School policy statement on equality and community cohesion

Our school is committed to equality both as an employer and a service-provider:

• We try to ensure that everyone is treated fairly and with respect.
• We want to make sure that our school is a safe, secure and stimulating place for everyone.
• We recognise that people have different needs, and we understand that treating people equally does not always involve treating them all exactly the same.
• We recognise that for some pupils extra support is needed to help them to achieve and be successful.
• We try to make sure that people from different groups are consulted and involved in our decisions, for example through talking to pupils and parents/carers, and through our School Council.
• We aim to make sure that no-one experiences harassment, less favourable treatment or discrimination because of their age; any disability they may have; their ethnicity, colour or national origin; their gender; their gender identity or reassignment; their marital or civil partnership status; being pregnant or having recently had a baby; their religion or beliefs; their sexual identity and orientation.

We welcome our general duty under the Equality Act 2010 to eliminate discrimination, to advance equality of opportunity and to foster good relations, and our specific duties to publish information every year about our school population; to explain how we have due regard for equality; and to publish equality objectives which show how we plan to tackle particular inequalities, and reduce or remove them.

We also welcome our duty under the Education and Inspections Act 2006 to promote community cohesion.

We welcome the emphasis in the Ofsted inspection framework on the importance of narrowing gaps in achievement which affect, amongst others:

• pupils from certain cultural and ethnic backgrounds
• pupils who belong to low-income households and pupils known to be eligible for free school meals
• pupils who are disabled
• pupils who have special educational needs
• boys in certain subjects, and girls in certain other subjects.

In addition to this short statement, we also have a full school policy on equality and community cohesion. Please ask for a copy if you would like to see it.

For more information please contact:

Ro Maybury (Member of staff with responsibility for equality issues)
Tel: 02086401010
Email: abbotsburyprimary@merton.sch.uk

Member of Governing  Body: TBC
Contact via the school

The Equality Act 2010 requires us to publish information that demonstrates that we have due regard for the need to:

• Eliminate unlawful discrimination, harassment, victimisation and any other conduct 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 between people who share a protected characteristic and people who do not share it.

Part 1: Information about the pupil population

Number of pupils on roll at the school: 456

Information on pupils by protected characteristics

The Equality Act protects people from discrimination on the basis of ‘protected characteristics’.

Every person has several of the protected characteristics, so the Act protects everyone against unfair treatment.

In the school we speak 46 languages. This can be broken down into 16 European languages, 12 African languages and 18 Asian languages. The largest group of children, after English, speak Urdu (22%).

Information on other groups of pupils

Ofsted inspections look at how schools help “all pupils to make progress, including those whose needs, dispositions, aptitudes or circumstances require additional support.”

In addition to pupils with protected characteristics, we wish to provide further information on the following groups of pupils:

70% of children speak English as an additional language and for many children, English is their 3rd language.  After Urdu, other significant languages spoken are Polish, Tamil and Bengali.

88 children are eligible for free school meals. However, being in the lowest 30% of depravation nationally the reality is that there are many more than that on low income. A larger proportion is entitled to Pupil Premium funding.

There are 69 children on the SEN register. 14 of those have an EHCP.

Looked after children

We currently have 0 looked after children and 1 child with SGO (Special Guardianship Order).

Other vulnerable groups

We have a number of children with child protection plans and who have been referred to services such as CAMHs, Jigsaw4U, TAMHS and Transforming Families.

Part 2: How we have due regard for equality

The information provided here aims to show that we give careful consideration to equality issues in everything that we do.

Schools are required to have due regard to the need to eliminate discrimination, harassment and victimisation and other conduct that is prohibited by the Equality Act 2010.

The information below is a summary of how we are aware of this particular requirement and how we respond to it. Please contact us if you would like to see copies of any of our school policies.

• We are aware of the requirements of the Equality Act 2012 and that it is unlawful to discriminate, treat some people less fairly or put them at a disadvantage
• We have a school behaviour policy that promotes good behaviour and provides sanctions for poor behaviour
• We have an anti-bullying policy that promotes positive relationships and has a statement about what we believe constitutes bullying and what will happen as a result of this
• We deal promptly and effectively withal incidents and complaints of bullying and harassment that may include cyberbullying and prejudice-based bullying related to disability or special educational need, ethnicity and race, gender, gender reassignment, pregnancy or maternity, religion, and belief and sexual orientation. We keep a record of all such incidents ( if they occur ) and notify those affected of the action we have taken
• We celebrate anti-bullying each year
• We have a SEN policy
• We have a SEN Information report
• We have an  Accessibility Plan
• We observe and implement the principles of equal opportunities and non discrimination our employment practices
• We have procedures for addressing staff discipline, conduct and grievances

Under the Equality Act 2010, we are also required to have due regard to the need to advance equality of opportunity and foster good relations. 

This includes steps we are taking to tackle disadvantages and meet the needs of particular individuals and groups of pupils.

Disability

We are committed to working for the equality of people with and without disabilities.

