Alfreton Road, Tibshelf, Derbyshire, DE55 5PB

01773 872306

info@townend.derbyshire.sch.uk

Learning for Life

Town End Junior School

Equality at Town End Junior School

 

Our Children confidently talk about differences and equality… (Nov 2016)

“No matter what race, culture, religion anyone belongs to they are still part of our school.”

“We learn by visitors coming into school, assemblies, RE lessons celebrating religions and beliefs, and some pupils own family experiences.”

“Anti-bullying week teaches us to be thoughtful about others and how we are all the same but different.”

“We show respect to all staff, and we have a mixture of male and female staff. There is no stereotyping of children based on subjects for example male teachers teaching Maths and Science.”

“Achievements are for all genders and sports and clubs and all events, school encourages inclusion of all children not based on gender or ability but on participation and willingness to try.”

 

Overarching statement

Though our curriculum we teach students to

  • Develop and apply an understanding of right and wrong in their school life and life outside school.
  • Participate in democracy developing the skills and attitudes to enable them to participate fully and positively in democratic modern Britain.
  • Respect the differences of opinion and encouraging the tackling prejudice and promoting community cohesion and understanding of diversity.
  • Have an appreciation of theatre, music, art and literature appreciating and responding positively to different cultures.
  • Tackle pupil and staff prejudice and respect the equal human rights of all our pupils.
  • Ask for respect for the equal rights of our staff and other members of the school community.
  • Gain a well-informed understanding of the options and challenges facing them as they move through the school and on to the next stage of their education and training.
  • We will consult pupils, parents and visitors to inform us of any due regard for equality of opportunity, fostering good relations and tackling discrimination
  • We will comply with relevant legislation and implement school plans in relation to race equality, disability equality and gender equality.

 

Who is responsible?

 

The governors are responsible for:

  • making sure the school complies with the relevant equality legislation and for
  • ensuring that the school Equality Scheme and its procedures are followed.The head teacher is responsible for:
  •  
  • making sure the school Equality Scheme and its procedures are followed;
  • making sure the race, disability and gender equality plans are readily available and that the governors, staff, pupils, and their parents and guardians know about them;
  • producing regular information for staff and governors about the plans and how they are working;
  • making sure all staff know their responsibilities and receive training and support in carrying these out;
  • taking appropriate action in cases of harassment and discrimination, including racist bullying, homophobic bullying and bullying related to gender or disability.All staff are responsible for:
  •  
    • dealing with racist, homophobic and other hate-incidents;
    • being able to recognise and tackle bias and stereotyping;
    • promoting equal opportunities and good race relations;
    • avoiding discrimination against anyone for reasons of ethnicity, disability or gender
    • keeping up to date with the law on discrimination;
    • taking up training and learning opportunities. 
    • Visitors and contractors are responsible for
    • knowing, and following, our Equality Scheme.

Race Equality Plan 2016-17

  1. Introduction

This plan sets outs how Town End Junior School will work to promote race equality.

This plan addresses our specific duties under the Race Relations (Amendment) Act 2000. It forms part of our general Equality Scheme and also relates to the Authority Council procedure for reporting racist incidents involving pupils in schools.

 

  1. Ethnic monitoring
  • The Census return to the Local Authority records the number of ethnic groups in school twice a year. At Town End Junior School our ethnic composition for 2016/17 is:95.2% White British0.5% Indian1.6% Other mixed background 
    • 1.6% Other white background
    • 0.5% Black - African
    • 0.5% White/Asian

 

  • Performance data analysis is carried out through the RAISE-ONONE analysis to look at the performance of different ethnic groups in core subjects at the end of year 6. Informal monitoring takes place in other year groups.
  • Behaviour logs are reviewed to look for any trends.
  • Racist incidents are recorded; Governors are informed and record sheets passed onto the LA.
  • When policies are reviewed they are monitored to ensure the school is meeting its duty with regard to promoting Racial Equality. 3. Impact AssessmentThe following policies/plans have been assessed in regard to the general duty under the Race Relations (Amendment) Act 2000:Standard Operating ProceduresAll other policies are to be assessed over the next three years as part of the review cycle set out in the Protocol on Policies 4. Action Plan to address the General Duty to promote race equality

