single equality scheme 2017 - 2021 - wymondham high … · 2017. 9. 21. · page 1 of 24 wha/policy...

of 24 WHA/Policy Statement/Single Equality Scheme Sept 17

WYMONDHAM HIGH ACADEMY TRUST Principal: Mr Jonathan Rockey Folly Road, Wymondham, Norfolk, NR18 0QT (t): 01953 602078 (f): 605518

SINGLE EQUALITY SCHEME 2017 - 2021

If you would like this information in an alternative format that would better suit

your needs e.g. easy to read, large print, Braille, audio tape, or if you would like

the Scheme to be explained to you in your language, please contact:

Name of contact for Single Equality Scheme: Mr Simon Tarr, Assistant Principal Tel:

01953 602078

Email: [email protected]

If you have any comments about our Scheme, please contact us:

Mr Simon Tarr

Assistant Principal, Inclusion

Wymondham High Academy

Folly Road

Wymondham

Norfolk

NR18 0QT

Contents

Foreword ........................................................................................................................................... 3

1. What is the Single Equality Scheme and Action Plan? ................................................................. 4

2. Meeting our duties ........................................................................................................................ 4

Race equality ................................................................................................................................. 4

Dealing with racist incidents ......................................................................................................... 4

Disability equality .......................................................................................................................... 4

Accessibility ................................................................................................................................... 5

Gender equality ............................................................................................................................. 5

Transgender ................................................................................................................................... 5

Community cohesion ..................................................................................................................... 5

Age, sexual orientation, religion and belief .................................................................................. 6

3. Our Academy values and visions .................................................................................................. 6

4. Our Academy within Norfolk’s profile .......................................................................................... 7

5. Collecting and analysing equality information for students at Wymondham High Academy ..... 7

6. Collecting and analysing equality information on employment and governance at Wymondham

High Academy.................................................................................................................................... 8

7. Consultation and involving people ............................................................................................... 9

8. What we have achieved so far ................................................................................................... 10 Race equality .........................................................................................................................................10

Disability equality ..................................................................................................................................10

Gender equality .....................................................................................................................................10

Community cohesion .............................................................................................................................11

9. Equality impact assessments ...................................................................................................... 13

10. Other Academy Policies ............................................................................................................. 13

11. Roles and Responsibilities ......................................................................................................... 14

12. Commissioning and Procurement ............................................................................................. 14

13. Publicising our scheme .............................................................................................................. 14

14. Annual Review of Progress ........................................................................................................ 15

15. Ongoing evolvement of our Scheme ......................................................................................... 15

16. Whole School Single Equality Scheme - Action Plan ............................................................... 16

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WHA Single Equality Scheme Action Plan May 2013

Foreword

Members of Wymondham High Community

“This Single Equality Scheme brings together the Academy’s approach for promoting equality in our policies and procedures and, most importantly, in our day-to-day practices and interactions with the whole Academy community.

Our scheme includes our whole school students, staff, governors, parents and carers and all those within our extended school community.

We regard this Scheme as being essential to help children achieve more and to meet the objectives of Norfolk’s Children and Young People’s Plan.

We acknowledge that it is very important for us all to work together in achieving our aim of being fully inclusive and accessible and ultimately in providing a quality learning experience for our children and young people.”

Principal – Mr Jonathan Rockey

Chair of Governors – Mr Jeff Lansdell

Principal’s Council

“It is important to us all that we are free to grow and learn in an environment where everyone feels valued.”

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1. What is the Single Equality Scheme and Action Plan?

Our Single Equality Scheme (SES) and action plan covers a three-year period from 2017 to 2020. It

integrates our statutory duties in relation to race, disability and gender and promoting community

cohesion. The duties cover staff, students and people using the services of the Academy such as

parents.

It also addresses the legislation relating to religion or belief, sexual orientation and age and

therefore includes our priorities and actions to eliminate discrimination and harassment for these

equality areas.

Our Single Equality Scheme and Action Plan enables us to achieve a framework for action which

covers all six equality strands and ensures that we meet our responsibilities of the public sector

duties in an inclusive way.

We will continue to meet our statutory duties by reporting annually (see section 14) on the progress

of the Single Equality Scheme and Action Plan. This will be reviewed by the Governing Body and will

cover activity undertaken in relation to the six equality strands and promoting community cohesion.

