income households and pupils known to be eligible for free school meals
  • pupils who are disabled
  • pupils who have special educational needs
  • boys in certain subjects, and girls in certain other subjects.

 

The Equality Act 2010 requires us 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.

 

Part 1: Information about the pupil population

Number of pupils on roll at the school: Funded by the EFA for 95 with additional places funded by local authorities. Currently there are 113 on roll.

 

Information on pupils by protected characteristics

The Equality Act protects people from discrimination on the basis of ‘protected characteristics’. Every person has several of the protected characteristics, so the Act protects everyone against unfair treatment.

 

 

Disability The Equality Act defines disability as when a person 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

 

Number of pupils with disabilities: 113

There are pupils at our school with different types of disabilities and these include:

 

Pupil Special Educational Needs (SEN) Provision

Number of pupils  Percentage (%) of school population
No Special Education Need 0
School Action or Early Years Action 0
School Action Plus or Early Years 0
Action Plus 0
Statemented 100%

 

Ethnicity and Race

  Boys Girls Total
White Heritage 82 28 110
Traveller 3 113

Gender

Boys 85
Girls 28

Religion and Belief

%
Christian 65
Buddhist
Hindu
Jewish
Muslim 2
Sikh
None 33

 

Gender identity or reassignment

 

There are no pupils in this category.

 

Sexual orientation

There are non known.

Information on other groups of pupils

 

Ofsted inspections look at how schools help “all pupils to make progress, including those whose needs, dispositions, aptitudes or circumstances require additional support.”

In addition to pupils/students with protected characteristics, we wish to provide further information on the following groups of pupils:

 

 

Pupil with English as an additional language (EAL)

 

Boys Girls Total %
Number of pupils who speak English as an additional language 4 4 3.5
Number of pupils who are at an early stage of English language acquisition 4 4 3.5

Pupils from Low Income Backgrounds

Boys Girls Total %
Number of pupils eligible for free school meals 29 9 38 34

Children Looked After

Boys Girls Total
1 1

Young Carers

N/A

 

Other Vulnerable Groups

N/A

 

 

Part 2: Our main equality challenges

 

This is a summary of the issues that we are most concerned about.

We are already developing strategies and interventions to tackle some of these concerns.

For some of these issues we have also set and published equality objectives. Details of these are in Part 6 of this document.

We are also aware of the need to develop pupils/students independence skills throughout the curriculum to ensure all our leavers can access their home community with skills that promote personal safety, life, living /social skills and awareness. Including supporting our FSM pupils with additional Speech & Language, Reading and numeracy support. 

We are aware of the changing complex needs of our younger pupils entering the school and continuing to develop strategies and interventions to support them through school.

This includes changing skills of staff due to the reduction in our PMLD/MSI pupils over time.

 

Our care guidance and support for all pupils/students is outstanding. We monitor pupils individually on a daily basis to ensure their safety and to keep them from harm, including bullying and possible extremism of all kinds. We know that the SEN and immature nature of pupils makes them extremely vulnerable and we seek ways to facilitate their independence and autonomy at all times.

 

We are very aware that our pupils/students do not always understand the term bullying and the difference between play and bullying.  We will continue to address this through the curriculum and other occasions as necessary.

 

We are very concerned about a small number of pupils with extreme levels of challenging behaviour, we work closely with Educational Psychology, LD CAMHS, Parents and other agencies to ensure their educational progress.

Our community do not always understand the SEN issues of the pupils/students and we will continue to work with them to help them understand the complexities and needs and the strategies and interventions that make a difference.

 

 

Part 3: How we have due regard for equality

 

The information provided here aims to show that we give careful consideration to equality issues in everything that we do.

 

Schools are required to have due regard to the need to eliminate discrimination, harassment and victimisation and other conduct that is prohibited by the Equality Act 2010.

The information below is a summary of how we are aware of this particular requirement and how we respond to it. Please contact us if you would like to see copies of any of our school policies.

We are aware of the requirements of the Equality Act 2010 that it is unlawful to discriminate, treat some people less fairly or put them at a disadvantage.·         We try to keep an accurate record, when possible and appropriate, of the protected characteristics of our pupils.

·         We have a school behaviour support policy that records all incidents of behaviour that does not comply with our policies. We rigorously monitor and keep parents informed.

·         We deal promptly and effectively with all incidents and complaints of bullying and harassment that may include cyber-bullying and prejudice-based bullying related to disability or special educational need, ethnicity and race, gender, gender reassignment, pregnancy or maternity, religion and belief and sexual orientation. We keep a record of all such incidents and notify those affected of what action we have taken.

