Navigation
Home Page

Public Sector Equality Duty Statement and Objectives

Shoreside Primary School

 

Public Sector Equality Duty Statement

“Working Together to Achieve High Standards”

Statement of aims and objectives:-

 

  • We aim to develop children as individuals according to their talents, abilities and needs.
  • We aim to provide a happy, stimulating environment within which individuals can attain the highest level of academic and creative work.
  • We aim to help each child to become a balanced, happy and socially competent person with a considerate and responsible attitude towards others in school and the wider community.
  •  

1 Introduction

1.1 This document describes how the Governing Body of Shoreside Primary School intends to fulfill its responsibilities under the Public Sector Equality Duty with regard to its workforce.

1.2 We will have due regard to the need to:

  • Eliminate unlawful discrimination, harassment, victimisation and any other conduct prohibited by the Equality Act;
  • Advance equality of opportunity between people who share a protected characteristic and people who do not share it; and
  • Foster good relations between people who share a protected characteristic and those who do not share it.

1.3 We will collect and use equality information to help us to:

  • Identify key issues;
  • Understand the impact of our policies, practices and decisions on people with different protected characteristics, and thereby plan them more effectively;
  • Assess whether you are discriminating unlawfully when carrying out any of our functions;
  • Identify what the key equality issues are for our organisation.

Assess performance

  • Benchmark our performance and processes against those of similar organisations, nationally or locally.

 

Take action

  • Consider taking steps to meet the needs of staff who share relevant protected characteristics;
  • Identify if there are any actions we can take to avoid discrimination and harassment, advance equality of opportunity or foster good relations;
  • Make informed decisions about policies and practices which are based on evidence about the impact of our activities on equality;
  • Develop equality objectives to meet the specific duties;
  • Have due regard to the aims of the general equality duty by ensuring that staff have appropriate information for decision-making.

1.4 We will work towards developing an equality profile of staff to help us to understand key equality issues in our workforce, including any evidence of pay gaps or ‘occupational segregation’ i.e. staff with certain protected characteristics being over-represented in particular roles, for example, women as cleaners, or at certain grades. In addition, we note that it is likely to be useful to collect and consider information, appropriately disaggregated, about:

  • recruitment and promotion
  • numbers of part-time and full-time staff
  • pay and remuneration
  • training
  • return to work of women on maternity leave
  • return to work of disabled employees following sick leave relating to their disability
  • appraisals
  • grievances (including about harassment)
  • disciplinary action (including for harassment)
  • dismissals and other reasons for leaving.
  1. Publication of Equality Information

2.1 We will collect and use enough workforce information to effectively meet the general equality duty. Where relevant and proportionate we will publish on our website some information about the impact of our employment functions on people with the different protected characteristics in order to demonstrate compliance with the general equality duty.

 

 

 

 

 

 

 

 

Public Sector Equality Objectives

 

Objective 1: To monitor and analyse pupil achievement by gender, race and special educational need or disability and act on any trends or patterns in the data that require additional support for pupils.

 

Data is analysed by the Headteacher, Deputy Headteacher and Core Subject Leaders regularly and according to our Monitoring and Evaluation Schedule. Any areas causing concern are then addressed and steps put into place with any groups or individuals requiring intervention.

 

Objective 2: To raise levels of attainment in core subjects for vulnerable learners. For vulnerable learners (Pupil Premium) to achieve national average levels in Reading, Writing and Maths.

 

Focus

Barriers to learning

Desired outcomes

Success Criteria

Chosen Strategies

Ensure quality-first teaching in all year groups

Not all children make the progress of which they are capable as a result of teaching which does not meet their needs.

All pupils, and especially eligible pupils, have access to quality-first teaching.

Children are achieving challenging targets set.

Eligible pupils are attaining in line with their non-eligible peers nationally.

Emphasis on writing across the curriculum in foundation subjects.

Regular opportunities for all children to use and apply mathematical skills in lessons and in other subjects.

Emphasis upon accuracy for all children in handwriting, grammar, spelling and punctuation.

Review of teaching and learning in order to achieve outstanding TLA.

Timetabling staffing more effectively to target identified children.

Children miss out on key lessons available to their peers through timetabling of interventions in core subjects.

All staff are deployed effectively to ensure intervention has maximum impact on attainment and progress.

Children are achieving challenging targets set.

Half-termly evaluations lead to improvements in outcomes for eligible pupils.

Interventions eligible pupils to take place outside English and Maths lessons to avoid the missing of key teaching in these subjects. Interventions linked to work in other subjects wherever possible.

Matching provision more closely and effectively to individual and group needs

Children are given work which is largely undifferentiated or which does not take account of their current attainment and /or learning needs.

Interventions are not evaluated properly in terms of their effectiveness.

As above.

As above.

Adapting teaching and learning approaches and evaluating the effectiveness of interventions in light of half-termly reviews.

Setting individual targets for pupils to raise expectations and measure the impact of teaching / learning / interventions.

Children are given work which is unchallenging.

Children and staff are unclear about expectations.

All pupils are challenged to produce their best work and reach their full potential.

As above

Regular review (half-termly) of eligible pupils against set targets.

Improve attendance and punctuality for eligible pupils.

Children miss out on their education through poor attendance and punctuality.

Improved attendance and punctuality for identified children leading to improved attainment and progress

The attendance of eligible pupils is better than national figures (weekly monitoring).

Implementation of revised attendance policy – rewards and sanctions.

Ensure that eligible pupils have the opportunity to complete homework and to a good standard.

Children are disadvantaged as homework is not seen as apriority / facilities are not available at home to complete tasks successfully / family members are unwilling or unable to support school in this regard.

Children are engaging in homework tasks either at home or through provision in school.

Children are achieving challenging targets set.

Eligible pupils are attaining in line with their non-eligible peers nationally.

Facilities made available for pupils to complete work in school with appropriate support.

 

 

 

Objective 3: To ensure that all pupils receive quality first teaching in order to fulfil their potential, regardless of gender, race, ability or socio-economic status.

 

 

Focus

Barriers to learning

Desired outcomes

Success Criteria

Chosen Strategies

Ensure quality-first teaching in all year groups

Not all children make the progress of which they are capable as a result of teaching which does not meet their needs.

All pupils, and especially eligible pupils, have access to quality-first teaching.

Children are achieving challenging targets set.

Eligible pupils are attaining in line with their non-eligible peers nationally.

Emphasis on writing across the curriculum in foundation subjects.

Regular opportunities for all children to use and apply mathematical skills in lessons and in other subjects.

Emphasis upon accuracy for all children in handwriting, grammar, spelling and punctuation.

Review of teaching and learning in order to achieve outstanding TLA.


Top