2. Meeting our duties

Under the statutory duties all schools and academies have responsibilities to promote race, disability

and gender equality.

Race equality The general duty to promote race equality means that we must have due regard to:

1. Eliminate unlawful racial discrimination

2. Promote equality of opportunity

3. Promote good relations between people of different racial groups.

Dealing with racist incidents Please refer to our Race Equality Policy.

Disability equality The general duty to promote disability equality is owed to all disabled people. This means that we

must have due regard to the:

1. Promotion of equality of opportunity between disabled people and other people

2. Elimination of unlawful discrimination

3. Elimination of disability related harassment

4. Promotion of positive attitudes towards disabled people

5. Encouragement of participation by disabled people in public life

6. Taking account of disabled peoples’ disabilities, even where that involves treating disabled

people more favourably than other people.

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Accessibility There is specific disability legislation in relation to disabled students and accessibility which means

we must plan strategically over time to:

1. Increase access to the curriculum

2. Make improvements to the physical environment of the Academy to increase access;

3. Make written information accessible to students in a range of different ways

We will ensure that disabled students do not receive less favourable treatment and to do this the

Academy has a duty to make reasonable adjustments.

Gender equality The general duty to promote gender equality means that we must have due regard to:

1. Eliminate unlawful discrimination and harassment and

2. Promote equality of opportunity between men and women, boys and girls.

The duty also includes the need to consider actions to address the causes of any gender pay gap.

The Governing Body (the employing body of Wymondham High Academy) considers that this has

been addressed through the implementation of the Modern Reward Strategy for support staff and

unified conditions and pay for school teachers.

Transgender Transgendered people are explicitly covered by the gender equality duty. The term transgendered

refers to a range of people who do not feel comfortable with their birth gender. The school will

respect the confidentiality of those seeking gender re-assignment and will provide a supportive

environment within its school community.

Community cohesion We also have a responsibility to promote community cohesion, developing good relations across

different cultures, ethnic, religious, non-religious and socio-economic groups. We have

incorporated our priorities into our Single Equality Scheme and Action Plan to make it easier to

monitor our progress and performance in meeting our objectives, this links directly to our

Accessibility Plan; Academy Development Plan; and the Governors’ Strategic Plan.

Through our Academy ethos and curriculum, we aim to promote discussion of a common sense of

identity and support diversity, showing students how different communities can be united by shared

values and common experiences. We intend our students to become responsible citizens who make

a positive contribution to society.

The Academy will eliminate racial discrimination and promote equality of opportunity and good

relations between people of different groups.

(Current strategies on community cohesion are detailed in Section 8)

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Age, sexual orientation, religion and belief We will ensure that we do not discriminate on these grounds. This Scheme includes our priorities

and actions to eliminate discrimination and harassment for these equality areas. (Current strategies

are detailed in Section 8).

3. Our Academy values and visions

In meeting the duties described above this will mean that all our actions will

embody our Academy’s key principles and values, which include:

• We will strive to make the best possible provision for all our students, regardless of disability, ethnicity, culture, religious belief, national origin or status, gender or sexual orientation.

• We will respect diversity. We know that treating people equally is not simply a matter of treating everyone the same. We adopt the Norfolk Inclusion Statement’s view that inclusion is: “The process of taking necessary steps to ensure that every young person is given an equality of opportunity to develop socially, to learn and to enjoy community life.” This means that we will do our best to make reasonable adjustments for disability, recognise and celebrate cultural differences, and understand the different needs and experiences of boys and girls.

• We know that equality is not simply about protecting the potentially vulnerable. We believe that all children may be disadvantaged by the holding of prejudicial views, and seek to promote good relationships between all groups, and positive attitudes towards disabled people, people from different ethnic or cultural groups or faith backgrounds and people of different gender or sexual orientation.

• We will value staff for their ability and potential to help us make the best possible provision for the children in our Academy, regardless of disability, ethnicity, culture, religious belief, national origin, gender or sexual orientation.

• We are proactive in our efforts to identify and minimise existing barriers or

inequalities.

• We will seek the views of all groups affected by the policies and work of our

Academy, and try to involve them in policy reviews.

• We will recognise our role in promoting community cohesion, and actively

encourage the participation in public life of all learners in our Academy.

