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Equal Rights 

Equality objectives statement

In accordance with The Equality Act 2010 we herewith detail our Equality Objectives as agreed with the Governing Body: Through curriculum opportunities and wider school life the school will promote positive attitudes to difference and good relationships between people with different backgrounds, genders, cultures, faiths, abilities, ethnic origins and those with disabilities. The school will strive to ensure that children from all groups continue to make progress at least in line with their peers to meet or exceed national expectations in English and Mathematics.

Our equality objectives are:

  • Objective 1: To promote spiritual, moral, social and cultural development through all appropriate curricular and extra-curricular opportunities with particular reference to issues of equality and diversity.

Steps being taken:

  • Monitor reading and which children are struggling. To promote reading across the school subject leaders give out weekly reading certificates in assembly. Leaders audit the class books to ensure enough books are gender/race friendly.
  • We start the year by learning about ‘Good to be me’ followed by ‘Celebrating Difference’ from our Jigsaw PSHE curriculum. Assemblies are delivered weekly to raise awareness of diversity and celebrate differences as well as our Tree of Success assembly which celebrates great learning that has taken place that week.

    Evidence:

  • Books are purchased that are gender/race friendly and the impact is that more boys are passing the comprehension quizzes each week.
  • Subject Leader displays an example from each class of the learning that has taken place during the jigsaw unit. This is then placed in an evidence folder.
  • Termly topic books displayed in the Entrance Hall
  • We have a varda in our field to celebrate our Traveller community and children have the opportunity to sit in there and read quietly with friends

 

  • Objective 2: To reduce prejudice and increase understanding of equality through direct teaching across the curriculum. To promote cultural development and understanding through a rich range of experience, both in and beyond the school.

Steps being taken:

  • The school follows the Bromley Agreed syllabus for Religious Education (R.E.) which provides  opportunities for learning about other faiths and religions.
  • We celebrate Harvest by collecting food for families within our school who use food banks along with other special assemblies for example Remembrance Day where each class made a wreath, this year, which they presented after the two minutes silence. Special Religious festivals are celebrating both with activities in the classroom and in an assembly e.g. Diwali
  • All subject leaders have Equality training to ensure that they are aware of SMSC in their subject area.
  • We celebrate Black History Month to focus on the children deciding who they want to find out about. This includes famous autistic people to link to our Autistic Provision.
  • We celebrate Multi-Cultural Week annually when the children 'travel' around The World learning about different cultures, languages, celebrating similarities and differences.
  • National events are acknowledged so develop the children's understanding on how and why this may impact on everyday life eg. we hold our own elections
  • Evidence:
  • The R.E coordinator has a folder of evidence of learning throughout the year linked to different religions. To ensure the children understand that they are part of a multi- faith society and learn the values of other religions there is a yearly plan of planned assemblies and class visits to places of worship with the aim that all children visit a church, mosque, temple etc and religious leaders from other faiths coming into school.
  • Personal, Health and Social Education lessons including Philosophy for Children sessions when the children are encouraged to consider things from different view points
  • A Black History month display shows parents and visitors what the children have been learning which is left up until the end of term.
  • A Multi-cultural display to celebrate a week of fun is in the main entrance in the Spring term with examples of what the children have learnt

 

  • Objective 3: To narrow the gap between all groups e.g. pupil premium, EAL, gender etc in reading, writing & maths.
  • Steps being taken:
    • All staff monitor our different groups during pupil progress reviews and identify specific interventions to enable all children to make expected or accelerated progress.
    • English as an Additional Language  (EAL) Teacher works with children two mornings a week and liaises with our EAL families
  • Evidence of progress:
    • Pupil progress reviews are held every six weeks which show that all groups of children are targeted to ensure that the gaps are narrowed in line with their peers and national data. The school governor’s standards committee meet termly to discuss and challenge the school about what is being done for these groups. Inclusion Manager reviews, every six weeks, the impact of each intervention to ensure that all children are making progress.
    • Our twenty three languages spoken within our school are evident around the school.
    • Bi-lingual books are in classes for children to enjoy sharing their own language, as well as English
    • Parents participate in half termly Coffee Mornings to work in partnership with supporting the children's learning
  • Objective 4: To eradicate prejudice related bullying in relation to the protected characteristics listed in the Equality Act 2010.

Steps being taken: 

  • Senior leaders monitor weekly if there are any logs of behaviour incidents with a focus on: Where do children call each other names? Why are they calling each other names? What additional strategies can be employed to reduce incidents?
  • Anti-Bullying Week is held to  remind the children about what they can do if they feel that they are being bullied and to inform parents about what we do and they can do.
  • Senior leaders monitor playtimes and lunchtimes to see what is happening.

    Evidence of progress:

  • The majority of reported incidents take place at lunchtime. Library club passes were introduced and a quiet games area for children who do not want to go out to play. A sports specialist leads team games in the playground every lunchtime to model team work and cooperation. Girls playing football who are actively encouraged along with netball for boys etc.
  • The School Council produced an anti-bullying leaflet for children and parents which they shared in assembly and also went round to each class to see if anyone had any questions. Buddy benches are  in the playgrounds and designated playground leaders  appointed for the children to go to.
  • Photographs and conversations are records of the children at lunchtime.