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Equality Information and Objectives

Equality Act 2010
Barnwell Academy’s provision of the public sector equality duty

Date: Sept 2018

 

We in Barnwell Academy are committed to equality. We aim for every pupil to fulfil their potential no matter what his/her background or personal circumstances.

We maintain the aim of embedding principles of fairness and equality across our entire curriculum, in assemblies and acts of collective worship, in break and lunchtimes, in pastoral support and in before and after school activities.

We must under the general duty of public sector equality duty, in the exercise of our functions, have due regard to the need to:

  •  Eliminate discrimination, harassment, victimisation and any other conduct that is prohibited under the Act.
  • Advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it;
  • Foster good relations between persons who share a relevant protected characteristic and persons who do not share it.

This will apply to all pupils, staff and others using the facilities. We will give relevant and proportionate consideration to the public sector equality duty.
The protected characteristics for the schools provisions are:
 Disability
• Gender reassignment
• Pregnancy and maternity
• Race
• Religion or belief
• Sex
• Sexual orientation
• Age (only applicable to staff, not pupils)
• Marriage and Civil Partnerships (only applicable to staff, not pupils)

Age and marriage and civil partnership are NOT protected characteristics for the schools provisions for pupils.

 

We will have due regard to advancing equality of opportunity including making serious consideration of the need to 

  •  remove or minimise disadvantages suffered by persons who share a relevant protected characteristic that are connected to that characteristic;
  •  take steps to meet the needs of persons who share a protected characteristics that are different from the needs of persons who do not share it;
  • encourage persons who share a relevant protected characteristic to participate in public life or in any activity in which participation by such persons is disproportionately low.

We will take into account the six Brown principles of ‘due regard’
•awareness – all staff know and understand what the law requires
• timeliness – implications considered before they are implemented
• rigour – open-minded and rigorous analysis, including parent/pupil voice
• non-delegation – the PSED cannot be delegated
• continuous – ongoing all academic year
• record-keeping – keep notes and records of decisions & meetings

We welcome the opportunity to be transparent and accountable. To this end we fulfil the specific duties of the Act by: 

  • publishing our equality information
  • publishing our equality objectives

We aim to make the information accessible, easy to read and easy to find.

 

Equality Information:
We maintain confidentiality and work to data protection principles. We publish information in a way so that no pupil or staff member can be identified. In some cases therefore a number or percentage has not been recorded.

Staff & Governors

Age Figures change – we comply with our equality duty.
Disability We ensure reasonable adjustments are made where appropriate.
Gender reassignment We support any staff member towards gender reassignment.
Marriage & civil partnerships Figures change – we comply with our equality duty.
Pregnancy and maternity Figures change – we comply with our equality duty.
‘Race’ / ethnicity Our staff profile comprises: White British.
Religion and Belief / no belief Our staff profile comprises:
Christian, Church of England, Roman Catholic, no belief
Sex – male/female 76% female
24% male
Sexual orientation We support all staff members regardless of sexual orientation.

 Pupils:

Age We have pupils aged from 3 to 11 years old in our school.
Disability We ensure reasonable adjustments are made where appropriate.
Gender reassignment We support any pupil towards gender reassignment.
Pregnancy and maternity We comply with our equality duty.
‘Race’ / ethnicity Our pupil profile comprises: White British, White-Black African, White- Black Caribbean, Pakistani, Chinese, Dual Heritage.
EAL (English as an Additional Language) The languages spoken within our pupil profile are:
English, Polish, Chinese, Urdu.
Religion and Belief / no belief Our pupil profile comprises:
Christian, Church of England, Roman Catholic, Jewish, Methodist, Agnostic, Jehovah’s Witness.
SEND 39 pupils identified with a Special Educational Need.
Sex – male/female 46% female
54% male
Sexual orientation We support all pupils regardless of sexual orientation.
Pupil Premium 21% pupils eligible for Pupil Premium.

 We will update our equality information at least annually.

 Our objectives for 2017-2021 are:

 

  • To promote spiritual, moral, social and cultural development through all appropriate curricular and extra-curricular opportunities. We aim to meet this objective with particular reference to issues of equality and diversity
  • To reduce prejudice and increase understanding of equality through direct teaching across the curriculum
  • To eradicate prejudice related to bullying in relation to the protected characteristics listed in the Equality Act 2010
  • To tackle prejudice and promote understanding in relation to people with disabilities
  • To narrow the pupil premium gap in Reading, Writing and Maths in all year groups
  • To ensure the school environment is accessible as possible to all pupils, staff and visitors

 We will update our equality objectives every four years.

We adopt a whole school approach to equality and consider it important for pupils to learn about equality and human rights. We adhere to the Equality and Human Rights Commission (EHCR) statement:

‘To reap the full benefits of equality and human rights education, it is essential to teach topics in an environment which respects the rights and differences of both students and teachers. Without an equality and human rights culture within the classroom and school as a whole, learning about these topics can at best appear irrelevant, and at worst, hypocritical. The respect and tolerance it teaches will help staff and students create a healthier, happier, fairer school culture, and could lead to reductions in bullying and other negative behaviour, and improvements in attainment and aspirations.'