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4. Our Academy within Norfolk’s profile

Norfolk is a rural county with a diverse population of approximately 832,400. 39% of the population

live in Norfolk’s three major centres (Norwich, King’s Lynn and Great Yarmouth) but 37% live in

communities with fewer than 2,500 people.

There are 435 schools in Norfolk, including 12 special schools, and 5 pupil referral units.

• 8.% of Norfolk’s pupils are from a minority ethnic group (2012)

• 6.% of the Norfolk population are from a minority ethnic group (2012)

• Over 100 different languages spoken by pupils in the primary phase, and approximately 65

different languages spoken by pupils in the secondary phase (2012)

• 4.1% of pupils within Norfolk schools have a Statement of Special Educational Needs (2012)

• 20% of the population have a disability or limiting long term illness (Disability Rights

Commission)

• Norfolk has an ageing population – higher than regional or national average (Norfolk Data

Observatory)

• 6% of the population are lesbian, gay or bisexual (Government estimate, 2005)

• Norfolk has over 1000 places of Christian worship; 4 mosques; 6 Buddhist centres; 2

synagogues; Sikh, Hindu and Humanist/secular associations (Norfolk Data Observatory)

Wymondham High Academy serves a predominantly white middle class area, though we do have

pockets of rural deprivation in some of the surrounding areas and an increasing number of our

students have English as an additional language and are of mixed heritage. Around 36 of our

students have full statements of special educational needs and more than 200 of our students

are on the Gifted and Talented register.

5. Collecting and analysing equality information for students at

Wymondham High Academy

Wymondham High Academy is an inclusive academy. We use the curriculum and teaching to

enhance the self-esteem of all those it serves and provide a learning environment in which each

individual is encouraged to fulfil his or her potential.

We collect and analyse the following equality information about our students from:

• annual parental returns

• primary and feeder primary schools

• other local agencies and health care professionals who work closely with our Academy

• feeder high schools (for sixth form)

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These actions have been prioritised over the three year life span of our scheme and have been

included in our Action Plan, as shown in Section 16.

6. Collecting and analysing equality information on employment and

governance at Wymondham High Academy

Wymondham High Academy is committed to providing a working environment free from

discrimination, victimisation, and harassment.

Wymondham High Academy also aims to recruit an appropriately qualified workforce and a

governing body that is representative of all sections of the community in order to provide a service

that respects and responds to the diverse needs of our local population.

Other information is gathered from:

Attainment le vels

Attendance levels

Exclusions

Attendance at Extended School activities/extra curricular activities (eg school trips)

Complaints of bullying and harassment

Participation in Student Council & Principal’s Council

Choice of options selected

We have identi fied the following issues from this information - gathering exercise:

Apparent under - representation of disabled pupils attending extended school activities.

Low achievement of students from vulnerable groups is being tracked and monitored by our Raising Achievement Coordinators

The underperformance of an identified group of low - middle ability boys and girls.

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Actions to address the issues identified have been prioritised over the three year life span of our

scheme and have been included in our Action Plan, as shown in Section 16.

7. Consultation and involving people

It is important that minority groups (for race, disability and gender) are involved in the formulation and development of equality schemes and action plans; and in this regard this plan is being shared with all members of the Academy’s community via the website.

We collect and analyse the following profile information for our staff and governors:

Applicants for employment

Staff profile

Governing b ody profile

Attendance on staff training events

Disciplinary and grievance cases

Staff appraisals/performance management

Exit interviews

We have identified the following issues from this information - gathering exercise:

Low disclosure rates in respect of disability

The governing body profile is not collected currently

Staff training data is not currently separated into race, disability and gender

We involved student s , staff, governors, parents and carers, and our wider school by:

Discussions at Ac ademy C ouncil

Contact with parent/carers via website

Discussions at staff meetings

Discussions with trade union representatives

Discussions at governing bodies

Discussions within cluster groups

Involvement within local community activities

Focus groups for parents/carers and staff

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8. What we have achieved so far

This section details what we have achieved so far in relation to the equality duties and celebrating

the outcomes.

The curriculum at Wymondham High is driven by one of the core aims of the Academy: ‘to provide a broad, inclusive curriculum that promotes choice and recognises cultural diversity, enabling all to fulfil their learning potential’. The breadth and balance of the subjects offered at all key stages is recognised as one of the strengths of the Academy, helping us to promote curricula that are increasingly tailored to the individual needs of every student.

