Equalities Information and Objectives Setting

kelvingrovese26

6 years ago

Reviewed by: Shakera Rahman, Resources Committee, Spring 2025

Next Review: Spring 2026

EQUALITIES INFORMATION AND OBJECTIVES
Aims
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 A core aim of Kelvin Grove Primary School is to enable all pupils to take part as fully as possible in every part of school life by developing each child’s self-confidence, recognising their strengths and encouraging them to achieve their full potential. Kelvin Grove Primary School will take steps to advance equality of opportunity, foster good relations and eliminate discrimination or harassment across all the protected characteristics (age, race, gender reassignment, disability, marriage and civil partnership, religion and belief, pregnancy and maternity, gender, sexual orientation) within the school community. Information about the pupil population can be found in appendix 2.
Legislation and guidance
This document meets the requirements and replaces separate policies the school has on race, disability and gender to eliminate discrimination, advance equality of opportunity and foster good relations. It reflects the legal duties set out in the following legislation: * The Equality Act 2010, which introduced the Public Sector Equality Duty and protects people from discrimination * The Equality Act 2010 (Specific Duties) Regulations 2011, which require schools to publish information to demonstrate how they are complying with the Public Sector Equality Duty and to publish equality objectives This document is also based on Department for Education (DfE) guidance: The Equality Act 2010 and schools. and the school’s Embedding Race Equality – Pledge’ that is has signed up to with other Lewisham Schools.
Roles and responsibilities
Governing board	* 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. * Ensure all other school policies promote equality. * Give due regard to the Public Sector Equality Duty when making decisions.
Equality link governor, Janine Green.	* Meet with the designated member of staff for equality twice a year and other relevant staff members, to discuss any issues and how these are being addressed. * Ensure they’re familiar with all relevant legislation and the contents of this document. * Attend appropriate equality and diversity training. * Report back to the full governing board regarding any issues. 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
The designated member of staff for equality	The designated member of staff for equality will: * Support the headteacher in promoting knowledge and understanding of the equality objectives among staff and pupils. * Meet with the equality link governor twice a year to raise and discuss any issues. * Support the headteacher in identifying any staff training needs, and deliver training as necessary. * All school staff are expected to have regard to this document and to work to achieve the objectives as set out in section 8.
All staff	* Enact this policy, its commitments and procedures, and their responsibilities associated with this policy. * Deal with bullying and discriminatory incidents, and know how to identify and challenge prejudice and stereotyping. * Promote equality and good relations and not discriminate on any grounds. * Attend such training and information opportunities as necessary to enact this policy and keep up to date with equality legislation. * To be models of equal opportunities through their words and actions.
Pupils	* Refrain from engaging in discriminatory behaviour or any other behaviour that contravenes this policy.
Visitors (e.g parent helpers, contractors)	* To be aware of, and comply with, the school‘s equality policy. * To refrain from engaging in discriminatory behaviour (for example, racist language) on school premises.
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. Where this has been discussed during a meeting it is recorded in the meeting minutes. New staff receive training on the Equality Act as part of their induction, and all staff receive refresher training annually. The school has a designated member of staff for monitoring equality issues, and an equality link governor. They regularly liaise regarding any issues and make senior leaders and governors aware of these as appropriate.
Advancing equality of opportunity
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 * Analyse the data referenced above to determine strengths and areas for improvement, implement actions in response and publish this information * Make evidence available identifying improvements for specific groups (e.g. declines in incidents of homophobic or transphobic bullying) Publish further data about any issues associated with particular protected characteristics, identifying any issues which could affect our own pupils
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 assemblies dealing with relevant issues. Pupils will be encouraged to take a lead in such assemblies and we will also invite external speakers to contribute. * Working with our local community. This includes inviting leaders of local faith groups to speak at assemblies, 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. * We have developed links with people and groups who have specialist knowledge about particular characteristics, which helps inform and develop our approach.
Equality considerations 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 The school keeps a written record (known as an Equality Impact Assessment) to show we have actively considered our equality duties and asked ourselves relevant questions. This is recorded at the same time as the risk assessment when planning school trips and activities. The record is completed by the member of staff organising the activity and is stored electronically with the completed risk assessment.
Equalities Objectives
Together with all other Lewisham Schools, we pledge to Embed Race Equality and address Black Caribbean heritage and Black and Minority Ethnic under achievement. This will entail a commitment to: * Targeting ambitious outcomes for Black Caribbean heritage and Black and Minority Ethnic pupils. * Reducing exclusions of Black Caribbean heritage pupils at all ages. * Leaders and governors taking a whole school approach to embedding race equality. * Transparent reporting and sharing of borough wide data trends. * Working together in new ways and sharing good practice to embed race equality in our school cultures and curriculum. * Actively developing high quality relationships with Black Caribbean heritage and Black and Minority Ethnic pupils and their parents. * Improving Black representation in school leadership and governing bodies. * Lewisham schools holding each other to account. Lewisham Learning and Lewisham Council will internally support and challenge, including reporting annually to the Council, on the progress that is being made across Lewisham.

