STAGE 1 : EQUALITY INFORMATION USE THE MATRIX BELOW TO ASSEMBLE YOUR EVIDENCE OF THE EQUALITY INFORMATION YOU ALREADY HOLD Outline evidence of equality already in the School within policies and practice. Where there are gaps, indicate whether the gap is because evidence is NOT AVAILABLE or NOT APPLICABLE. If the latter, why have you decided it is not necessary to publish equality information in relation to this group? Protected Aims of the general duty characteristics What evidence do How do we advance How do we foster good we hold that we equality of opportunity relations between people eliminate unlawful between people who who share a protected discrimination, share a protected characteristic and those harassment and characteristic and those who do not? victimisation? who do not? Race School Mission High expectations for all, School mission statement Statement. Data analysis and and values School values interventions, target groups Behaviour policy Anti-bullying policy for support. Assemblies Behaviour policy Resources and displays International celebrations Racial incident log reflect school community Black History Week PSHE curriculum Staffing reflects diversity of Face Front theatre groups Staff Code of our community addressing issues of Conduct Good role models from difference. Be the Best you can varied ethnic groups Be Parent Support Adviser– Code of Conduct, PSA, Communication in community languages, Fostering understanding interpreters for meetings, through the curriculum, parent workshops, e.g. texts international events, PSHE lessons Parent workshops, website School website reflects our community Disability School Mission Single level site, ramps, School ethos, assemblies, Statement toilet facilities make school SEAL, include all children SEN/Inclusion accessible; specialist in activities, Pupil Premium policy equipment (slanted desk allocation, , targeted Anti-bullying policy top), use of Makaton, staff support for access to clubs Behaviour policy trained to deal with medical for SEND pupils, older Staff Code of needs and other special pupils supporting children Conduct needs, emotional/social at lunchtime. support from Learning PSA, mentors, Inclusion Mentors, music therapy, manager HEWs, SENCo support and liaison with outside agencies. high adult ratio to support access to the curriculum, Be the Best,booster classes, inclusive Gender School Mission High expectations for all, Mixed gender working Statement Data analysis and groups and other activities SEN/Inclusion interventions which include boys and policy, data showing Staff training on gender girls results of boys/girls, issues in learning, Equality of opportunity
STAGE 1 : EQUALITY INFORMATION USE THE MATRIX BELOW TO ASSEMBLE YOUR EVIDENCE OF THE EQUALITY INFORMATION YOU ALREADY HOLD Outline evidence of equality already in the School within policies and practice. Where there are gaps, indicate whether the gap is because evidence is NOT AVAILABLE or NOT APPLICABLE. If the latter, why have you decided it is not necessary to publish equality information in relation to this group? Protected characteristics Aims of the general duty What evidence do we hold that we eliminate unlawful discrimination, harassment and victimisation? How do we advance equality of opportunity between people who share a protected characteristic and those who do not? How do we foster good relations between people who share a protected characteristic and those who do not? Race School Mission Statement. School values Anti-bullying policy Behaviour policy Racial incident log PSHE curriculum Staff Code of Conduct Be the Best you can Be High expectations for all, Data analysis and interventions, target groups for support. Resources and displays reflect school community Staffing reflects diversity of our community Good role models from varied ethnic groups Parent Support Adviser– Communication in community languages, interpreters for meetings, parent workshops, international events, PSHE lessons School website reflects our community School mission statement and values Behaviour policy Assemblies International celebrations Black History Week Face Front theatre groups addressing issues of difference. Code of Conduct, PSA, Fostering understanding through the curriculum, e.g. texts Parent workshops, website Disability School Mission Statement SEN/Inclusion policy Anti-bullying policy Behaviour policy Staff Code of Conduct Single level site, ramps, toilet facilities make school accessible; specialist equipment (slanted desk top), use of Makaton, staff trained to deal with medical needs and other special needs, emotional/social support from Learning Mentors, music therapy, HEWs, SENCo support and liaison with outside agencies. high adult ratio to support access to the curriculum, Be the Best,booster classes, inclusive School ethos, assemblies, SEAL, include all children in activities, Pupil Premium allocation, , targeted support for access to clubs for SEND pupils, older pupils supporting children at lunchtime. PSA, mentors, Inclusion manager Gender School Mission Statement SEN/Inclusion policy, data showing results of boys/girls, High expectations for all, Data analysis and interventions Staff training on gender issues in learning, Mixed gender working groups and other activities which include boys and girls Equality of opportunity