Race equality

• The Academy has a much clearer understanding of the issues and how to deal with

them.

• As a mono-cultural school we need to raise our students’ awareness of cultural

diversity in the national and global society that we live in. We do this through special

assemblies; Religious Education, Personal, Social and Cultural Studies; and Enterprise

and Culture.

• We have achieved International School status and our links with other schools, both

nationally and internationally (including an established foreign exchange programme

with French, German and Spanish schools), enable us to increase our students’

awareness of how other people of our world live, their cultures and traditions and to

celebrate that diversity.

• We also promote cultural diversity through special events held in the Academy.

Disability equality

• Students, staff & visitors were unable to attend some Academy activities due to

limited access. New buildings allow access to disabled students, staff and visitors

• After a consultation process with parents and community groups, additional

disabled parking is now provided for whole Academy events and parents’ evenings.

• The results of consultation with our Academy community have informed our

accessibility plan and link to both the governors’ strategic plan and the Academy

Development Plan.

Gender equality

Gender stereo typing remains evident in the selection of options by students, so taster

days are made available for options tackling gender-stereotyping, e.g. food technology

for boys, technology for girls. There is an identified increase in participation by

boys/girls in those options usually favoured by the other gender although stereotyping

is still evident.

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Other areas include:

Community cohesion

Following DfE guidance on suggested groupings for community cohesion:

• Teaching, learning and curriculum

o International school status and policy

o Through PSHE:

▪ Students took part in a survey, in conjunction with the Community Police Liaison

officers, to look at ways to improve the Wymondham community and make it

safer for everyone.

▪ Years 8, 9 & 10 are able to attend careers talks on a Friday lunch time from

members of the local community.

▪ Students work with the IAG Officer (careers) linking with the local community to

work on Enterprise projects.

▪ Drop down days have been introduced in Y7 allowing a focused delivery of topic

by community groups like the Youth Team or Police etc. This year topics have

included Self Esteem; Puberty; and Human Rights.

▪ KS4 Citizenship focusing on diversity, racism, discrimination, prejudice and

acceptance of multicultural societies.

o Able & Talented:

▪ All A&T pupils identified using subject specific criteria

▪ We have identified which pupils are A&T and also have other additional

needs, e.g. SEND, vulnerable groups, FSM etc. This will be used for targeting

this group for specific opportunities next year.

▪ Pupils on the A & T register have exercised their student voice via an audit

of their current provision and needs. Results will be fed to departmental

reps, HoDs and senior leadership.

▪ Audits for departments have been distributed and are due to be returned

by the beginning of July. This should enable departments to identify their

weaker and stronger areas in their provision for A & T pupils.

• Equity and excellence

o Sixth Form Admissions policy gives special consideration to applicants with

special needs or affected by socio economic factors.

o The Academy’s Assessment policy; Attendance policy; Behaviour policy; and

Curriculum policy have been reviewed and amended to reflect collection of data by

race, disability and gender.

o The Academy’s SEND policy and Target Setting policy reflect the Academy’s

commitment to equality of opportunity to all.

o Y9 & 10 Options Provision can be tailored to the individual needs of the student whilst

still providing a broad and balanced choice of subjects.

• Engagement and extended services

o The Academy provides a very full programme of after school clubs and

societies for all students;

o Helplines are provided for students outside school hours by many

departments;

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o We encourage and support all our departments to establish links with our cluster and

feeder schools and many departmental links are now established and embedded within

the school’s academic calendar;

o The Art Department has established links with Norwich University College of the Arts; o The Community Arts Coordinator schedules a programme of community events

throughout the year including Village Screen and music and drama evenings held in the studio theatre for the community;

o The Academy’s facilities are available, outside school use, for community and group hire including Adult Education;

o A breakfast club is available for students and staff (relaunch at Gateway Sept 2013); o School Houses are all linked to the community, Cheshire House links to The Grove; Abbey

House links with Wymondham Abbey; Macmillan House links with Priscilla Bacon Lodge; Ellis House links with Wheat Fen Trust (set up by Ted Ellis);

o An anti-bullying campaign takes place annually during National Anti- bullying week; o School Council and House Councils meet termly and discusses a wide range of issues

including; anti-bullying, assessment and homework and raising awareness of positive achievements of students with disabilities; o DofE links with The Lions; o Sixth Form Community Service; o Appointment of Director of Enterprise and Community to develop local community and

business links with the school and students; o Governors’ premises sub committee renamed to include ‘Community’ with named governor with responsibility for community cohesion.