 

 

Actions

By whom

Start

Finish

Evidence that it is completed

     I.        Promote equality of opportunity

Analysis of results in Eng and Maths for Y3-5 and raise online for Y6

 

Group and cohort tracking includes analysis of EAL and Non EAL pupils in each year group.

 

Pupil questionnaires

LJW   KF

May 2015

 

May 2016

 

 

Report to governors Jan SIC

Analysis shows attainment between ethnic groups

 

May 2016

All pupils feel that they are treated equally and have access to same resources to achieve well.

No differential in achievement of non-White pupils.

 

May 2015

Ethnic groups out shone performance from starting points – one pupil making 4 levels progress

 

May 2014

Data all represented White British pupils

 

   II.        Eliminate racist harassment

Closely monitor behaviour log and lunchtime books daily

 

Ensure any incidents are dealt with in line with Behaviour policy

LJW

Senior MDS

Sept 2016

ongoing

2016-17

No racist incidents reported this current school year.

 

2015-16

1 racist incident reported to governors July 2015

 

2014-15

1 racist incident recorded, reported to Governors in July 2014 and DCC

 

2013-14

No incidents recorded

 

2012-13

No incidents recorded

III.        To promote racial equality through Anti-bulling week curriculum activities

Assemblies Black History Month

 

Anti-bullying week planning / Audit

 

Celebration Holocaust day

 

Curriculum plans

 

LJW

All class teachers

Sept 2016

Jan 2017

 

 

 

 

 

Nov 2016

Assembly folder

School displays – Anti-bullying

Jewish assemblies – parent visit

 

 

 

Anti-bullying week focus this year – Diversity.

Focus: Students to develop awareness of and respect for diversity in relation to, for example, gender, race, religion and belief, culture, sexual orientation and disability.

  1. How information gathered is used

The information gathered as a result of the action plan and the general monitoring of policies will be used to review the above action plan. The information will be fed back to the school governors and staff to raise awareness of any potential issues and actions undertaken.

 

  1. Staff development

The continuing professional development of all staff is an essential tool for school improvement. Needs to be met though a range of strategies, including courses, mentoring and visits to other schools. Governors are an essential part of our school and their CPD needs with regard to Race Equality will be monitored at Resources Committee meetings.

 

  1.   Annual reporting in relation to the Action Plan, linked to the School Improvement Plan will occur both at a staff level and in the Headteacher’s report to Governors in each term.

 

  1. The next race equality plan in Spring 2017 will build upon this plan’s actions, the results of monitoring, and other information.

Disability Equality Plan 2016-17

  1. Introduction

This plan sets outs how Town End Junior School will work to promote disability equality. A person is disabled if he or she has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day to day activities.

 

This plan addresses our specific duties under the Disability Discrimination Act 2005. It forms part of our general Equality Scheme and also relates to our Accessibility Plan.

 

  1. Involvement of disabled people

 

The Headteacher wrote the scheme. Disabled people were involved in its formulation by offering any interested colleagues, Governors and parents with a disability the chance to form a working party to write the scheme and discuss issues. The Headteacher wrote the plan with the support of the Chair or Governors, the Senior Leadership Team and the members of the Parents’ Forum.

 

  1. Impact Assessment

The following policies/plans have been assessed in regard to the general duties under the Disability Discrimination Act 2010 and the Special Educational Needs 2014 and Disability Act 2010

 

Technology

Standard Operating Procedures

Health and well being

Human, Social and Environmental awareness.

