Equality Scheme for Pixies Hill Primary School

Date of Policy / April 2017
Review Date / April 2020

Contents

1:Vision and Values

2:School Context

3. Legal Background5

4.Roles and Responsibilities7

5.Engagement10

6. Impact Assessment12

1:Vision and Values

Refer to Toolkit Part 5.1
Copy the schools vision/mission/values statements from the SEF or other relevant documents and amend as necessary. Ensure disability, gender, race and community cohesion are explicitly mentioned.

Can schools publish this section of the form? Yes

Our equality vision and the values that underpin school life

Pixies Hill School is committed to providing high quality education in line with our Values driven philosophy for all our stakeholders irrespective of gender, race or disability. We are a welcoming school where values of honesty, unity, empathy, teamwork and mutual respect for others are fostered. We are committed to the development of the whole person within a secure, supportive and creative environment. A broad, balanced and appropriate curriculum provides equal opportunity for all pupils to maximise their potential regardless of age, sex, race, colour, religion or disability. We seek to remove any barriers to access, participation, progression, attainment and achievement. We promote positive relationships with parents, governors and members of the wider community.

We will work hard together to enable children to grow into confident, responsible and caring adults through an atmosphere of mutual respect and tolerance founded on clear, negotiated and understood boundaries.

At Pixies Hill Primary School we aim to:

  • be a happy, stimulating and caring environment where all members of the school community can enjoy the learning process and achieve high standards
  • create a safe and secure environment where all members of the school community show empathy, co-operation and respect for each other leading to greater awareness of responsibilities and a positive behaviour climate
  • make the most of opportunities to be physically, emotionally, socially and mentally healthy by promoting the benefits of a healthy lifestyle
  • thrive in an environment which year upon year produces greater confidence and independence whilst encouraging the sharing and resolution of problems
  • make positive contributions in school, through extra-curricular activities and wider community involvement to help them become well rounded individuals
  • develop life skills based on our core set of values that will serve them well beyond life at Pixies Hill
  • Include and value the contribution of all families to further foster our understanding of equality and diversity
  • Provide positive non-stereotyping role models that promotes inclusion regardless of disability, ethnicity, gender, sexual orientation, age, faith or belief

To achieve these aims we will:

  • Involve children, staff and parents (mainly through governor representation) in the development, review, evaluation and impact assessment of all relevant improvement plans, policies and procedures
  • Publish and share our policies and impact assessments with the community
  • Collect and analyse data to ensure all groups are progressing well and no group is subject to disadvantage
  • Use all available information to set suitable learning challenges for all, respond to pupils’ diverse needs and overcome any potential barriers to learning
  • Ensure that the wider school curriculum makes explicit provision to promote and celebrate diversity
  • Have high expectations of behaviour which demonstrates respect to others
  • Tackle prejudice and promote understanding through PSHE, assemblies and themed celebrations (e.g. Black History Month).

2:School Context

Refer to Toolkit Part 5.2
Where possible include disaggregated information, showing number and percentage for gender, race and disability.

Can schools publish this section of the form? Care should be taken when sharing information from this section. We suggest – the brief initial description and certain basic facts, e.g. numbers of pupils, staff, governors broken down by gender; school achievements; extended schools activities etc.

The characteristics of our school

Pixies Hill is a one form entry primary school situated in an established part of Hemel Hempstead known as Chaulden. The school offers places from 4 – 11 and currently does not offer nursery provision but takes from several different nurseries in the area. The school grounds have views across the Bourne valley towards Boxmoor Trust land. Initially this area was New Town Housing but is now largely owner occupier. The school was built as a single storey building on a split level site and opened for business in 1963. The classrooms are large and self contained – each having a cloakroom, washing facilities and toilets. We have a large hall, separate dining room and a non-fiction / reference library.

Characteristic /
Total
/ Breakdown (number and %)
Number of pupils / 206 / Number and % Female 87 42.2%
Number and % Male 119 57.8%
Number of staff / 32 / % Female90.7 % Male9.3
Number of governors / 10 / % Female50 % Male 50
Religious character / n/a
Attainment on entry / Average
Mobility of school population (current academic year) / 1 / 0.5%
Pupils eligible for FSM / 30 / 50% boys 50% girls
Deprivation factor / 0.15%
Disabled staff / 0 / 0%
Disabled pupils (SEN/LDD) / 35 (16.9%) / N (school assigned) 11 (5.3%) K(formal register) 24 (11.7%)
Disabled pupils (no SEN) / 0
BME pupils / 22 (10.7%) / 10 girls (4.9%)12 boys (5.8%)
BME staff / 1 / 3.1%
Pupils who speak English as an
additional language / 4 / 1.9%
Average attendance rate (based on Spring 2017) / 95.9% (3% authorised, 1% unauthorised)
Significant partnerships,
extended provision, etc. / Sports partnership with Hemel Hempstead
Gade extended school consortium
Dacorum HTs partnership
Chaulden After School Club
Apex 360 Sports Clubs
Awards, accreditations,
specialist status / Values Mark, PE Mark, Eco Award

3:Legal Background

Refer to Toolkit Part 5.3.
Amend the wording below as necessary.