• Steps already taken to eliminate discrimination and harassment in relation to sexual orientation, age and religion or belief: o School policy documents:

▪ Anti bullying

▪ Assessment

▪ Assemblies

▪ Behaviour

▪ Code of conduct (Adults)

▪ Dignity at work

▪ Equal opportunities

▪ Exit interviews

▪ Sex and relationship

▪ Recruitment

▪ Whistleblowing

o PSHE provision

o House, School and Head’s Councils

o RE curriculum

o Christian Union

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Through careful monitoring of incidents, we are taking steps to eradicate any kind of

discrimination.

9. Equality impact assessments

Equality impact assessment (EIA) is a systematic method of rigorously checking all Academy policies,

procedures and practices to ensure they are genuinely accessible and meet the needs of our staff

and the local community in relation to age, disability, gender, race, religion and belief and sexual

orientation.

An inventory of existing policies is being undertaken and we are introducing a rolling programme of equality impact assessments, using the guidance issued by the LA for use in Norfolk Schools April 2010. (See Action Plan for details).

This will enable us to identify and conduct an assessment on all school policies or practices which are likely to affect our service users, with particular regard to the needs of minority groups. This includes policies, practices and customary ways of doing things. An EIA will take place each time there is a review, change or new proposal.

Where negative impacts are identified we will take steps to deal with this and ensure equity of

service to all.

10. Other Academy Policies

We have used our existing Academy policies to inform our Single Equality Scheme. These include:

Example:

Academy Improvement and Development Pan;

Governors Strategic Plan;

School inclusions and SEN Policy;

Accessibility Plan – DDA;

Equal Opportun ities Policy including Racist Incidence Policy;

Bullying and Harassment Policy;

Dignity at Work Policy.

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11. Roles and Responsibilities

Under this section we have identified who will be responsible for undertaking action in relation to

the Single Equality Scheme and Action Plan.

• Our governing body will ensure that the Academy complies with statutory requirements in

respect of this Scheme and Action Plan.

• Our Principal is responsible for the implementation of this Scheme, and will ensure that staff are

aware of their responsibilities, that they are given necessary training and support and report

progress to the governing body.

• Our Principal, SENCO and Inclusion team will have day-to-day responsibility for co-ordinating the

implementation of this scheme.

• Our staff are expected to promote an inclusive and collaborative ethos in the Academy, challenge

inappropriate language and behaviour, respond appropriately to incidents of discrimination and

harassment, ensure appropriate support for children with additional needs, maintain a good

level of awareness of equalities issues.

• Our students have a responsibility to themselves and others to treat each other with respect, to

feel valued, and to speak out if they witness or are subject to any inappropriate language or

behaviour.

• We will take steps to ensure all visitors to the Academy, including parents/carers are adhering

to our commitment to equality.

12. Commissioning and Procurement

Wymondham High Academy Trust is required by law to make sure that when we buy services from another organisation, that organisation will comply with equality legislation. This is a significant factor in selection during any tendering process.

13. Publicising our scheme

Our scheme is a public document and will be made available on request to any interested stakeholder

and is available on the Academy website.

We will publicise our s cheme and our commitment to equality via :

Academy website;

Staff and parent newsletter;

Staff and student induction;

Local community a nd voluntary groups.

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14. Annual Review of Progress

The Action plan will be implemented, reviewed and monitored by the SENCO and the Governors’

Learning, Teaching & Curriculum Committee. The Accessibility Plan will be will be reviewed through

the Governors’ Community and Health & Safety Committee.

An annual report on the Academy’s progress and performance in respect of this scheme, covering

race, disability and gender will be made to the governing body at the end of the Summer Term.

An annual report on the Academy’s progress to improve access for disabled students, including

access to the curriculum, physical access and access to written material will be made to the

Governing Body at the end of the Summer Term.

The Single Equality Scheme and Action Plan will be reviewed and revised every three years or as

appropriate.