·         We have a special educational needs policy and SEN Information Report that outlines the provision the school makes for pupils with special educational needs.

·         We have an accessibility plan that sets out the steps we will take to make the school accessible to all pupils.

·         Our admissions are by working closely with Local Authorities for admitting pupils with Statements

·         Our complaints procedure sets out how we deal with any complaints relating to the school.

·         We aim to observe and implement the principles of equal opportunities and non-discrimination in our employment practices.

·         We have procedures for addressing staff discipline, conduct and grievances.

·         We have a staff code of conduct that is published in the staff handbook

 

 

 

Under the Equality Act 2010, we are also required to have due regard to the need to advance equality of opportunity and foster good relations. This includes steps we are taking to tackle disadvantages and meet the needs of particular individuals and groups of pupils.

 

Disability

We are committed to working for the equality of people with and without disabilities.

Summary information (including data on gaps in attainment, inequalities that need to be addressed and relations between different groups of pupils)

 

All pupils have a Statement of SEN/Education Health Care Plan and are working below their chronological age. However pupils at The Russett School make good and outstanding progress from their starting points. Most pupils take external accreditation at 14-19. Pupils are tracked individually and support and intervention are focused on need and changing needs.At The Russett, we are committed to ensuring equality of education and opportunity for disabled pupils, staff and all those receiving services from the school/Trust. We aim to develop a culture of inclusion and diversity in which people feel free to disclose their disability and to participate fully in school life and the wider community. The achievement of disabled pupils and students will be monitored and we will use this data to raise standards and ensure inclusive teaching. We will make reasonable adjustments to make sure that the school environment is as accessible as possible. At The Russett School, we believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach, work and visit us.

 

 

 

 

How we advance equality of opportunity:

We support disabled learners and staff by meeting their individual needs.

·         We take steps (reasonable adjustments) to ensure that disabled pupils/students are not put at a disadvantage.

·         We involve disabled learners, their families and disabled staff in the changes and improvements we make and consult them on issues affecting them, rather than relying on people acting on their behalf.

·         We carry out accessibility planning that increases the extent to which they can participate in the curriculum, improves the physical environment of the school and increases the availability of accessible information.

·         We work closely with medical professionals, physiotherapists and families and provide individual programmes to help learners understand their disability and overcome barriers to their learning’ or something to that effect.

How we foster good relations and promote community cohesion:

The school promotes the spiritual, moral, social and cultural development including British Valves of all pupils/students.·         We are developing a curriculum that supports all pupils to understand, respect and value difference and diversity, through regular access of the community to develop a wider understanding of how our pupils fit into the community and tolerating other people’s difference.

·         We enable all pupils to learn about the experiences of disabled people and the discriminatory attitudes they often experience.

·         We celebrate the lives of disabled people and promote equality.

·         We ensure that the curriculum has positive images of disabled people.

·         We tackle prejudice and any incidents of bullying based on disability.

What has been the impact of our activities? What do we plan to do next?

The Russett School is a safe and caring community. Our cohorts of pupils/students is changing and is becoming more complex.·         We strive to ensure all pupils whatever their SEN make outstanding progress and the majority move onto to further education and some into part time employment.

·         All our leavers enter the next phase of the learning with a range of externally accredited coursework and certificates.

 

 

Ethnicity and race (including EAL learners)

We are committed to working for the equality of all ethnic groups.

Summary information (including performance against national and local benchmarks, data on gaps in attainment, inequalities that need to be addressed and relations between different groups of pupils)

How we work with our parents/carers.

·         All parents and families are consulted on an individual basis through the Home school diary, telephone calls, meetings, Annual Review and as and when required. Our Family liaison Worker is an excellent link/contact between parents/carers, school and external agencies.

How we advance equality of opportunity:

We monitor the attainment and progress of all our pupils by ethnicity.

·         We set targets to improve the attainment and progression rates of particular pupils who we identify as needing additional support or intervention.

·         We identify and address barriers to the participation of particular groups or individuals in learning and other activities.

·         We involve parents, carers and families in strategies and interventions to improve outcomes.

·         We link with groups, organisations and projects in the local community.

How we foster good relations and promote community cohesion:

The school promotes the spiritual, moral, social and cultural development and British Values of all pupils through an enriched curriculum and a celebration of all festivals in assemblies and through a well-planne PHSE programme·         We are developing a curriculum that supports all pupils to understand, respect and value difference and diversity.

