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“Let Your Light Shine!” - Matthew 5:16

Shirley Avenue

Gomersal

Cleckheaton

Bradford

BD19 4NA

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Equality Policy & Objectives


Aims

Our school makes all members of our community feel welcome and valued. Our vision and values promote inclusion and equality and tackle discrimination.

By being the best we can be, we all shine brightly making our world a better place.

We respect and celebrate everyone’s uniqueness, supporting each other so that we can reach our full potential.

We show love for each other through acts of friendship and forgiveness.

We show resilience so that we feel confident to face any challenge.

‘Let your light shine’ Matthew 5:16

We have high expectations for all our pupils irrespective of their age, disability, gender reassignment, race, religion or belief, sex or sexual orientation. Our equalities statement and our school vision is guided by the following principles:

  • Learners are all unique children who together are one;
  • We recognise and respect difference;
  • We show understanding, compassion and care to all;
  • We foster positive attitudes and relationships and a shared sense of community and belonging;
  • We observe good practice in recruitment, retention and staff development;
  • Eliminate discrimination by challenging behaviours which go against this goal;
  • Advance equal opportunity for all members of the school community;
  • We aim to reduce and challenge barriers to equality that already exist.

Our school aims to meet its obligations under the Public Sector Equality Duty (PSED) by having due regard to the need to:

  • Eliminate discrimination and other conduct that is prohibited by the Equality Act 2010
  • 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

Legislation and guidance

This document meets the requirements under the following legislation:

Responsibilities

The governing board will:

  • Ensure that the equality information and objectives as set out in this statement are published and communicated throughout the school, including to staff, pupils and parents
  • Ensure that the published equality information is updated at least every year, and that the objectives are reviewed and updated at least every 4 years
  • Delegate responsibility for monitoring the achievement of the objectives on a daily basis to the headteacher

The headteacher will:

  • Promote knowledge and understanding of the equality objectives among staff and pupils
  • Monitor success in achieving the objectives and report back to governors

All school staff are expected to have regard to this document and to work to achieve the objectives as set out in the objectives section of this document.

Equality and Characteristics Data

In line with the PSED (Public Sector Equality Duty) of the Equality Act 2010 we publish the following data.

This data is taken from our Primary School Profile 2020/21.

Characteristic Breakdown
Number of pupils 213   54% male (116)  46% female (97)
Number of staff 30     3% male     97% female
Number of governors 9      11%  male       89%  female
Religion Voluntary Controlled C of E Primary School
Attainment on entry Average in all areas of development
School % Stability

90%

Well above average

Free School Meals

23%

Close to average

English as an additional language

5%

Close to average

% SEND Support

22%

Well above average

% EHCP plan

1.4%

Close to average

Ethnicity

87.32%  White British

3.76% Other White

0.94% White & Black Caribbean

0.94% White and Black African

0.94% Other Mixed background

1.88% Asian British

2.82% Mixed white and Asian

1.25% (3) Asian/Asian

0.47% Other Ethnic Group

Average attendance rate

Summer 2021 and autumn 2020 absence- This data relates to absences during the coronavirus (COVID-19) pandemic and should not be compared directly to

previous years. There were 1,378 sessions missed by pupils not attending in circumstances related to coronavirus (COVID-19) in summer 2021 – these did not count as absence within the data. There were 494 sessions missed by

pupils not attending in circumstances related to coronavirus (COVID-19) in autumn 2020 – these did not count as absence within the data.

The rate of persistent absence (14.5%) in summer 2021 was in the highest 20% of schools with a similar level of deprivation.

Awards,  accreditations, recognitions Stonewall champion

Eliminating Discrimination

The school is aware of its obligations under the Equality Act 2010 and complies with non-discrimination provisions.

Where relevant, our policies include reference to the importance of avoiding discrimination and other prohibited conduct.

Staff and governors are regularly reminded of their responsibilities under the Equality Act – for example, during meetings.

New staff receive training on the Equality Act as part of their induction, and all staff receive regular refresher training.