“We will continue to review annually the actions we have taken in the development of our

Single Equality Scheme which include:

• The results of information gathering activities for race, disability and gender and

what has been done with this information;

• The outcomes of involvement activities from minority groups;

• A summary from equality impact assessments undertaken;

• An update of the progress made against priorities;

• Celebrating what has been achieved in relation to promoting community cohesion.

15. Ongoing evolvement of our Scheme

We will continue to involve people from all aspects of the Academy community in the

ongoing evolvement of our Single Equality Scheme and Action Plan. This includes:

• A regular slot at House and School Council meetings to discuss equality and diversity

issues;

• A regular slot at staff meetings;

• Having staff available to discuss equality and diversity matters during parent

consultation meetings;

• Having annual Academy open days/evenings for the wider Academy community to

celebrate the work of students and give the opportunity for feedback;

• Regular consultation with our community users.

WYMONDHAM HIGH ACADEMY

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16. Whole School Single Equality Scheme - Action Plan

The Public Sector Equality Duty The specific duties regulations require schools/academies:

(a) to publish information to demonstrate how they are complying with the Public Sector Equality Duty, and

(b) to prepare and publish equality objectives relating to all protected characteristics - race, disability, sex, age, religion or belief, sexual

orientation, pregnancy and maternity and gender reassignment.

The Academy, in carrying out its functions, will 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.

The Academy has a statutory duty to have “due regard” when making a decision or taking an action and will assess whether it may have

implications for people with particular protected characteristics.

▪ The Academy will consider equality implications before and at the time that it develops policy and takes decisions, and it will keep them

under review on a continuing basis;

▪ The PSED will be integrated into the carrying out of the Academy’s functions, and the analysis necessary to comply with the duty will be carried out seriously, rigorously and with an open mind; ▪ This responsibility will not be delegate to anyone else.

Whilst the academy does not collect any specific data related to students’ gender reassignment/transgender and sexual orientation the academy is

aware of the requirements of the Act and is determined to comply with the non-discrimination provisions through a wide range of procedures and

policies where the importance of avoiding discrimination and other prohibited conduct is expressly noted.

The Academy will advance equality of opportunity by:

• removing or minimising disadvantages suffered by people which are connected to a particular characteristic they have;

• taking steps to meet the particular needs of people who have a particular characteristic;

• encouraging people who have a particular characteristic to participate fully in any activities.


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This Action plan will be published, monitored and reviewed annually and equality objectives will be published at least once every four years.

Place a tick in the relevant box that your action relates to: R = Race, D = Disability, G = Gender, GR = Gender Reassignment and Transgender, SO = Sexual Orientation, A = Age, RB = Religion or Belief, PM = Pregnancy or Maternity, CC = Community Cohesion

Actions Identified Planned Outcome Planned Actions Timescale Actioned by Monitored

by Completed

Y/N R D G

G R

S

O A

R B

P

M CC

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ All staff are aware of the Single Equality Scheme and Equality Objectives and have awareness of their responsibilities

Awareness of Single Equality Scheme is raised at New Staff

Induction Training & Staff Team

meetings

Sept 2017 AP, Inclusion

Team, HoD Principal Yes. In place

(practice

under

constant

review)

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Schemes of work explicitly address

the causes and consequences of

discrimination and help students

recognise and understand and

challenge stereotypes.

Curriculum areas include within

their schemes of work

opportunities to promote shared

values and challenge prejudice,

discrimination and stereotyping.

Sept 2017 HoD SLT Yes. In place

(practice

under

constant

review)

5. Collecting and analysing equality information for students by race, disability and gender.

✓ ✓ ✓ ✓ ✓ ✓ All student data collected is separated into race, disability and gender.

The reporting system allows the

separate of information by race,

disability and gender.

Sept 2017

VP

Principal

Yes. In place

(practice

under

constant

review)


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✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ The GB is made aware of areas where the Academy is not meeting its statutory duties. The SLT takes active steps to ensure the Academy meets its statutory duties. The GB takes steps to ensure that the

Academy meets its statutory duties to

all students.

All data is analysed and reported on annually to the governing body. The SLT make recommendations to the GB to address identified areas where the Academy is not meeting its statutory duties. Governors incorporate recommendations in the Governors’ Strategic plan and the

ADP.