·         We provide all pupils with opportunities to learn about the experiences and achievements of different communities and cultures.

·         We ensure that the curriculum challenges racism and stereotypes.

·         We organise celebrations and special events for all our community to take part in.

·         We take part in events such as Gypsy Roma Traveller History Month, Black History Month, Charity Events and FairTrade Fortnight.

·         The curriculum is supported by resources that provide positive images that reflect the diverse communities of modern Britain.

·         The school tackles bullying or harassment on the basis of race, ethnicity and culture and keeps records of all incidents and takes the appropriate action.

 

What has been the impact of our activities? What do we plan to do next?

Our enriched curriculum has provided opportunities for all pupils to enjoy the experiences of working and living in a diverse community.·         Ensure that all the curriculum areas make the best possible use of what is on offer from a cultural and ethnic prospective.

·         To continue to promote collaboration between the different groups and celebrate difference

Gender

We are committed to working for the equality of women and men.

Summary information (including performance against national and local benchmarks, data on gaps in attainment, inequalities that need to be addressed and relations between different groups of pupils)

Each pupils/students performance is tracked individually and any pupil/student that is identified as underachieving will be subject to intervention and strategies known to all teachers who will then track the progress over a period of time. Specific activities

How we advance equality of opportunity:

·         We are identifying and addressing barriers to the participation of boys and girls in activities.

·         We ensure that gender stereotypes in subject, careers advice and work experience are avoided.

·         We ensure that young people have access to information about different sector workplaces and occupations to challenge outdated images and ideas about careers and employment.

·         We work in partnership with other organisations, to develop innovative and inventive ways of tackling gender segregation.

·         Parents, carers and families are given opportunities to contribute.

·         Both male and female parents and carers are encouraged to be involved in the work of the school and contribute to their children’s learning and progress.

How we foster good relations and promote community cohesion:

We ensure we respond to any sexist bullying or sexual harassment in line with the school policies.·         We encourage pupils to develop an understanding of the experiences of different genders in society and challenge sexism and negative stereotypes.

·         Ensuring the inclusion of positive, non-stereotypical images of women and men, girls and boys across the curriculum.

 

What has been the impact of our activities? What do we plan to do next?

An increase in male members of staff, which is providing a positive non stereotypical images of women and men in the workplace.Opportunities for off site visits and work experience placements.

 

Gender identity or reassignment

We are committed to ensuring that pupils/studets and staff who are proposing to undergo, are undergoing or have undergone a process to reassign their sex, are protected from discrimination and harassment.

Summary information (including data on gaps in attainment, inequalities that need to be addressed and relations between different groups of pupils)

We have not known to have had a pupil/student who has been known to us with gender issues however we would be prepared to support a pupil with any gender issues including reassignment.·         We would identify the challenges and seek help to address them by taking professional advice and putting in place support.

·         We would track the individual pupil through a process to ensure that such pupils/students/staff do not experience unfair or less favourable treatment.

·         We would work with families to provide support with transgender children

How we advance equality of opportunity:

We have taken steps to ensure that staff understand the nature of gender variance, its biological influences and how it differs from sexual orientation.

·         We recognise that all gender variant pupil/student should be supported and protected whether or not they undertake transition.

·         We understand that transgender pupils/students who are entering puberty may experience intensifying stress, which may have a negative impact on their schoolwork. We take steps to provide appropriate and sensitive support to ensure that learning is not disrupted.

·         We ensure that transgender staff are supported, safe and comfortable in the school environment

How we foster good relations and promote community cohesion:

We aim to tackle all incidents of transgender bullying whether these are directed at pupils/students/staff, parents and carers, or transgender people in the community.·         Our curriculum, including PSHE, encourages pupils to develop understanding of and respect for difference, and challenge negative stereotypes.

 

What has been the impact of our activities? What do we plan to do next?

·         We will continue to develop tolerance and understanding in our community by dealing with issues as they arise and providing opportunities for pupils to talk about issues that concern them in PSHE

 

Pregnancy and maternity

We understand that pupils/students who are pregnant or who have recently had a baby can experience discrimination, and barriers to accessing or continuing their education.

Summary information (including data on gaps in attainment, inequalities that need to be addressed and relations between different groups of pupils)

·         We would ensure that we would give access to learning and provide resources·         We would provide an appropriate environment and ensure all pupils/students understand the situation and what problems could arise

·         We would ensure that pupils/students continue to support each other and learn from the experience.

·         We would make families aware of the issues affecting their child/young person and ensure continued SRE education.

