Equality Policy

Title:

Equality Policy

Document Reference:

S-12

Issue Date:

January 2024

Next Review Date:

January 2025

Issue:

01

Prepared by:

Elizabeth Cox

Deputy Head Teacher

Approved by:

Carol Bantock

Chair of Governors

30/01/2024

Years 1-6

Bronze Award

Silver Award

Gold Award

To understand others

• Show an awareness of someone who is talking.

• Show an understanding that ones own behaviour affects other people.

• Listen to other people’s point of view.

• Listen to others, showing attention.

• Think of the effect of behaviour on others before acting.

• Describe the points of view of others.

• Listen first to others before trying to be understood.

• Change behaviours to suit different situations.

• Describe and understand others’ points of view.

FS

*Show an understanding of their own feelings and those of others,

Work and play cooperatively and take turns with others;

Form positive attachments to adults and friendships with peers;

Show sensitivity to their own and to others’ needs

Know some similarities and differences between different religious and cultural communities in this country,

Explain some similarities and differences between life in this country and life in other countries,

Play cooperatively, taking turns.

*Listen to the ideas of others.

*Show sensitivity to others.

*Form positive relationships.

*Talk about feelings.

*Talk about behaviour.

*Describe behaviour that is wrong.

*Work as part of a group or class.

*Follow rules.

*Show sensitivity to the likes and dislikes of others.

*Know the similarities and differences between themselves and others

Pupils should know

Families and

people who

care for me

• that others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care.

Caring

friendships

• the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties.

• that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded.

Respectful

relationships

• the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs.

• practical steps they can take in a range of different contexts to improve or support respectful relationships.

• the conventions of courtesy and manners.

• the importance of self-respect and how this links to their own happiness.

• that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority.

• about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help.

• what a stereotype is, and how stereotypes can be unfair, negative or destructive.

• the importance of permission-seeking and giving, and respecting boundaries in relationships with friends, peers and adults.

Online

relationships

• that people sometimes behave differently online, including by pretending to be someone they are not.

• that the same principles apply to online relationships as to face-to face relationships, including the importance of respect for others online including when we are anonymous.

Year 5 + 6

*Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.

*Identify and discuss themes in and across a wide range of writing.

*Participate in discussion about books, taking turns and listening and responding to what others say.

*Distinguish between statements of fact and opinion.

*Provide reasoned justifications for views.

Year 3 + 4

*Identify recurring themes and elements of different stories.

*Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.

Year 1 + 2

*Infer what characters are like from actions.

*Make inferences on the basis of what is being said and done

FS

*Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions;

*Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary;

*Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.

*Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class;

*Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories and non-fiction texts.

*Invent, adapt and recount narratives and stories with peers and their teacher.

Year 5 + 6

*Explain how some teachings and beliefs are shared between religions.

*Explain how religious beliefs shape the lives of individuals and communities. 

*Explain the practices and lifestyles involved in belonging to a faith community.

*Compare and contrast the lifestyles of different faith groups and give reasons why some within the same faith may adopt different lifestyles.

*Explain some of the different ways that individuals show their beliefs.

*To understand how beliefs are conveyed

*Recognise and express feelings about their own identities. Relate these to religious beliefs or teachings.

*Explain their own ideas about the answers to ultimate questions. 

*Explain why their own answers to ultimate questions may differ from those of others.

*Explain why different religious communities or individuals may have a different view of what is right and wrong.

*Show an awareness of morals and right and wrong beyond rules (i.e. wanting to act in a certain way despite rules).

*Express their own values and remain respectful of those with different values.

Year 3 + 4

*Show an understanding that personal experiences and feelings influence attitudes and actions. 

*Ask questions that have no universally agreed answers.

*Explain how beliefs about right and wrong affect people’s behaviour. 

*Describe how some of the values held by communities or individuals affect behaviour and actions. 

*Discuss and give opinions on stories involving moral dilemmas.

Year 1 + 2

*Identify the things that are important in their own lives and compare these to religious beliefs.

*Relate emotions to some of the experiences of religious figures studied.

*Ask questions about puzzling aspects of life.

*Identify how they have to make their own choices in life.

*Explain how actions affect others.

*Show an understanding of the term ‘morals’.

FS

*Show an understanding of their own feelings and those of others.

*Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class.

Year 5 + 6

*Collaborate with others online on sites approved and moderated by teachers.

Give examples of the risks of online communities and demonstrate knowledge of how to minimise risk and report problems.

*Understand and demonstrate knowledge that it is illegal to download copyrighted material, including music or games, without express written permission, from the copyright holder.

*Understand the effect of online comments and show responsibility and sensitivity when online.

Year 3 + 4

*Give examples of the risks posed by online communications.

*Understand that comments made online that are hurtful or offensive are the same as bullying.

Year 1 + 2

*Understand online risks and the age rules for sites.

Year 5 + 6

*Negotiate and compromise by offering alternatives.

*Debate, using relevant details to support points.

*Offer alternative explanations when others don’t understand.

Year 3 + 4

*Make relevant comments or ask questions in a discussion or a debate.

*Seek clarification by actively seeking to understand others’ points of view.

*Respectfully challenge opinions or points, offering an alternative.

Year 1 + 2

*Take turns to talk, listening carefully to the contributions of others. 

FS

*Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.

*Make comments about what they have heard and ask questions to clarify their understanding.

*Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

*Participate in small group, class and one-to-one discussions, offering their own ideas.

*Offer explanations for why things might happen.

*Express their ideas and feelings about their experiences.

Year 5 + 6

*Describe how lyrics often reflect the cultural context of music and have social meaning.

Year 3 + 4

*Appreciate and understand a wide range of high-quality live and recorded music from different traditions and from great musicians and composers.

Year 5 + 6

*Describe the social, ethnic, cultural or religious diversity of past society.

*Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.

Year 3 + 4

*Describe the social, ethnic, cultural or religious diversity of past society.

*Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.

*Describe changes that have happened in the locality of the school throughout history.

Year 1 + 2

*Show an understanding of the concept of nation and a nation’s history.

*Show an understanding of concepts such as civilisation, monarchy, parliament, democracy,  war & peace.

FS

*Talk about the lives of the people around them and their roles in society.

*Know some similarities and differences between things in the past and now.

*Understand the past through settings, characters and events encountered in books read in class and storytelling.

Year 5 + 6

*Describe geographical diversity across the world.

*Identify and describe how the physical features affect the human activity within a location.

Year 3 + 4

*Use a range of resources to identify the key physical and human features of a location.

Year 1 + 2

*Ask and answer geographical questions (such as: What is this place like? What or who will I see in this place? What do people do in this place?).

FS

*Describe their immediate environment.

*Know some similarities and differences between different religious and cultural communities in this country.

*Explain some similarities and differences between life in this country and life in other countries.

Year 5 + 6

*Give detailed accounts of the customs, history and culture of countries and communities.

*Describe, with interesting detail, some similarities and differences between different countries and communities with this country.

Year 3 + 4

*To understand the culture of different countries.

*Describe with some interesting details some aspects of countries or communities.

*Make comparisons between life in countries or communities with this country.

Gender

Males – 7.94% (10.45%)  

Females – 92.06% (89.55%)

Race

White British – 100% (98.51%)

Mixed white and black Caribbean (1.49%)

Age

18-34 – 34.92% (35.82%)

35-49 – 39.68% (38.8%) 

50+ - 25.4% (25.38%)

Disabilities

0% (0%)

Governors

Males – 37.5% (14.28%)  

Females – 62.5% (85.72%)

Gender

Males – 48.21% (47.84%) 

Females – 51.79% (52.16%)

Race

White British – 89.96% (89.29%)   

Any other white background – 3.57% (2.96%)

Chinese – 0.22% (0.22%)

Asian – 0.22% (0%) 

White + Black African – 0.89% (1.36%) 

Afghan – 0% (0.45%)

Black African – 0.89% (0.91%)

Sri Lankan/Tamil – 0% (0.45%)

Indian – 0% (0%) 

Any other mixed background – 1.35% (1.59%) 

Any other ethnic group – 2.9% (1.59%)

Arab other – 0% (0.45%)

Religion

Christian – 10.71% (13.43%) 

Muslim – 2.46% (3.18%)

No religion – 29.91% (38.72%)

Other religion – 1.12% (2.27%) 

Refused or left blank – 55.8% (42.4%)

EAL

9.15% (10.7%) of school population

SEN

10.04% (12.53%)

EHCP –

3.35% (2.73%)

Total –

13.39% (15.26%)

Pupil Premium

FSM – 14.51% (15.26%)     

E6 – 1.79%

(0.45%)  

LAC + Forces – 0.45% (1.13%)

Total PP – 16.75% (16.84%)

2013-2014

3 males

2014-2015

4 males

2015-2016

5 males

2016-2017

7 males

2017-2018

8 males

2018-2019

9 males

2019-2020

9 males

2020-2021

8 males

2021-2022

8 males

2022-2023

8 males

Objective

Rationale

Progress

To narrow the gap between the achievement of boys and girls in writing.

Girls are achieving better than boys in writing.

End of year whole school internal writing data (July 2022) shows that the gap between girls and boys is 11.3%.

Y6 SATs results show that the gap between boys and girls is 7%.

The gap in year 2 is 16%.

The gap at the end of EYFS is 23%.

Writing, especially early writing will be a priority in the School Improvement plan.

End of year whole school internal writing data for July 2023 shows that the gap between girls and boys is 15.6%

The gap in year 2 is 15.16%

The gap at the end of EYFS is 11.47%

Y6 SATs results show that boys outperformed girls by 3.59%

A huge investment into Talk for Writing has begun in September 2023.

To increase the amount of pupil premium children reaching the expected standard in reading, writing and maths.

Pupil premium children are not achieving as well as their peers.

Whole school internal data:

Reading – gap of 13%

Writing – gap of 15%

Maths – gap of 13%

Y6 SATs results show that the measures we’ve had in place have had a positive impact where Pupil Premium children achieved better than non pupil premium:

Reading – positive gap of 14%

Writing – positive gap of 5%

Maths – positive gap of 9%

The pandemic has really affected those disadvantaged children, particularly the younger children. This is evident in Year 2 results with large negative gaps for Pupil premium children compared to non:

Reading – 34% gap

Writing – 34% gap

Maths – 30% gap

National Tutoring to be targeted to help close the gap.

Pupil Premium lead teacher in place to promote the achievement of these children.

CARE team in place to provide SEMH support for these children.

Data at July 2023

Reading – gap of 14.07%

Writing – gap of 12.98%

Maths – gap of 17.18%

Year 6 SATS results

Reading – negative gap of 3%

Writing – negative gap of 17%

Maths - positive gap of 2%

Y2

Reading – 41% (compared to non PP) 31% (compared to all)

Writing – 25% (compared to non PP)  19% (compared to all)

Maths – 29% (compared to non PP) 22.57% (compared to all)

Promotion of cultural understanding and awareness of different religious beliefs between different ethnic groups

We want to develop the R.E. curriculum so that our children have diverse experiences and gain an understanding and appreciation of different cultures.

Our school community is 90% white British, so the majority of our children do not have these experiences naturally in their lives.

R.E. Lead teacher to develop this within the curriculum as part of the Humanities team.

R.E. Curriculum has been improved and was used as a Deep Dive in Ofsted (Nov 2023). Ofsted validated that R.E. was taught well and gave our children opportunities to develop their cultural capital.

To increase the attendance of Pupil Premium children and those with SEND.

Pupil Premium attendance 2021-2022 – 91.16% compared to 93.17% for non-pupil premium

SEND attendance 2021-2022 – 92.07% and 85.29% for those with an EHCP. Compared to 93.17% of those with no SEN.

New attendance strategy to be put in place.

Regular monitoring of attendance by all school staff.

Attendance to become part of class provision maps.

SENDCO and Pupil Premium Lead to work closely with families.

Pupil Premium attendance 2022-2023 – 91.43% compared to 94.09% for non-pupil premium

SEND attendance 2022-2023 – 93.21% and 89.97% for those with an EHCP. Compared to 95.04% of those with no SEN.

To actively include EAL parents further.

Electronic letters and communication to home may be inaccessible to some parents. We would like to investigate ways to improve this so that they can be fully involved in the life of the school.

Anti Racist school award work begun. Whole school training in September 2023. Diversity and inclusion lead teacher appointed.

To ensure the school site is fully accessible for disabled students and staff

The Key Stage Two playground has no disabled access from the classrooms. The KS2 toilets do not have a children’s disabled toilet.

Work has already been undertaken in EYFS and KS1 with ramps and disabled toilets due to need. KS2 need by 2024-2025 school year.

On the action plan