Equality Objectives
We welcome our duties under the Equality Act 2010 as both a provider of education and as an employer.
We believe that all pupils and members of staff should have the opportunity to fulfil their potential whatever their background, identity and circumstances. We are committed to creating a community that recognises and celebrates difference within a culture of respect and co-operation. We appreciate that a culture which promotes equality will create a positive environment and a shared sense of belonging for all who work, learn and use the services of our school. We recognise that equality will only be achieved by the whole school community working together – our pupils, staff, governors and parents/carers.
Within our school, it is essential that, through guidance given in the Equality Act 2010, our school is:
- Eliminating discrimination, harassment and victimisation
- Advancing equality of opportunity between those who share protected characteristics and those who don't
- Consulting and involving those affected by inequality, in decisions you're taking to promote equality and eliminate discrimination
For more information, please read the policy and statement below.
Equality Statement
Objectives:
Attainment:
Equality Objective: To ensure all barriers to reaching the highest standard possible are removed to allow girls to reach their full potential, laying a foundation of knowledge, skills and confidence before children move onto Key Stage 3.
Why: Girls underperform at a GDS level in maths when compared to boys in every year group across the school. This is a reflection of the national picture. This is a trend identified by the school which has also been noted as a Hampshire-wide priority by the Maths Hub.
How: A targeted approach to interventions, alongside ensuring that girls who are borderline are prioritised, will be the priority for the Maths Lead. We will work closely with the Maths Hub to identify strong practice and that which needs development. Team teaching from our strongest teachers will ensure all staff have the subject knowledge and skills to support and challenge girls at a GDS maths level.
Outcome: Girls with the potential to work at a Greater Depth Standard will reach their full potential, opening up excellent learning in Key Stage 3 and allowing girls to see themselves in STEM professions.
Attendance:
Equality objective: To explore any trends with families or children who fall under our 95% attendance rate. Any patterns of absence that raise potential issues for pupils regarding barriers to 100% attendance. We will have a particular focus on the absences of WBRI pupils as this has been noted as a trend.
Why: We would like to ensure that there are no barriers to attending school and that we address the lower attendance rate of WBRI pupils, with strong parental partnerships built to help address generational issues with education.
How: Attendance is monitored each term on an individual basis. We need to look at attendance data to see if any groups of pupils have lower than average attendance and consult with their families with the support of our Education Welfare Officer.
Outcome: Information gathered will enable us to ensure that any barriers to attendance for groups of pupils and their parents will be explored and solutions to improve the situation sought. Our aim is that pupils have attendance of at least 96%. WBRI pupils will be supported to be successful in their school career.
Safeguarding and wellbeing:
Equality objective: To ensure robust processes are in place to support the mental health needs of our community with a particular focus on resilience and anxiety.
Why: As is the case nationally, we are seeing an increasing number of pupils presenting with more and more significant mental health needs. As educators, our primary focus is on ensuring children are able to access the learning which will provide them with life chances. Holistic support will benefit our entire community and set children up with the skills and knowledge that they need to support themselves as they grow up.
How: Our bespoke PSHE curriculum will be audited to ensure that there are enough links to mental health made across units. This will also apply to PE and to DT. We will continue to build our relationship with the Educational Psychologist, using our hours effectively to train staff to support these pupils. In addition, we will continue to signpost parents towards external agencies in a timely and proactive manner, such as the Mental Health Support Team. The Pastoral Team will be expanding their provision next year which will ensure a wider level of support.
Outcome: Pupils will receive holistic support which allows them to address any mental health concerns. In turn, this will have a positive impact on both community relations and on outcomes.
The Equality Act 2010 (Specific Duties) Regulations 2011 require Governing Bodies to publish equality objectives at intervals of no more than four years but schools should publish detail on progress towards these objectives on an annual basis and publish this detail on the school’s internet site.