 

  1. Action Plan to address the disability equality duty

 

 

Actions

By whom

Start

Finish

Evidence that it is completed

i. Promote equality of opportunity between disabled persons and other persons

Audit physical environment as part of health and safety audit

 

2016 Rio Paralympics work

 

 

LJW  

PR (Governor)

Autumn 2016

 

 

 

Spring 2017

 

 

 

2016-17

Paralympics assemblies, class work, displays

 

2014-15 completed May 2015

Ramps to give access for all pupils, staff and visitors to all classroom.

 

ii. Eliminate unlawful discrimination

 

To be aware of unlawful discrimination during any shortlisting for positions.

Resources Committee

 

Selection – shortlisting group

Ongoing

2016-17

 

2014-15,

3 applications for Learning mentor post declared a disability.

Shortlisting eliminated candidates alongside lots of others who had not met essential selection criteria.

iv. Promote positive attitudes to disability

 

Ensure resources purchased promote positive attitudes

Celebrations of differences – own pupils and para Olympians through Sport and assemblies

 

To increase social and emotional skills for students with BESD so that they have improved ability to handle difficult situations and there is reduced classroom disruption.

 

All curriculum leaders

 

 

 

Class teachers and TA’s

 

Ongoing

 

 

 

 

 

 

Sept 2016 onwards

Assembly folder

Celebration assemblies

School posters

 

 

 

 

Independent learning skills

Classroom observation

v. Encourage participation by disabled people

 

 

Invite colleagues, parents and pupils to feedback issues.

LJW

Spring 2017

 

 

 

Ongoing

Contact visitors who come to school events.

Sports Olympian and Paralympian visit June 2016

vi. Take steps to take account of disabled people's disabilities

 

Using a confidential box give staff chance to share disabilities with HT and if their needs are being met.

e.g. use of font 13 for all official documents

LJW

Spring 2017

Ongoing

None shared 2015-16

None shared 2014-15

None shared 2013-14

None shared 2012-13

Educational

Opportunities

Achievements, e.g: School Trips, Swimming

Participation in all activities and services school provides

Pupils in position of Responsibility

Work Experience

Ensure visits can cater for pupils with disability

 

Positively encourage children with statements and disabilities to participate in extracurricular activities

Teachers

 

 

 

TAs and teaching staff

Ongoing

Work experience TCS – ARC pupils

Evolve risk assessment completed for all trips and account for all pupils needs – SEND

Additional staff provided 1:1 on trips for Statemented pupils with physical needs.

 

  1. Accessibility Plan

 

 

Actions

By whom

Start

Finish

Evidence that it is completed

i. Improvements in access to the curriculum

Teachers of children with disabilities to audit differentiation and curriculum provision to ensure inclusion.

 

Other colleagues e.g. Hearing impairment to support this audit

 

LJW

 

External providers

 

Speech and language

 

Hearing impairment

 

Visual impairment

 

Educational Psychologist

Sept 2016

Spring 2017

2016-17

Pupil diagnosed needing hearing aids.

Requested visit from Hearing support service

Information shared and Classroom environment monitored by SLT

Health care plan completed

 

N0 issues 2014-15

No issues reported 2013-14

ii. Physical improvements to increase access to education and associated services

 

Parent questionnaire about physical access

LJW

Ongoing

 

No current concerns about physical improvements.

Parent comments pupil peg areas safer and more accessible by all

 

Concerns disabled toilet reported not working properly. Mended 2014-15

 

No issues 2013-14

iii. Improvements in the provision of information in a range of formats for disabled pupils

 

Use of yellow/ green coloured paper for pupils with dyslexia type difficulties.

Information display boards e.g. for clubs at low level

Teachers

Ongoing

 

2016-17

Consideration for the SEND Local offer report being taped on website for parents.