Sept 2017

Sept 2017

Sept 2017

Principal

Principal

GB

GB

GB

Chair of GB

Yes, reporting to Standards Committee on termly basis Statutory

duties are

met


by Completed

Y/N R D G

G R

S

O A

R B

P

M CC

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ The GB takes steps to ensure all minority groups have access to extended school activities, wherever it is practicable.

Governor’s plan to target minority groups under represented on extended school activities. Governor’s plan to target lower achievement of students from minority groups. Governor’s plan to target poorer attendance by specific groups of students.

Sept 2017

Sept 2017 Sept 2017

Gov resp for ESV

Gov Standards Committee

GB Yes

Regular

meetings

with I&IC

Yes, termly

reports

received

from VP

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ The GB takes steps to provide equality of opportunity for all students.

Detailed disability information is requested for all new intake students. Questionnaires are given to all new students. Analysis of information is used to review the ADP and the Governor’s Strategic Plan.

Sept 2017 AP, Inclusion

Team Principal & GB

Yes Analysis of this data provided by I&IC


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✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ The Heads of House & Director of

Sixth Form encourage representation

from minority groups on all student

body councils.

MIS records details of student

representatives on all student

body councils.

Sept 2017 Dir of VI AP, Inclusion

Partly No record

kept

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ The SLT ensures the curriculum is

accessible to all students. MIS to record details of option

choices by race, disability and

gender.

Sept 2017 SLT Principal Yes No analysis

of data takes

place ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ The SLT takes steps to identify and

manage all incidents of bullying and

harassment of any minority groups.

MIS records details of complaints of bullying and harassment. Data is monitored, analysed & reported annually to GB. Targeted and tailored awareness training is provided to specific groups of students.

Sept 2017

I&IC and AP, Staff and Student Welfare

Principal

GB

Yes

Annual

report to GB


by Completed

Y/N R D G

G R

S

O A

R B

P

M CC

6. Collecting and analysing equality information for employment and governance by race, disability and gender


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✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ The SLT takes steps to ensure that recruitment procedures for employment, volunteers and governors are effective and meet SES aims.

Monitoring of applicants for

employment, voluntary

positions or for the governing

body, on the basis of race,

disability and gender is

effectively recorded and data

analysed to provide evidence

that effective monitoring takes

place. All minority applicants are

identified and contacted to

ensure their individual needs are

met and discriminatory practices

do not take place.

Sept 2017

Personnel Officer, Principal’s PA & Clerk to GB

Principal & Chair of GB

Partly in

place. No

analysis of

data takes

place.

✓ ✓ ✓ ✓ ✓ ✓ ✓ An annual report on recruitment is presented to the Governors’ Personnel Committee.

Monitoring of recruitment includes an analysis of race, disability and gender.

Sept 2017 Personnel Officer, Principal’s PA & Clerk to GB


No

✓ ✓ ✓ ✓ ✓ ✓ ✓ An annual report on staff training is presented to the Governors’ Personnel Committee.

Monitoring of staff training

opportunities includes an analysis

of race, disability and gender. .

Sept 2017 A P, Inclusion


Partly,

annual

report on

staff training

but no

analysis of

data ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ The SLT takes steps to ensure that

promotion opportunities are not discriminatory and meet SES aims.

Monitoring of internal staff promotions include an analysis of race, disability and gender.

Sept 2017

SLT


No

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Head’s PA works with D of E & C &

Personnel Officer on staff disability

issues encouraging disability

Head’ PA, D of E & C and Personnel Officer are trained on

disability equality issues and

Sept 2017

D of E& C Principal & Chair of GB

Yes. Reviews of

working


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by Completed

Y/N R D G

G R

S

O A

R B

P

M CC

disclosure and enabling, in

consultation with the disabled staff

member, a review of working

environment and identify any

reasonable and practicable

adjustments that could be made to

better support disabled staff.

Access to Work benefits. All staff are made aware of these

roles and responsibilities.

environment

take place as

appropriate.

Advice

sought

where

required but

no specific

staff training

has taken

place. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ SLT ensures that the Academy does

not use discriminatory practices and

meets SES aims.

Disciplinary and grievance cases are monitored by race, disability and gender. Exit interviews are monitored

separated by race, disability and

gender and the results analysed

and reported on.

Sept 2017 SLT

Principal Monitoring

analysis

does not

take place.