Advancing Equal Opportunities

As set out in the DfE guidance on the Equality Act, the school aims to advance equality of opportunity by:

  • Removing or minimising disadvantages suffered by people that are connected to a particular characteristic they have (e.g. pupils with disabilities, or gay pupils who are being subjected to homophobic bullying)
  • Taking steps to meet the particular needs of people who have a particular characteristic (e.g. enabling Muslim pupils to pray at prescribed times)
  • Encouraging people who have a particular characteristic to participate fully in any activities (e.g. encouraging all pupils to be involved in the full range of school societies)

In fulfilling this aspect of the duty, the school will:

  • Publish attainment data each academic year showing how pupils with different characteristics are performing
  • Regularly review incident logs to identify issues or improvements for specific groups (e.g. declines in incidents of homophobic or transphobic bullying)

Fostering Good Relations

The school aims to foster good relations between those who share a protected characteristic and those who do not share it by:

  • Promoting tolerance, friendship and understanding of a range of religions and cultures through different aspects of our curriculum. This includes teaching in RE, citizenship and personal, social, health and economic (PSHE) education, but also activities in other curriculum areas. For example, as part of teaching and learning in English/reading, pupils will be introduced to literature from a range of cultures
  • Holding acts of collective worship dealing with relevant issues. Pupils will be encouraged to take a lead in such worships and we will also invite external speakers to contribute
  • Working with our local community. This includes inviting leaders of local faith groups to speak to pupils, and organising school trips and activities based around the local community
  • Encouraging and implementing initiatives to deal with tensions between different groups of pupils within the school. For example, our school council has representatives from different year groups and is formed of pupils from a range of backgrounds. All pupils are encouraged to participate in the school’s activities, such as sports clubs.
  • We also work with parents to promote knowledge and understanding of different cultures

Equality in Decision Making

The school ensures it has due regard to equality considerations whenever significant decisions are made.

The school always considers the impact of significant decisions on particular groups. For example, when a school trip or activity is being planned, the school considers whether the trip: Cuts across any religious holidays, Is accessible to pupils with disabilities, Has equivalent facilities for boys and girls.

Equalities Objectives

In order to show our commitment to upholding the principles set out in this document, school has set a number of objects with the aim of continuing to move practice forward.  See attached action plan.

Monitoring

The headteacher will update the equality information we publish at least every year.

This document and the attached action plan will be reviewed by governors at least every 4 years.

Equality Action Plan 2022-2026

Policy and Practice
Objective Timescale By whom? Resources Impact
Include the ‘Two Ticks’ positive about people with disabilities symbol on all job adverts, application forms and information to help address the under-representation of people with disabilities in the school workforce. April 2022 SLT None Potential applicants will be assured of school’s inclusive approach to disability within the workforce.
Include the Stonewall Diversity Champions badge on job adverts, application forms and information to demonstrate our commitment to being an inclusive workforce to all including LGBTQ+ employees. April 2022 SLT None Potential applicants will be assured of school’s inclusive approach to LGBTQ+ diversity within the workforce.
Pupils
Objective Timescale By whom? Resources Impact
Monitor and analyse racist/HBT discriminatory incidents occurring within school using CPOMs. Reviews of incidents to be conducted termly. SLT to review racist/HBT incidents CPOMS reports SLT can act on trends in order to reduce number of racist incidents
Monitor and analyse pupil attainment & progress by characteristic i.e. SEND level, Gender, Pupil Premium entitlement, Ethnicity. Termly Miss Joyce Assessment data submitted termly All groups of children make good progress. Barriers to learning identified and addressed through provision.
Monitor and provide support to pupils identified by school as being vulnerable as an impact of the Covid 19 Pandemic. Ongoing All staff CPOMs reports Pastoral Team Support Time The impacts that the Pandemic has had on pupils will be mitigated by school actions, supporting pupils to meet their potential academically and achieve mental and emotional wellness.
Community cohesion
Objective Timescale By whom? Resources Impact
Regular consultation with pupil leadership team to ensure pupil voice is heard At least half-termly Mrs Sheard  and SLT Room to meet meeting minutes Pupil voice is strong and children feel their importance of their role in the school community and community at large
Visit a variety of religious establishments/ place of worship / have visitors in school Seek to build more opportunities in new academic year Class teachers to contact interfaith/ faith centre leaders   Pupils have a greater awareness of the diversity of cultures and faiths in the community in which they live and in the world community.