Key Issues

Key Issues Linked to priority	How are we addressing?	Resources	Who?	Impact (Success Criteria)	Completion Date	RAG and Review
Targeting ambitious outcomes for Black Caribbean heritage and Black and Minority Ethnic pupils.	Data analysis of groups performance against national Targeted intervention for catch up in Reading, writing and maths Support workshops for parents Ensuring home IT capacity for BAME pupils	Achievement Committee	Kris Achievement Committee	Ensure all groups of learners achieve at or above the national average in reading, writing and maths	On going	x
Reducing exclusions of Black Caribbean pupils of all ages.	Group analysis of behaviour logs Analysis of attendance through pupil groups (Work to reduce PA from BAME backgrounds) Supportive mentoring programme Inspirational speakers / role models Create pupil working party on race equality	Curriculum audit Race Equality Working Party	Ian PP&C Committee	Pupils feel safe, aspirational and accepted for who they are Pupil voice is heard and has power to make change	On going	x
Developing a whole school approach to tackling race inequality.	School leadership actively develop and implement change relating to race inequality Whole school training on understanding racism. Establish Race Equality working party (Govs, staff, parents, pupils) Interviewing BAME staff on views about school and curriculum. Report all racist incidents to GB and local authority monitor impact of actions	Inset Day	Provider Full Governing Body	Clear, whole school understanding of racism and our race equality policy.	September 23	x
Tackling race inequality in our school culture and curriculum.	Ensure the curriculum makes opportunities to teach about racism discretely. Global influences audit on schemes of work. Ensuring positive contribution made by Black people is recognised in all subject areas. History audit. Improving quantity and quality of book resources available for children. Termly audit, review and challenge around medium term planning, lesson content and display, to improve their relevance to the school community and reflect the diverse	Staff meetings Curriculum Leads meeting Auditing schemes Subject leaders time	Tara Curriculum Lead Achievement Committee	All elements of the curriculum clearly reflect our multi-cultural community. Children can see themselves reflected the in the books they study and the learning they do.	On going Reported termly	x
Developing high quality relationships with Black Caribbean heritage and Black and Minority Ethnic pupils and parents.	Ensure website, newsletters, topics allow parents to see diversity of the community reflected in children’s learning Seek opinions of BAME parents on admissions process Keep parents informed about how racism is dealt with in school Provide parents with opportunities to contribute skills, talents, experience and diversity into the curriculum. Analysis of parental engagement (Parent’s evening, workshops, curriculum meetings, events) Interaction with school website			Develop cohesive KG community All parents see themselves reflected in the life of the school and the curriculum Whole school community feels ownership and is engaged in the process of evaluation and improvement.	Review March 24	x
Improving Black representation in school leadership and our governing body.	Monitor recruitment process from application Review pay and appraisal policy Monitor pay progression decisions Proactive recruitment to GB through co-option	Agenda item in meeting	Full Governing Body	School leadership reflects and represents the community it serves	On going Reported termly	x