2015-16

Pupils active strategies for Dyslexia

2014-15

No issues relating to communication reported

 

6 . How information gathered is used

 

Information for this scheme has been gathered from staff meetings, Parent Forum Meetings and Governors Meetings. Any points raised have been acted on by the Premises Manager and Headteacher. 7. Staff development

 

The continuing professional development of all staff is an essential tool for school improvement. Needs to be met though a range of strategies, including courses, mentoring and visits to other schools. Governors are an essential part of our school and their CPD needs with regard to disability Equality will be monitored at Resources and School Improvement Committee meetings.

  1.   Annual reporting in relation to the Action Plan, linked to the School Improvement Plan, will occur both at a staff level and in the Headteacher’s report to Governors in each term.
  2.  
  3. The next disability equality plan in Spring 2017 will build upon this plan’s actions, the results of monitoring, and other information.

Gender Equality Plan 2016-17

 

  1. Duties

This plan sets outs how Town End Junior School will work to address the General Duty to promote gender equality.

 

This plan addresses our Specific Duties under the Equality Act 2010.

 

  1. Impact Assessment

The following policies/plans have been assessed in regard to the schools’ duties under the Equality Act 2010

 

Technology

Standard Operating Procedures

Health and well being

Human, Social and Environmental awareness.

 

  1. Action Plan to address the Gender Equality Duty

 

 

Actions

By whom

Start

Finish

Evidence that it is completed

i. Eliminate unlawful sex discrimination

Application forms to ask for initials only

 

 

 

Resources Committee

ongoing

No issues 2014-15

Male and female applicants considered and shortlisted from all applications.

 

iii. Promote equality of opportunity between men and women

 

Ensure senior positions equally promoted to both men and women when jobs arise

 

International Woman’s day

Resources Committee

 

 

 

 

 

 

All staff

Ongoing

 

 

 

 

 

 

 

Sept 2016 ongoing

2015-16

Headteacher Female,

Deputy Headteacher Male

Learning Mentor Female

SEND Female

SLT Equal Male and Female staff

 

Celebration of high attaining famous females

Assemblies

iv. Promote equality of opportunity between boys and girls.

 

 

 

 

 

 

 

 

Ensure no differential between the attainment and progress of girls and boys

Ensure options for single gender sports teams in year 5/6 to give equal access to competitive sports – as well as mixed gender teams

 

 

Monitoring of girls’ and boys’ attainment and progress in each year group for key skills

 

Monitor attendance and exclusions of groups of pupils to analyse any trends in any specific group of pupils.

Philippa Leach

 

Y5/ Y6 staff

 

SLT

 

Playleader – lunchtime activities

 

 

LJW

 

Teachers

SLT

 

Ongoing

 

 

 

 

 

 

 

 

 

 

 

Each assessment time

 

 

 

 

 

Ongoing

2016-17 pupils say girls not as involved in sports activities and could there be just be some girls specific activities to increase participation with play leaders at lunchtime.

2014-15 pupils say treated equally in all ways.

2013-14 Sports day reviews equality views between Boys and girls

2012-13 shirts equally

2016-17

No distinctive pattern in attainment between boys and girls.

Awareness of and monitoring of planning and progress of MA disadvantaged and Other pupils in Maths.

2015-16 Playleader discussion notes promoting female participation in lunchtime activities – Friday lunchtimes

 

2014-15 No differential between boys and girls from similar starting points.

Raise on line evidence

2013-14

Reading, Writing and Maths

Boys 94%, girls 90%

Boys progress slightly above girls in all areas.

Girls’ higher achievers dropped slightly.

All levels and gender achieved above national average in 2014.

 

  1. Gender monitoring
  • Analysis of writing data at every assessment by the DHT/Literacy Leader
  • Analysis of all maths and literacy data at the end of each year and through raise online
  • Monitoring of behaviour logs by HT
  • Discussions with Parent Forum, Governor and staff groups.

5. How information gathered is used

Information for this scheme has been gathered from staff meetings, Parent Forum Meetings and Governors Meetings. Any points raised have been acted on