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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 took place over the course of the last academic year and will be continued:

  • All children engaged with the PHSE curriculum in relation to improving equality.
  • Staff recognise and tackle bias and stereotyping.
  • From Reception, gender stereotyping is challenged.  Reception staff provide resources 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, particularly through Relationships and Health Education understanding Respectful Relationships, Caring Friendships, Being safe and Mental well-being.  This may be in whole school assemblies and PSHE learning as well as circle times / class discussions.
  • Listening to our pupils at all times. Using pupil voice and the pupil surveys, we have reviewed the responses of those in protected groups.
  • Pupil achievement by protected characteristic is monitored by pupil group in Standards and Resources Governors committee 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 via our Pupil Premium / Strategy for Disadvantaged pupils.

Steps included on the School Development Plan

To continue to prepare learners for life in modern Britain by developing their understanding and appreciation of diversity by:

  • Ensuring all learners have the support and scaffolding resources / strategies to access the learning and be successful
  • Engaging all pupils in conversations about their learning, what helps them and how they have been successful to support pupils self-esteem, confidence and aspirations
  • All classes have designated time for sharing quality texts, celebrating new publications from a diverse range of authors.
  • Oracy focus on SDP- one guiding principle is ‘valuing every voice’ and building confidence in all pupils to express their ideas and experiences, encouraging healthy debate and presentational skills
  • Mental health and well-being focus will continue to develop pupils aspirations (one of our Curriculum drivers) so pupils will hear about inspiring people from the past, from all backgrounds, who can inspire our goals and dreams and also to understand the opportunities that the learning in question can open up in their future.