How we advance equality of opportunity:

·         We would provide sensitive and appropriate support to any pupil/student who is pregnant or who has recently had a baby, including respecting confidentiality when appropriate.·         We aim to provide information to pregnant pupils/students, and their parents/carers where appropriate, about health and other services in the local area and how to access them.

·         We take into account the wishes of pregnant pupil/student to return to learning when they have had their babies.

·         We would provide suitable education to meet pupils’ needs, while the pupil is not attending school.

·         We work with other agencies to enable pregnant pupils and young mothers to reintegrate into school, including through provision of a reintegration plan.

·         We ensure that a pupil/student who becomes pregnant is entitled to authorised absence to cover the time immediately before and after the birth of her child.

How we foster good relations and promote community cohesion:

We would ensure we respond to any bullying of a pregnant pupil/student.·         Our PSHE curriculum encourages pupils to develop understanding of the experiences of young parents and challenge negative stereotypes

What has been the impact of our activities? What do we plan to do next?

We will continue to teach SRE and parenting in our curriculum

 

Religion and belief

We are committed to working for equality for people based on their religion, belief and non-belief.

Summary information (including data on gaps in attainment, inequalities that need to be addressed and relations between different groups of pupils) 

 

The Russett School complies with reasonable requests relating to religious observance and practice.·         We have not identified any issues relationing to the needs of groups of pupils with particular faith backgrounds.

·         There are good relations between pupils/students who share a religious faith or other belief.

How we advance equality of opportunity:

 

·         The school will tackle any barriers that might prevent pupils with particular beliefs from taking a full part in school life.·          We will support pupils to build their sense of identity and belonging, which helps them flourish within their communities and as citizens in a diverse society

 

 

Part 4: Consultation and engagement

We aim to engage and consult with pupils/students, staff, parents/carers, and the local community. Partly through the work of the schools COaTS (Community, Outreach and Training Service and the Weaverham Cluster so we can develop our awareness and information, learn about the impact of our policies, set equality objectives and improve what we do.

Our main activities for consulting and engaging are:

A copy will be available from the school officeA full copy will be published on the school website

 

 

 

Part 5: Record of how we have considered equality issues when making decisions

The Equality Act 2010 requires us to show due regard to equality issues when we make significant decisions or changes in our policies. This means we need consider what the impact of those decisions or policies will be on pupils and staff with protected characteristics before a decision is made or a policy is finalised.

Equality

 

In accordance with its Public Sector Equality Duty, the school has given due regard to equality considerations in adopting this policy/procedure and is satisfied that its application will not impact adversely on members of staff or pupils who have a protected characteristic (age, disability, gender, reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation, with the meaning of the Equality Act.

 

The Headteacher will report on whether there have been any appeals or representations on an individual or collective basis on the grounds of alleged discrimination under any of the protected characteristics.

Part 6: Our equality objectives

 

The Equality Act 2010 requires us to publish specific and measurable equality objectives. Our equality objectives are based on our analysis of data and other information. Our equality objectives focus on those areas where we have agreed to take action to improve equality and tackle disadvantages.

We will regularly review the progress we are making to meet our equality objectives.

 

Equality objective 1:

 

To continue to ensure that the appointment of staff is in line with equal opportunities legislation.

Progress we are making on this objective:

·         Candidates are shortlisted by the interview panel based on their experience, qualifications and the job criteria only.·         On the day of the interview candidates are appointed based on the interview, presentation and application.

·         At least 3 staff/Directors are appointed to the interview panel.

 

 

 

Equality objective 2:

 

To continue to promote collaboration between the different groups and celebrate difference at every opportunity

Progress we are making on this objective:

·         Our curriculum covers opportunities to explore British Values, other countries and cultures.·         Theme days include understanding of different cultures.

·         Learning different cultures through RE.

 

Equality objective 3:

 

To improve the Early Years Outside area.

Progress we are making on this objective:

·         EY has been designed.

 

Equality objective 4:

 

To provide additional support in Reading and Numeracy for our pupils eligible for Free School Meals.

Progress we are making on this objective:

·         Employed an HLTA to deliver 1:1 and small group sessions for Reading, Number and Maths.·         Progress of this work is showing that pupils are making 2 – 3 levels of progress.

·         This 1:1 work is closely linked to the changes in behaviour of our pupils.

 

Part 7: Information about our employees

If we have more than 150 employees we are required to publish information about them.

This information aims to provide a profile of our school workforce, as well as our employment practices and achievements.

The Russett School has less than a 150 employees

Consideration is given in the policy with regard to all protected characteristics.