Summary information (including data on gaps in attainment, inequalities that need to be addressed and relations between different groups of pupils)

In the academic year 17/18 we have focussed on a number of groups to ensure that they improve attainment and make at least expected progress.  These groups have been white British children from disadvantaged backgrounds (Pupil Premium) and poor attenders, particularly those with SEN.   We support and monitor children with SEN, including those with emotional and mental health problems and children for whom English is an additional language, and ensure that all groups have the same access to the curriculum and opportunities in school.  We work to remove barriers to learning associated with these areas.

How we advance equality of opportunity:

We provide small group work and interventions and have had the opportunity to buy in expertise. We have a resident writer who is supporting us with the improvement of writing.  We ensure that focus groups receive specific support in class from both CT and TAs and include them in the Appraisal objectives and through tracking progress each half term.  The SENCo and EAL teachers support specific groups and work alongside CT, giving advice and support.  We have close links with the LA’s services, who provide us with assessments, targets and advice.

How we foster good relations and promote community cohesion:

Policy for Equality (covering community cohesion), which we will still keep as good practice.

We have close links with the Baitul Futuh Mosque, The Christian Resources Centre, The Parish of Morden, and Merton Na Morden Guild. We are part of St Helier School’s Community Cluster, and hold a variety of sporting and creative events for all 4 schools to join in together.  We have a strong link programme with the local special school, which is also part of our cluster.

We have a range of special weeks (e.g. International Week, Anti Bullying Week and Multi Faith Week) but the majority of our work is through the day to day life of the school when all cultures are celebrated. We have a partner school in India, Indraprastha World School, and are currently working on joint projects with them. Two of our teachers have visited the school and we have shared expertise and experiences.

What has been the impact of our activities? What do we plan to do next?

Abbotsbury is a very happy and welcoming school.  We have a diverse population that we are very proud of, and our children and staff respect the diversity and see it as an advantage to be celebrated. We are involved in our community in a positive way and have close links with many establishments, to mutual advantage. We invite members of the local community to school events, such as performances, coffee mornings etc. We have worked with local councillors and our local MP on matters that concern our pupils and we are continuing to develop such projects. We have initiated some work with the local council on homelessness and social isolation. We continue to develop the strength of our School Council and London Young Ambassadors, who are working on projects within school and in the community. Staff have received training on Mental Health and we had a very successful Mental Health Week across the whole school, where children learned about mental health issues and strategies to maintain or improve mental health. We continue to develop our awareness and provision for mental health within school.

Ethnicity and race (including EAL learners)

We are committed to working for the equality of all ethnic groups.

Summary information (including performance against national and local benchmarks, data on gaps in attainment, inequalities that need to be addressed and relations between different groups of pupils).

Despite relatively low starting points on entry to school, the majority of our EAL children progress to attain national benchmarks by the time that they leave school.  Our progress figures are high for our EAL children and a range of ethnic groups, including Black Caribbean and Asian groups. Groups that are underperforming are monitored closely and extra provision is made. This process has resulted in clear improvements being made.

How we advance equality of opportunity:

We have a teacher who is in charge of Inclusion. She is in her fourth year as SENCo and EAL lead, but as the population and needs of the school have changed, the role has changed and is now more focused on SEN than EAL.  We have a member of staff shadowing her EAL role and learning about the role as she supports. This teacher supports individual staff with work/resources and ideas for EAL pupils.  The children’s progress is closely tracked and any groups identified and given support.  We make curriculum choices that reflect the diversity of the school and promote awareness and understanding. The staff group is diverse and reflects a range of cultures and ethnicities.

How we foster good relations and promote community cohesion:

We do this in the ways mentioned in the previous section plus…

• Using dual signage around the school and the use of visual prompts and resources (e.g. Communication in Print)
• Sending staff on specific training (Talk Volunteers)
• Dual language books
• Reading books for parents to share in their own language with supplied questions to ask
• Translating newsletters
• Translators for meetings with parents when necessary
• Some SEN reports can be translated into other languages for EAL children with SEN (e.g. EP reports)
• Inviting parents in to school to share their culture (e.g. showing pictures of a traditional Polish wedding, cooking sessions, talking about festivals etc.)
• Macmillan Coffee morning for the community
• Community groups taking a leading role in events, including fund raising and charity work
• Parents’ Coffee mornings/Tea afternoons to build links across different community groups

What has been the impact of our activities? What do we plan to do next?

• Welcoming atmosphere at the school.
• Different cultures are embraced and celebrated.
• Improved provision for our EAL learners by delivering targeted and prioritised support. We intend to continue to support our EAL community and further develop our relationships.

Religion and belief

We are committed to working for equality for people based on their religion, belief and non-belief.

Summary information (including data on gaps in attainment, inequalities that need to be addressed and relations between different groups of pupils)

We have a number of religions in the school community, but there has not been a significant group that is showing gaps in attainment.

How we advance equality of opportunity:

We teach according to the Agreed Syllabus. We celebrate the festivals of the main religions represented in school.  At Abbotsbury we foster a respect for each others’ cultures, religions and beliefs. This has been noted by the children in pupil questionnaires and in LA and OFSTED inspections.

