The Equality Information & Objectives

The Equality Information and Objectives

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October 2017

Next Review Date: October 2018





Chancery Education Trust fully understands the principle of the Equality Act 2010 and the work needed to ensure that irrespective of a person’s age, disability, gender, gender-identity, race, religion beliefs or sexual orientations that they are not discriminated against and are given equality of opportunity.

  • We try to ensure that everyone is treated fairly and with respect
  • We respect the equal rights of our staff and other members of the Academy’s community
  • 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 recognise and celebrate diversity within our community whilst promoting community cohesion
  • We maintain a strong family ethos, the staff, parents, governors and friends of Chancery Education Trust are committed to working together to provide the highest quality of education that will meet the needs of every child and enable them to achieve their personal best
  • We aim to make sure that no-one experiences less favorable 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

Legal Framework

  1. We welcome our duty under the Equality Act to eliminate discrimination, to advance equality of opportunity and to foster good relations
  2. We acknowledge our duties to publish specific information every year 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
  3. We recognise that these duties reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with disabilities, and the Human Rights Act 1998

Information on pupils by protected characteristics

The Equality Act 2010 protects people from discrimination on the basis of ‘protected characteristics’. Everyone in Britain is protected by the Act. The ‘protected characteristics’ under the Act are:

  • Age
  • Disability
  • Gender reassignment
  • Marriage and civil partnership
  • Pregnancy and maternity
  • Race
  • Religion and belief
  • Sex
  • Sexual orientation

Number of pupils on roll at Davidson Primary Academy: 295 as at 1st November 2017


The Equality Act defines disability as when a person has a ‘physical or mental impairment that has a substantial and long term adverse effect on that person’s ability to carry out normal day to day activities.’

The Academy will not publish information that relates to fewer than 3 people to ensure that individuals cannot be identified through the publication of data.

Disability and special educational needs

Number of pupils with disabilities and special educational needs: 91

There are pupils at our Academy with different types of disabilities and these include. SEND is identified under four categories:

·         Communication and Interaction

·         Cognitional and Learning

·         Social, Emotional and Mental Health

·         Sensory and/or Physical

Special Educational Needs (SEN) Provision

Statement (mainstream): 0

Education Healthcare Plan: 3


This includes colour, nationality and ethnic and national origins.






Religion and Belief

Chancery Education Trust is committed to working for the equality of all our staff, children, parents and carers to meet our duties under the Equality Act 2010.


What we do to eliminate unlawful discrimination

·         We are aware of the requirements of the Equality Act 2010 that it is unlawful to discriminate or treat some people less fairly

·         We aim to keep an accurate record of the protected characteristics of our pupils and employees

·         We have an anti-bullying policy with a focus on celebrating mutual respect, good relations, an absence of prejudice-related bullying including discriminatory and offensive language

·         We deal promptly and effectively with all incidents and complaints of bullying and harassment that may include cyber-bullying and prejudice- based bullying related to disability or special educational need, ethnicity, gender, gender reassignment, pregnancy or maternity, religion and belief and sexual orientation

·         We have a special educational needs policy that outlines the provision the Academy makes for pupils with special educational needs

·         We aim to observe and implement the principles of equal opportunities and non-discrimination in our employment practices

·         We will promote attitudes and values that celebrates and respects diversity and challenge discriminatory behaviour and language wherever it occurs

·         We regularly monitor the curriculum to ensure that learning opportunities across the curriculum are in place to promote respect for diversity and challenge negative stereotyping

·         We track pupil’s progress to ensure that they are achieving in line with their capabilities

What we do to advance equality of opportunity

  • We support disabled learners by meeting their individual needs
  • We make adjustments where possible to ensure disabled pupils are not put at a disadvantage compared to other pupils
  • We collect and analyse data to ensure all groups are progressing well and no group is subject to disadvantage
  • We use all available information to set suitable learning challenges for all, respond to pupils’ diverse needs and overcome any potential barriers to learning
  • We identify the particular needs of individuals and groups within the Academy and use targeted interventions to narrow gaps in achievement
  • We review employment policy and procedures are checked regularly to check conformity with legislation and impact
  • All staff posts are advertised formally and open to the widest pool of applicants
  • We provide professional development opportunities for all staff