9. Equality Impact Assessment

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ The SLT ensures that the Academy’s

policies and practices do not allow for

the potential for discrimination or

adverse impact or missed

opportunities to promote equalities.

The SLT ensures that all opportunities

to promote equality have been taken.

An assessment of all Academy policies or practices which are likely to affect our service users is conducted.

Sept 2017 AP Inclusion Principal Partly in place On going

process.


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✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ EIA results are used to set equality objectives leading to improvement in services.

Where policy or practice shows actual or potential unlawful discrimination it will be stopped and removed or changed. Implement a three year rolling

programme of EIAs.

Sept 2017 AP Inclusion

Principal Yes

EIA’s for

policies as

they come


by Completed

Y/N R D G

G R

S

O A

R B

P

M CC

up for

review. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ GB meets race equality, disability and

gender duties to set out its

arrangements for publication of the

EIA results and consultations.

EIA results and consultation

processes and results are

available for publication.

Sept 2017 GB Chair of GB No.

15. Ongoing evolvement of the Scheme

People from all areas of our Academy Equality and diversity are a Sept 2017 HoH, Dir. of SLT community are involved in day to day regular agenda item at all student VI & School business. body councils and staff meetings. Council Coordinator

SENCO and Heads of House are Sept 2017 available at all parents’ SENCO & SLT consultation evenings to discuss HoH. equality and diversity matters in

confidence.

No

Yes

Equality Objectives – Narrowing the Gap

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Vulnerable students are able to learn

effectively. Effective intervention strategies

are in place. Sept 2017 RACs SLT

Governors Standards Committee

Yes

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓


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✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Boys’ underachievement is reduced. Effective intervention strategies

are in place. Sept 2017 RACs SLT

Governors Standards Committee

Yes

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Literacy: improve the reading and spelling of students on the special needs register and/or with reading ages below 10 (on entry)

Literacy materials are produced

and made available to all staff. Sept 2017 Lit. Co,

English Teachers, Form Tutors

& SEND

team.

I&IC, AP

Inclusion & VP

Yes

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Numeracy: improve the numeracy of

vulnerable students identified with

difficulty in Maths.

Numeracy materials are

produced and made available to

all staff.

Sept 2017 Num.Co, Maths Teachers,

AP Inclusion Yes


by Completed

Y/N R D G

G R

S

O A

R B

P

M CC

Form Tutors

& SEND

team.

Inclusion, &

VP

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Form Tutors consistently and

effectively monitor and track their

tutees and put in place intervention

strategies where appropriate.

The role and responsibility of the form tutor are developed in monitoring, tracking and intervening with their tutees.

Sept 2017 Dir of VI & their Deputies

APs & VP Yes

Equality Objectives – Progress and Achievement

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Every child achieves at least three

levels of progress from entry in Year 7

to the end of Year 11.

Effective monitor, tracking & intervention are established Teaching staff incorporate differentiation into their lessons so that all students are able to make expected progress.

Sept 2017 Dir of VI & their Deputies

SLT Governors Standards Committee

Yes


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Equality Objectives – Social and Emotional Aspects of Learning

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Students feel safe and secure. Identify through surveys where

students feel unsafe and develop

strategies to prevent and tackle

bullying.

Sept 2017 I&IC AP Inclusion Yes

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Students feel safe, secure and enjoy their learning.

Appropriate behaviours for

learning are adopted. Sept 2017 Dir of VI &

I&IC AP Inclusion Yes

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Students take responsibility for their

own learning. Students are supported and

encouraged to take responsibility

for their own learning

incorporating P.E.L.T.s and

S.E.A.L.

Sept 2017 HoH, Dir of

VI & I&IC AP Inclusion Yes

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Staff value the importance of their professional role to safeguard the students’ emotional wellbeing.

Regular staff training takes place

on Inset Days and during New

Staff Induction.

Sept 2017 AP Inclusion Principal Yes

Equality Objectives – Independent Action Plans

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Students with I.E.P.s are involved in their SEND target setting.

Student-centred I.E.P.s are

introduced. Sept 2017 I&IC AP Inclusion Yes

Equality Objectives – Information Advice and Guidance

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Students make appropriate decisions

about options and post 16 education. Students are encouraged to seek appropriate advice as they make decisions about options and post 16 education.

Sept 2017 IAG Advisor SLT Yes

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