Can schools publish this section of the form? Yes

The duties that underpin our scheme

Our school is committed to meeting its public sector statutory duties as detailed below. We understand that the duties apply to service delivery, employment and staff management as well as policy development and implementation. This equality scheme responds to the current equalities legislation.

General Duty under the Equality Act 2010

The purpose of this policy is to set out how our practice and policies have due regard

to the need to:

  • ·eliminate discrimination, harassment, victimisation and any other conduct

that is prohibited by or under this Act

  • advance equality of opportunity between persons who share a relevant

protected characteristic and persons who do not share it

  • foster good relationsbetween persons who share a relevant protected

characteristic and persons who do not share it

The Specific Duties of the Act enable schools to meet their obligations under

the Public Sector Equality Duty (PSED)

The specific duties require schools to:

  • publish annually information quantitative and qualitative, showing compliance

with the public sector equality duty (PSED) set out in clause 149 of the Equality

Act 2010

  • to set every four years one or more specific measurable equality objectives

that further the aims of the equality duty

Protected Characteristics

The Equality At 2010 protects pupils from discrimination and harassment based on

protected characteristics. The protected characteristics for school provisions are:

  • age (for staff only)
  • disability
  • ethnicity and race
  • gender (sex)
  • gender identity and reassignment
  • pregnancy, maternity and breast feeding
  • religion and belief
  • sexual orientation

Disability

We implement accessibility plans which are aimed at:

  • increasing the extent to which disabled pupils can participate in

the curriculum

  • improving the physical environment of the school to enable disabled

pupils, staff, parents and visitors to take better advantage of benefits, facilities

and services provided and for pupils to have no barriers to access educational opportunities

  • improving the availability of accessible information to disabled pupils

Provision for disabled pupils is closely linked with the existing provision for pupils with special educational needs. These are the same duties as previously existed under the DDA and have been replicated in the Equality Act 2010.

Community Cohesion

In order to achieve a cohesive community, we strive to:

  • Promote understanding and engagement between communities
  • Encourage all children and families to feel part of the wider community
  • Understand the needs and hopes of all our communities
  • Tackle discrimination
  • Increase life opportunities for all
  • Ensure our teaching and curriculum explores and addresses issues of diversity

4:Roles and Responsibilities

Refer to Toolkit Part 5.3.
Amend the pro-forma as necessary.

Commitment to implementation: Don’t forget to insert Headteacher name, reporting deadlines and the names and job titles of key people responsible for each area.

Commitment to action: This list is not a model list and should be amended as appropriate.

Can schools publish this section of the form? Yes, summarised as necessary.

Chain of accountability

The Governing Body, supported by the Headteacher and staff, is responsible for ensuring the implementation of this scheme.

Commitment to implementation:

All staff are responsible for delivering the scheme both as employees and as it relates to their area of work.

Responsibility for / Key person
Single equality scheme / Martin Smith Headteacher
Disability equality (including bullying incidents) / Martin Smith Headteacher
SEND/LDD (including bullying incidents) / Martin Smith/Maria Fitzgerald (SENDCo)
(SENCo
Accessibility / Martin Smith Headteacher
Gender equality (including bullying incidents) / Martin Smith Val Axford (DHT)
Race equality (including racist incidents) / Martin Smith Headteacher
Equality and diversity in curriculum content / All class teachers
Equality and diversity in pupil achievement / All class teachers
Equality and diversity – behaviour and exclusions / Headteacher and Senior Leadership Team
Participation in all aspects of school life / All class teachers
Impact assessment / Chair of School Improvement Committee
Stakeholder consultation / Chair of Resources Committee
Policy review / Martin Smith Headteacher
Communication and publishing / Headteacher / Office Managers

Commitment to review

The school equality scheme will be aligned with the School Improvement Plan. Its implementation will be monitored within the school’s self-evaluation and other review processes as well as being updated annually. Following this regular impact assessment, the whole equality scheme will be reviewed at least every three years.

Commitment to publish

At Pixies Hill School we will publish information annually on the School website which will include this scheme and annual updates to our disability, gender and race equality schemes.

