Statutory Info

Equality at BIS

Equality – How do we comply with the Public Sector Equality Duty?

1. Aims

Our aim is for all children to enjoy learning and achieve success in a healthy, happy and inclusive environment.

  • We try to ensure that everyone is treated fairly and respectfully
  • We want to make sure that our school is a safe and secure place for everyone
  • We recognise that people have different needs, and we understand that giving people equal opportunities does not always involve treating them the same
  • We recognise that some pupils needs extra support to help them achieve their potential
  • We try to make sure that people from different groups are consulted and involved in our decision, especially pupils, parents and those of us who can be treated less favourably
  • We aim to make sure that no-one experiences less favourable treatment or discrimination because of:
    • Age
    • Disability
    • Gender reassignment
    • Marriage and civil partnership
    • Pregnancy and maternity
    • Race
    • Religion and belief
    • Sex
    • Sexual orientation

 We welcome our duties

  • To promote community cohesion (under the Education and Inspections Act 2006)
  • To eliminate unlawful discrimination, advance equality of opportunity and foster good relations (under the Equality Act 2010)

 We also welcome the emphasis of Ofsted inspections on the importance of accelerating the progress of pupils from groups who are underachieving.  As part of this we will:

  • Publish information every year about our school population
  • Outline how we have due regard for equality and how we promote             community cohesion
  • Publish equality objectives to show how we plan to tackle particular inequalities and improve what we do

 

Bedgrove Infant School Equity, Diversity and Inclusion Objectives

  1. To increase the extent to which all pupils, in particular those persons who share relevant protected characteristics that are different from the needs of persons who do not share it, feel valued and confident, and in consequence are more likely to achieve their potential.
  2. To raise the attainment and accelerate progress of pupils who may be affected by discrimination and unequal opportunity, with targeted interventions and support for families.
  3. To reduce prejudice and increase understanding of equity, diversity and inclusion through direct teaching across the curriculum.

2. Legislation and guidance

This document meets the requirements under the following legislation:

This document is also based on Department for Education (DfE) guidance: The Equality Act 2010 and schools. 

3. Roles and responsibilities

The local governing board will:

  • Ensure that the equality information and objectives as set out in this statement are published and communicated throughout the school, including to staff, pupils and parents, and that they are reviewed and updated at least once every four years
  • Delegate responsibility for monitoring the achievement of the objectives on a daily basis to the headteacher.

The headteacher will:

  • Promote knowledge and understanding of the equality objectives amongst staff and pupils
  • Monitor success in achieving the objectives and report back to governors

All school staff are expected to have regard to this document and to work to achieve the objectives.

4. Eliminating discrimination

The school is aware of its obligations under the Equality Act 2010 and complies with non-discrimination provisions.

Where relevant, our policies include reference to the importance of avoiding discrimination and other prohibited conduct.

Staff and governors are regularly reminded of their responsibilities under the Equality Act, for example during meetings. Where this has been discussed during a meeting it is recorded in the meeting minutes.

New staff receive training on the Equality Act as part of their induction, and all staff receive refresher training every September.

5. Advancing equality of opportunity

As set out in the DfE guidance on the Equality Act, the school aims to advance equality of opportunity by:

  • Removing or minimising disadvantages suffered by people which are connected to a particular characteristic they have (e.g. pupils with disabilities, or gay pupils who are being subjected to homophobic bullying)
  • Taking steps to meet the particular needs of people who have a particular characteristic (e.g. enabling Muslim pupils to pray at prescribed times)
  • Encouraging people who have a particular characteristic to participate fully in any activities (e.g. encouraging all pupils to be involved in the full range of school societies) 

In fulfilling this aspect of the duty, the school will:

  • Collect attainment data each academic year showing how pupils with different characteristics are performing
  • Analyse the above data to determine strengths and areas for improvement, implement actions in response and publish this information (for example through IDSR and in school data tracking)
  • Make evidence available identifying improvements for specific groups
  • Publish further data about any issues associated with particular protected characteristics, identifying any issues which could affect our own pupils

6. Fostering good relations

The school aims to foster good relations between those who share a protected characteristic and those who do not share it by:

  • Promoting tolerance, friendship and understanding of a range of religions and cultures through different aspects of our curriculum. This includes teaching in RE and personal, social, health and economic (PSHE) education (Healthy Minds), but also activities in other curriculum areas. For example, as part of teaching and learning in English/reading, pupils will be introduced to literature from a range of cultures.
  • Holding assemblies dealing with relevant issues. Pupils will be encouraged to take a lead in such assemblies and we will also invite external speakers to contribute
  • Working with our local community. This includes organising school trips and activities based around the local community
  • All pupils are encouraged to participate in the school’s activities, such as sports clubs. We also work with parents to promote knowledge and understanding of different cultures
  • We have developed links with people and groups who have specialist knowledge about particular characteristics, which helps inform and develop our approach

7. Engagement

When deciding what to do to tackle equality issues, the school will consult and engage both with people affected by the decisions – parents, pupils, staff, members of the local community – and with people who have specialist knowledge which can inform the schools approach, such as disability equality groups and other relevant special interest organisations.

8. Equality considerations in decision-making

The school ensures it has due regard to equality considerations whenever significant decisions are made.

The school always considers the impact of significant decisions on particular groups. For example, when a school trip or activity is being planned, the school considers whether the trip:

  • Cuts across any religious holidays
  • Is accessible to pupils with disabilities
  • Has equivalent facilities for boys and girls 

The Head Teacher will update the equality information we publish, at least every year.

This document will be reviewed by Governing Board at least every 4 years.

Equality Documents