The Equality Information & Objectives

The Equality Information and Objectives

Click here to download the DPA Equality Information and Objectives Dec 2018

 

 

DAVIDSON PRIMARY ACADEMY

EQUALITY INFORMATION AND OBJECTIVES

DECEMBER 2018

Next Review Date: December 2019                                                                                                                               

CHANCERY EDUCATION TRUST

DAVIDSON PRIMARY ACADEMY

EQUALITY INFORMATION AND OBJECTIVES

Introduction:

Davidson Primary Academy 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 orientation 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 Davidson Primary Academy 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: 228 as at 1st November 2018

Disability

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: 23

 

There are pupils at our Academy with different types of disabilities.

 

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: 4

 

Race

This includes colour, nationality and ethnic and national origins.

Category

Count of Ethnicity

Any Other Asian Background

4

Any Other Black Background

4

Any Other Ethnic Group

3

Any Other Mixed Background

9

Any Other White Background

32

Bangladeshi

5

Black African

23

Black Caribbean

24

Black North American

1

Black Somali

1

Chinese

2

Indian

11

Information Not Yet Obtained

28

Other Black African

2

Pakistani

4

Sri Lankan Tamil

1

Turkish

1

White and Any Other Ethnic Group

1

White and Asian

4

White and Black African

11

White and Black Caribbean

11

White British

39

White Eastern European

8

Grand Total

229

 

Gender

Male

120

Female

109

Grand Total

229

 

Religion and Belief

 

Faith

Count of Faith

Buddhist

2

Christian

6

Church of England

9

Greek Orthodox

4

Hindu

6

Jehovah’s Witness

2

Methodist

1

Muslim

28

Other Faith

1

Roman Catholic

14

Seventh Day Adventist

3

Not provided

153

Grand Total

229

Davidson Primary Academy 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, responding to pupils’ diverse needs and overcoming 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 ensure employment policy and procedures are checked regularly to check conformity with legislation
  • All staff posts are advertised formally and open are 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 half termly in order to monitor progress of all different groups and to plan interventions appropriately.

 

Progress we are making towards achieving this objective:

KS1

 

At KS1 the pupils and staff have produced some very good overall outcomes.

In reading, writing and maths results rose in 2018. Reading and maths were at 85% at expected+ with writing at 82%, 10%, 9% and 12% above national respectively.

24% reached greater depth in writing and maths with 27% doing so in reading, writing being a significant 8% above national. An impressive 82% reached expected in RWM.

A comparison to similar schools based on the cohort’s FSM, EAL and SEN indicators shows the cohort to have been well above these schools at expected+ in all subjects.

Disadvantaged

The 11 disadvantaged children did very well, and the pupil premium strategies seem to have been effective.

In all 3 core areas (reading, writing and maths) all bar 2 pupil reached expected+ and 3 reached greater depth, these results were broadly in line with others nationally and above others in school.

The EYFS emerging group had significantly good results in reaching KS1 expected+.

10 of the 11 disadvantaged pupils were below the ELG on entry in literacy and 9 in maths, but nonetheless 8 (reading and writing) and 7 (maths) of this group reached the expected standard+ with 2 of the group going on to reach greater depth. One of the disadvantaged pupils who entered at ELG reached greater depth in all subjects. The progress made by the disadvantaged was impressive.

 

Ethnicity 

The only ethnic group with a material number of pupils was the White British with 7 children. This group was broadly average in all subject areas at both standards.

There were 11 other DfE main groups in the school but all had 5 or less pupils, whereby each pupil represented 20% or more of that groups results. All these groups had broadly average results.

SEN

The 15 SEN support pupils who make up nearly half this cohort had very strong results at KS1 with proportions matching all pupils nationally at expected+ in all subjects.

In writing and maths a higher proportion of SEN support reached expected+ than was seen for all pupils nationally.

EAL

The 10 EAL pupils had broadly average results at both the expected+ and greater depth standards. Only 2 of the 10 fell short of expected in reading, maths and science with 3 doing so in writing. 2 of the group reached greater depth in each area. The English first language pupils did perform more strongly, above average in all subjects. At expected they were the equivalent of 3 pupils above national in writing and 2 in reading and maths. This group was also 2 pupils above national at greater depth in writing.

 

KS2

A comparison to similar schools nationally based on key proportions (disadvantaged, EAL and SEN) suggests the school out-performed similar schools in reading and writing in terms of both progress and attainment at expected+. For maths progress indicators were weaker while attainment was lower too.

Disadvantaged pupils attained good standards at expected+ in reading, writing, EGPS and science and progress indicators in reading and writing were strong.

EAL

There were 19 disadvantaged pupils in this cohort and prior attainment information for 18. 2 pupils were in the low PAG, 11 in the middle and 5 in the high.

The attainment of the disadvantaged in reading, writing, EGPS and science at the expected standard was broadly in line with Others nationally.

A large difference remained in maths.

The disadvantaged made good progress in literacy from KS1 but not in maths.

 

SEN

VAs suggest for SEN support the most progress was made in writing and then reading.

ETHNICITY

The largest ethnic group was White Others with 11 pupils.

There were 10 Black African, 10 White British and 9 Black Caribbean.

A number of other ethnic groups were represented with small pupil numbers.

The White British showed good progress in reading and average progress in writing and maths.

The Other White group had good progress in reading and writing and below average progress in maths.

Their results at expected in literacy were good.

The Black Caribbean group had strong progress in reading.

They had relatively good results in EGPS and average results in writing and science.

 

Equality Objective 2

Ensuring that all pupils regardless of background or circumstance have fair access to out of hours learning opportunities and extracurricular 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 are available in all year groups to provide extra support.

 

Progress we are making towards achieving this objective:

 

·         During the academic year 2017-2018, all children in KS2 took part in swimming lessons that were subsidised by the academy

·         Financial support was given to vulnerable children for residential and day trips

·         Every class teacher delivered 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

·         Volunteer are used to focus on pupils who fall into vulnerable groups and give extra support through 1:1/ group work

·         PTA have organized events to fund a range of new resources to help learning in/out of the classroom, eg dual language books, short burst support booster guides

 

Monitoring and Review

 

Name

Date

Policy written by

CET Board

5/12/18

Reviewed by

F Begum, Acting Principal

P Mbanga, Assistant Headteacher

16/1/19

Agreed by Committee

Local Governing Board

16/1/19

Adopted by Governing Board

Local Governing Board

 

To be reviewed annually

Review by

December 2019

 

 

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