What we do to Foster Good Relations and community cohesion

  • Using the information we gather to identify underachieving groups or individuals and plan targeted intervention
  • Ensuring participation of all parents and pupils in the Academy development, e.g. through the parent forum and parent and pupil surveys
  • Listening to parents and carers at open evenings, home contact books and Parent View
  • Listening to pupils in pupil voice
  • Listening to staff during their Appraisal meetings
  • Creating opportunities for links within the local community e.g. use of the Academy premises for lettings, after school clubs and extra curricular activities

Our Equality Objectives

The Equality Act 2010 requires us to publish specific and measurable equality objectives. 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. We regularly review the progress we are making to meet our equality objectives.

Equality Objective 1

Improving attainment and rates of progress by closing the achievement gap for different groups.


 To achieve this objective we plan to:


Hold Pupil Progress reviews are held half termly in order to monitor progress of all different groups and to plan interventions appropriately.

 Progress we are making towards achieving this objective:




·         The disadvantaged have diminished the differences to others nationally and the pupil premium strategies seem to have been effective

·         EAL pupils attained very high standards in reading, writing, maths and science

·         There were 16 disadvantaged pupils in the 2017 cohort of whom 11 reached the expected standard in reading and maths, 10 did so in writing and 13 did in science.  9 of the 16 reached the expected standard in the combined measure and 2 greater depth in this measure. Proportions were broadly in line with others nationally for all prior attainment groups in all subjects

·         The disadvantaged group made sound progress which was in line with national for the emerging, expected and exceeding prior attainment groups in reading, writing and maths at both standards


·         There were 23 EAL pupils in this cohort. Their attainment was consistently stronger than all pupils national in all subjects at the expected standard. At greater depth, EAL pupils were in line with national

·         When compared to English First pupils it is clear that EAL pupils outperformed their English First peers at the expected standard in all subjects, although proportions at greater depth are broadly similar


·         All groups had attainment in line with national in all subjects and at both standards



 ·         The Disadvantaged group showed strong progress and gaps to others nationally (2016) seem to be narrowed although differences remained

·         70% of disadvantaged children reached expected in writing and maths

·         Progress in the 3 core areas was strong for the disadvantaged

·         The disadvantaged did well in EGPS particularly at the high level although in-school gaps remained


·         There were 22 EAL pupils in this cohort, they performed stronger at the high standard and were above in reading, maths and EGPS and in line in other subjects

·         The children with English as a first language did well and their proportions were above their EAL classmates in all areas at expected and in all areas with the exception of reading at the high standard. Both groups had strong scaled scores in all subjects with the exception of the EAL in reading


·         The expected progress proportions were good for this group in all subjects


·         Good proportions of pupils from each ethnic group appear to have made expected progress in all subjects

Equality Objective 2

Ensuring that all pupils regardless of background or circumstance have fair access to out of hours learning opportunities and extra curricular clubs.


To achieve this objective we plan to:


Provide assistance to anyone for educational learning opportunities on a needs basis. In addition we offer free tuition to those we feel would benefit the most. Homework clubs available in all year groups to provide extra support.


Progress we are making towards achieving this objective:


·         During the academic year 2016-2017, all children in KS2 took part in swimming lessons that was subsidised by the academy

·         Financial support given to vulnerable children for residential trips

·         Every class teacher is delivering a 6 week extra curriculum club over the academic year, free of charge for all children

·         Targeted year groups receive homework and booster sessions to close gaps

·         All children can attend lunchtime clubs free of charge

Monitoring and Review




Policy written by

Barbara Rutherford


Agreed by Committee

Academic Committee


Adopted by Governing Body

Full Governing Board


To be reviewed annually

Review by

Lynne Dando, Principal


Review by Committee


Adopted by Governing Body



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