Commitment to action

Governors will:
Policy Development / ●Provide leadership and drive for the development and regular review of the school’s equality and other policies
Policy Implementation / ●Provide leadership and ensure the accountability of the Headteacher and senior staff for the communication and implementation of school policies
●Highlight good practice and promote it throughout the school and wider community
Behaviour / ●Provide appropriate role models for all managers, staff and pupils
●Congratulate examples of good practice from the school and among individual managers, staff and pupils
●Ensure a consistent response to incidents, e.g. bullying cases and racist incidents
Public Sector Duties / ●Ensure that the school carries out the letter and the spirit of the statutory duties (and ensuring the provision of ‘returns’ to the local authority)
Headteachers and senior staff will:
Policy Development / ●Initiate and oversee the development and regular review of equality policies and procedures
●Consult pupils, staff and stakeholders in the development and review of the policies
Policy Implementation / ●Ensure the effective communication of the policies to all pupils, staff and stakeholders
●Ensure that managers and staff are trained as necessary to carry out the policies
●Oversee the effective implementation of the policies
●Hold line managers accountable for effective policy implementation
Behaviour / ●Provide appropriate role models for all staff and pupils
●Highlight good practice from individual managers, staff and pupils
●Provide mechanisms for the sharing of good practice
●Ensure a consistent response to incidents, e.g. bullying cases and racist incidents
Public Sector Duties / ●Ensure that the school carries out its statutory duties effectively
Senior Leaders will:
Policy Development / ●Respond to consultation requests by creating opportunities for pupils and staff to share their comments, suggestions and feedback, ensuring that all voices are heard
Policy Implementation / ●Implement the school’s equality scheme, holding staff accountable for their behaviour and providing support and guidance as necessary
●Be accountable for the behaviour of the staff team, individual members of staff and pupils
●Use informal and formal procedures as necessary to deal with ‘difficult’ situations
Behaviour / ●Behave in accordance with the school’s policies, leading by example
●Respond appropriately to the behaviour of pupils and staff, as a whole, and individuals (praising/challenging as necessary)
Public Sector Duties / ●Contribute to managing the implementation of the school’s equality scheme
All staff: teaching and non-teaching will:
Policy Development / ●Contribute to consultations and reviews
●Raise issues with line managers which could contribute to policy review and development
Policy Implementation / ●Maintain awareness of the school’s current equality policy and procedures
●Implement the policy as it applies to staff and pupils
Behaviour / ●Behave with respect and fairness to all colleagues and pupils, carrying out the letter and spirit of the school’s equality scheme
●Provide a consistent response to incidents, e.g. bullying cases and racist incidents
Public Sector Duties / ●Contribute to the implementation of the school’s equality scheme

All children will:

●Support the school to achieve the commitment made to tackling inequality.

●Uphold the commitment made by the head on how children and parents/carers, staff and how the wider community can be expected to be treated.

All Parents/carers will:

●Take an active part in identifying barriers for the school community and in informing the governing body of actions that can be taken to eradicate these

●Take an active role in supporting and challenging the school to achieve the commitment given to the school community in tackling inequality and achieving equality of opportunity for all.

●Endeavour to understand what constitutes a ‘reasonable adjustment’.

5:Engagement

Refer to Toolkit Part 5.5.
This section should include details of the school’s plans to consult on disability, gender and race.

Don’t forget to mention that there is a stakeholder consultation objective in the Action Plan.

Record any stakeholder consultation already carried out.

Can schools publish this section of the form? Yes

Involving our learners, parents/carers and other stakeholders

Engagement – Participation and Involvement

We have welcomed the participation and involvement of people from broad and diverse backgrounds and of different abilities through questionnaires, discussions, parents forums, children’s voice, observations, staff knowledge, participation and relationships with users, professionals feedback, advisory board meetings.

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

In addition, we will:

  • work closely with our local Children’s Centre to ensure that all vulnerable groups are identified and supported.
  • continue to work closely with our Extended Schools Co-ordinator (Gade Family Support, etc) through advertising events and training and offering to host (where possible) additional community activities, attending meetings and liaising with our local community schools.
  • work in partnership with any other local organisation as appropriate, our children and their families in accessing the correct additional support to enable them to participate fully in the life of the school and the wider community.
  • continue to consult with specialists and advisory staff and our disabled children and parents.
  • work more closely with faith groups and their leaders through a local group of schools in order to prioritise issues that may arise.

6:Impact Assessment

Refer to Toolkit Part 5.6.
This section should include details of the school’s plans to measure the impact of its policies on disability, gender and race and other equality strands.

Don’t forget to mention that there is an impact assessment objective in the Action Plan.

Can schools publish this section of the form? We suggest sharing the broad statement as well as a summary of impact assessment plans and results as available.

Evaluating the impact in terms of the outcomes

Impact assessment statement

All school policies will be equality impact assessed with regard to disability, gender and race at the time of review and issues arising will be carried forward into subsequent equality scheme action plans for disability, gender and race.

Additionally, in Section 4 (Roles and responsibilities) of our equality scheme a detailed table can be found showing staff responsibilities for gathering and monitoring data on an ongoing basis. The HT will report to Governors on any matters arising pertaining to equality once a term as part of his/her Headteacher report.

How we would assess impact would include some of the following:

  • review of schemes
  • data gathering
  • statistical analysis
  • observations
  • surveys and questionnaires
  • Pupil voice
  • Parent voice

Some questions which may arise from presented issues could include:

  • What is this policy trying to achieve?
  • Who will benefit?
  • Does the policy meet the different needs of the groups identified?
  • What are the views of the key stakeholders?
  • Is there an adverse impact on any of the groups?
  • Can the policy be reviewed to ensure no negative impact on any of the focus groups?

1