Appendix 1: Information about the pupil population

Number of pupils on roll at the school: 594 (January 2024)

Pupils with Special Educational Needs (SEN) Provision

	Number of pupils	Percentage (%) of school population
No Special Educational Need	443	75%
SEN Support	96	16%
Education Health Care Plan	55	9%

Ethnicity and Race

	Percentage of School Population		Percentage of School Population
White		Mixed or Multiple ethnic groups
English, Welsh, Scottish, Northern Irish or British	95	White and Black Caribbean	48
Irish	5	White and Black African	11
Gypsy or Irish Traveller		White and Asian	11
Any other White background	47	Any other Multiple ethnic background	42
Asian or Asian British		Black, African, Caribbean or Black British
Indian	6	African	98
Pakistani	3	Caribbean	74
Sri Lankan	9	Any other Black, African or Caribbean background	12
Chinese	6	Other ethnic group
Any other Asian background	27	Arab	1
Not yet obtained	25	Latin/South/Central American	2
Refused	1	Any other ethnic group	22

Gender

	Number of Pupils	Percentage of School Population
Female	303	51%
Male	291	49%

Religion and Belief

	Percentage of School Population		Percentage of School Population
Church of England	3	Hindu	14
Greek Orthodox	1	Jewish	2
Jehovah’s Witness	1	Muslim	90
Rastafarian	1	Buddhist	5
Roman Catholic	9	Other Religion	5
Spiritualist	1	No Religion	220
Christian Other	156	Refused	16
Not Declared	3	Sikh	2

Pupils with English as an Additional Language

	Female	Male	Total	Percentage of School Population
Number of Pupils with English as an Additional Language	–	–	258	43%

Pupils from Disadvantaged Background

	Female	Male	Total	Percentage of School Population
Number of Pupils eligible for free school meals (FSM)	–	–	193	32%
Number of Pupils eligible for free school meals within the last 6 years (PPG)	–	–	195	33%
Number of Pupils adopted from care (PPP)	–	–	2	>1%
All Pupil Premium children	–	–	197	34%

Appendix 2: Definitions and Acronyms

Equality	This is more clearly defined as equality of opportunity and outcome, rather than equality of treatment. This means treating people fairly and according to their needs as some people may
Need	to be treated differently in order to achieve an equal outcome.
Inclusive	Making sure everyone can participate, whatever their background or circumstances.
Diversity	Recognising that we are all different. Diversity is an outcome of equality and inclusion.
Cohesion	People from different backgrounds getting on well together (good community relations). There is a shared vision and sense of purpose or belonging. Diversity is valued. Relationships are strong, supportive and sustainable. Cohesion is an outcome of equality and inclusion.
Community	From the school’s perspective, the term “community” has a number of meanings: – The school community – the students we serve, their families and the school‘s staff. – The community within which the school is located – in its geographical community, and the people who live and/or work in that area. – The community of Britain – all schools by definition are part of it. – The global community – formed by European and international links.
Gender Dysphoria	Gender dysphoria is a recognised condition in which a person feels that there is a mismatch between their biological sex and their gender identity. Biological sex is assigned at birth, depending on the appearance of the infant. Gender identity is the gender that a person “identifies” with, or feels themselves to be.
ADD	Attention Deficit Disorder
ADHD	Attention Deficit Hyperactivity Disorder
ASD	Autism Spectrum Disorder
EAL	English as an additional language
EHCP	Education, Health Care Plan
FSM	Means Tested Free School Meal
LGBTQ+	The acronym for “lesbian, gay, bisexual, transgender and queer.” Some people also use the Q to stand for “questioning,” meaning people who are figuring out their sexual orientation or gender identity.
PPG	Pupils eligible for the Pupil Premium Grant
PTA	Parent and Teacher Association
SEND	Special Educational Needs / Disability
Protected characteristics	These are age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation.