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Single Equality Scheme

SINGLE EQUALITY SCHEME

The Equality Act 2010 introduced a single Public Sector Equality Duty that applies to public bodies, including maintained schools and Academies, and extends to certain protected characteristics race, disability, sex, age, religion or belief, sexual orientation, pregnancy and maternity and gender reassignment. This combined equality duty came into effect in April 2011. It has three main elements. In carrying out their functions, public bodies are required to have due regard to the need to:


· Eliminate discrimination and other conduct that is prohibited by the Act,


· Advance equality of opportunity between people who share a protected characteristic and people who do not share it,


· Foster good relations across all characteristics - between people who share a protected characteristic and people who do not share it.

 

Equality Objectives:

  • To foster good relations by asking families how we can more effectively celebrate diversity within our school community. 

  • To advance equality of opportunity by continually reviewing pupil achievement and engagement in learning and school life to ensure equality and fairness in access.

  • To ensure that the promotion of equality and diversity is embedded in the curriculum and through our school values.

 

Progress Towards Current Objectives.

In order to meet our Equality Objectives the following activities will take place over the course of the academic year.

  • All children will engage with the PHSE curriculum in relation to improving quality.

  • Staff are able to recognise and tackle bias and stereotyping.

  • From Reception gender stereotyping is challenged. Reception staff provide resourcing to promote equality of access throughout the curriculum.

  • In order to continue to develop an understanding and tolerance of difference, staff use good quality texts which address protected characteristics at an age appropriate level as core texts.

  • PSHE activities promote understanding and tolerance of difference and disability. This may be in whole school assemblies and circle time.

  • Listening to our pupils at all times. Using pupil voice and the pupil survey we will review the response of those in protected groups.

  • Pupil achievement by protected characteristic is monitored by pupil group in Raising Standards meetings and individually at pupil progress meetings. Staff act on any trends or patterns in the data that require additional support for pupils.

  • Ensuring that all pupils have the opportunity to access extra-curriculum provision.

     

Next Steps Included on the School Development Plan.

  • Questionnaire relating to how we can more effectively celebrate diversity within our school community sent to all parents.

  • Parents will be invited to join a discussion lead by the SLT about how we can more effectively celebrate diversity within our school community.

  • Feedback from the questionnaire and the working party will be presented to the FGB and actions agreed.