How we foster good relations and promote community cohesion:

As mentioned, we have close links with the Baitul Futuh Mosque, The Parish of Morden and the Christian Resources Centre and have a variety of visitors in to discuss their beliefs and festivals.

We celebrate the festivals represented by the religions in school and encourage the children to share their beliefs in school.

Themed Weeks, such as International Week and Multi-Faith Week, provide opportunities for the children to visit different places of worship in our local community and beyond.

What has been the impact of our activities?  What do we plan to do next?

A mutual respect for each other and a feeling of ease and acceptance has been the result of our ethos and work in this area. Learning about other religions and ways of life is a key part of our curriculum.  Our children are involved in the community outside the school building and see their place in it. We continue to develop links with community groups and religions that are less represented in the school community.

Sexual orientation

We are committed to providing a safe environment for all pupils.

We aim to tackle any discrimination faced by pupils and staff who are lesbian, gay or bisexual.

Summary information (including data on gaps in attainment, inequalities that need to be addressed and relations between different groups of pupils)

We are not aware that we have any LGBT pupils in school at the moment that fit into this category. We have a variety of different types of families represented within school and relationships are strong.

How we advance equality of opportunity:

We are a very inclusive school and celebrate all types of families. We encourage appropriate discussion about family make up and groupings and try to avoid stereotyping. We have posters and resources that celebrate different types of families and this is included within our PSHE scheme and curriculum materials.
There is a specific unit of work within our scheme on Homophobia in Y5 and one on Discrimination in Y6.

How we foster good relations and promote community cohesion:

We support pupils to develop skills to be confident learners and accepting of one another’s lifestyles and beliefs, through RE, Thinking Schools and our PSHE scheme, ‘Go-Givers’.  All children are given time to speak and share ideas and feel included and to accept and celebrate difference.  Any use of homophobic language is very rare, but when it has occurred it is dealt with immediately by the HT and recorded. We work with positive role models to help reduce bullying and acknowledge Anti bullying Day.

What has been the impact of our activities? What do we plan to do next?

We are a very happy school where staff pupils and parents feel supported.  We are very inclusive and tolerant of peoples’ beliefs and feelings.  Our School Council is very active and regularly brings projects or concerns to the attention of SLT. We continue to develop the school’s awareness of issues concerning gender and sexual orientation.

What has been the impact of our activities? What do we plan to do next?

We are a very happy school where staff pupils and parents feel supported.  We are very inclusive and tolerant of peoples’ beliefs and feelings.  Our School Council is very active and regularly brings projects or concerns to the attention of SLT. We continue to develop the school’s awareness of issues concerning gender and sexual orientation.

Part 3: Consultation and engagement

We aim to engage and consult with pupils, staff, parents and carers, and the local community so we can develop our awareness and information, learn about the impact of our policies, set equality objectives and improve what we do.

Our main activities for consulting and engaging are:

• Newsletters
• Parents’ Evenings
• Questionnaires / Surveys
• School Council
• Young Ambassadors
• Assemblies
• Staff Meetings

Record of consultation and engagement

The Equality Act 2010 requires us to show due regard to equality issues when we make significant decisions or changes in our policies.

This means we need consider what the impact of those decisions or policies will be on pupils and staff with protected characteristics before a decision is made or a policy is finalised.

The Equality Act 2010 requires us to publish specific and measurable equality.

Our equality objectives are based on our analysis of data and other information. Our equality objectives focus on those areas where we have agreed to take action to improve equality and tackle disadvantages. For further details, please consult our School Development Plan. We will regularly review the progress we are making to meet our equality objectives.

Equality objective 1:

To improve outcomes for boys in reading and writing

Progress we are making on this objective/Plans for this year

• Consulted with boys from KP2 about why they are finding this area difficult
• Created an action plan for this area with the group of boys
• Implemented strategies from the plan, including order and display of new books chosen by boys, strategies for planning and structuring of writing, drama, kinaesthetic strategies
• Single sex targeted group work – boys’ focus on literacy
• Review of progress – some area improved, new targets set
• Gender difference reduced at mid-year point of assessment

Equality objective 2:

To improve outcomes for disadvantaged pupils, particulary in writing and maths

Progress we are making on this objective/ Plans for this year

• Careful monitoring by SLT – focus for progress meetings and work scrutiny
• Analysis of attainment and progress, including overlapping pupil groups
• Careful allocation of Pupil Premium funding
• Targeted group and individual work
• 1:1 reading in KS1
• A variety of intervention programmes, including those to improve emotional well-being and mental health
• Data shows improved performance for PP children by the end of KS2 and accelerated progress for this group, especially in the target area of writing

Equality objective 3:

To increase the pupils’ awareness of the risks associated with extremism and radicalisation.

Progress we are making on this objective/ Plans for this year

• Training for staff June 2018
• Renewed look at provision in this area through PSHE and other curricular areas
• Plans to develop more effective ways of assessing and recording development and awareness in this area.