Meeting the Duties of the Equality Act 2010: Equalities Information
Clavering Primary School – Date completed: March 2016
Equality Group members:
Rosalind Allsop (Head teacher), Jonathan Hill (Vice Chair and Parent) and Alison Course (Religious Education and Community Cohesion)
Schools are required to publish equality information and analysis on an annual basis. This information will contribute to the schools equality objectives, which must also be published.
Section 1 – Who Comes to Our School?
Here is some information about our school population. These are the groups we need to plan services for; we regard this aspect of our work as very important; the information also helps us to meet our duties under the Equality Act 2010. As a school our main function is to provide good access to educational opportunities and help/support our pupils to perform well at school. We have to make sure we do not disadvantage anyone in our school and we use the following information to help us. We also welcome your views.
This information is taken from our School Census January 2016 (which does not include children under 5)
|
Number |
||
|---|---|---|
|
Gender |
Girls |
90 |
| Boys |
83 |
|
|
Ethnicity |
White British |
120 |
| White English |
10 |
|
| Other White British
White Other |
7 2 |
|
| Any other minority ethnic group |
7 |
|
|
EAL |
Less than 3 |
|
|
Free School Meal Eligibility |
Not Eligible |
164 |
| Eligible |
9 |
|
|
Special Educational Need / disability |
No Special Educational Needs |
151 |
| Additional School Intervention |
22 |
|
| Education, health and care plan |
0 |
|
Section 2 – Advance Equality of Opportunity between People
The main thing we do as a school is to provide access to good educational opportunities and to promote achievement and attainment for everyone who comes to our school. We use information (data) to help us do this.
Information we have considered:
Attainment Data
This is how our school compares against National attainment figures at the end of Year 6 (Key Stage 2) 2015
|
Key Stage Two SATs Results |
2015 Clavering Level 4+ |
2015 National Level 4+ |
2015 Essex Level 4+ |
2015 Clavering Level 5 |
2015 National Level 5
|
2015 Essex Level 5 |
| English Reading |
100% |
89% |
90% |
83% |
48% |
49% |
| English Writing |
100% |
87% |
87% |
56% |
36% |
37% |
| English SPAG |
100% |
80% |
80% |
83%(6x Level 6) |
55% |
56% |
| Maths |
100% |
87% |
88% |
67%(17x Level 6) |
41% |
42% |
This is how different groups in our School achieve at the end of Year 6 (Key Stage 2) 2015 (18 children)
|
Key Stage 2 Outcomes for Different Groups in Our School |
English L4+ R = Reading W = Writing |
Mathematics L4+ |
||||
|---|---|---|---|---|---|---|
|
School |
National |
School |
National |
|||
|
Gender |
Girls |
R = 100 W = 100 |
R = 91 W = 91 |
100 |
87 |
|
| Boys |
R = 100 W= 100 |
R = 87W = 83 | 100 |
87 |
||
|
Ethnicity |
White British |
R = 100 W= 100 |
R = 90 W = 88 |
100 |
87 |
|
| Other White and European |
– |
– | – |
– |
||
| Gypsy Roma/Irish Traveller/Other |
– – |
– | – |
– |
||
| Mixed Heritage |
– |
– | – |
– |
||
| Black – Caribbean Heritage |
– |
– | – |
– |
||
| Black- African Heritage |
– |
– | – |
– |
||
| Black – Other |
– |
– | – |
– |
||
| Asian – Indian |
– |
– | – |
– |
||
| Asian – Pakistani |
– |
– | – |
– |
||
| Asian – Bangladeshi |
– |
– | – | – | ||
| Asian – Any Other Asian Background | – | – | – |
– |
||
| Chinese |
– |
– | – |
– |
||
| Any other minority ethnic group |
R = 100 W = 100 |
R = 83 W = 82 |
100 |
86 |
||
|
Special Educational Need |
No Special Educational Needs |
R = 100 W = 100 |
R = 95 W = 95 |
100 |
94 |
|
| SEN support* |
R = 100 W = 100
|
R = 68 W = 57 |
100 |
64 |
||
|
|
|
|
|
|||
| EHC plan (Statement) |
– |
– |
– |
– |
||
|
Free School Meal Eligibility |
Not Eligible |
R = 100 W = 100 |
R = 92 W = 90 |
90 |
90 |
|
| Eligible |
– |
– |
– |
– |
||
Section 3 and 5 – Foster Good Relations between People. Participation and Engagement
We want our school community to provide a welcoming and comfortable environment for all who come here. We want to foster an open environment where people feel they are being treated with dignity and respect.
| Examples | Steps the school / setting has taken |
|---|---|
| Social and Emotional Wellbeing: | Buddy systems and welcome packs (electronic and hard copy) which also promote the inclusion of those in protected groups. |
| Pupil Voice: | School council – promotion of equalityPupil surveys |
| Positive Imagery: | use of posters / positive photographs |
| Community Links: | engagement of parents / local people from protected groups |
| Removing Barriers and Reasonable Adjustments: | Various forms of communication to parents / carers (eg emails , Parent Forum, Friends of Clavering events, face to face meetings). |
Section 4 – Eliminate Unlawful Discrimination, Harassment and Victimisation
| Examples | Steps the School has Taken |
|---|---|
| Victimisation and Discrimination: | We review our recruitment procedures on a regular basis and senior staff have received Safer Recruitment training. |
| Monitoring of Incidents: | Whole School Behaviour policy with tight monitoring systems in place |
| Anti Bullying and Harassment: | Whole School Behaviour policy with tight monitoring systems in place |
Section 6: Our Equality Objectives
We have considered the information collected above and have identified 2 key objectives that our school will focus on this year. These objectives will help us to meet the three arms of the general duties required in the Equality Act 2010 to:
- Eliminate unlawful discrimination
- Advance equality of opportunity
- Foster good relations
Our equality objectives are:
- To further develop community cohesion – with a particular focus on Multicultural awareness through the curriculum
- To achieve our attendance target for all groups
* Equalities information will be updated annually and progress towards our objectives will be monitored and reviewed every year. In line with legislation, the objectives will be re-published formally, at least every 4 years. We have a separate action plan and school policy that looks at the objectives in more detail.
