View
4
Download
0
Category
Preview:
Citation preview
Page 1 of 24 WHA/Policy Statement/Single Equality Scheme Sept 17
WYMONDHAM HIGH ACADEMY TRUST Principal: Mr Jonathan Rockey Folly Road, Wymondham, Norfolk, NR18 0QT (t): 01953 602078 (f): 605518
SINGLE EQUALITY SCHEME 2017 - 2021
If you would like this information in an alternative format that would better suit
your needs e.g. easy to read, large print, Braille, audio tape, or if you would like
the Scheme to be explained to you in your language, please contact:
Name of contact for Single Equality Scheme: Mr Simon Tarr, Assistant Principal Tel:
01953 602078
Email: tarrs@wh-at.net
If you have any comments about our Scheme, please contact us:
Mr Simon Tarr
Assistant Principal, Inclusion
Wymondham High Academy
Folly Road
Wymondham
Norfolk
NR18 0QT
Contents
Foreword ........................................................................................................................................... 3
1. What is the Single Equality Scheme and Action Plan? ................................................................. 4
2. Meeting our duties ........................................................................................................................ 4
Race equality ................................................................................................................................. 4
Dealing with racist incidents ......................................................................................................... 4
Disability equality .......................................................................................................................... 4
Accessibility ................................................................................................................................... 5
Gender equality ............................................................................................................................. 5
Transgender ................................................................................................................................... 5
Community cohesion ..................................................................................................................... 5
Age, sexual orientation, religion and belief .................................................................................. 6
3. Our Academy values and visions .................................................................................................. 6
4. Our Academy within Norfolk’s profile .......................................................................................... 7
5. Collecting and analysing equality information for students at Wymondham High Academy ..... 7
6. Collecting and analysing equality information on employment and governance at Wymondham
High Academy.................................................................................................................................... 8
7. Consultation and involving people ............................................................................................... 9
8. What we have achieved so far ................................................................................................... 10 Race equality .........................................................................................................................................10
Disability equality ..................................................................................................................................10
Gender equality .....................................................................................................................................10
Community cohesion .............................................................................................................................11
9. Equality impact assessments ...................................................................................................... 13
10. Other Academy Policies ............................................................................................................. 13
11. Roles and Responsibilities ......................................................................................................... 14
12. Commissioning and Procurement ............................................................................................. 14
13. Publicising our scheme .............................................................................................................. 14
14. Annual Review of Progress ........................................................................................................ 15
15. Ongoing evolvement of our Scheme ......................................................................................... 15
16. Whole School Single Equality Scheme - Action Plan ............................................................... 16
Page 3 of 24
WHA Single Equality Scheme Action Plan May 2013
Foreword
Members of Wymondham High Community
“This Single Equality Scheme brings together the Academy’s approach for promoting equality in our policies and procedures and, most importantly, in our day-to-day practices and interactions with the whole Academy community.
Our scheme includes our whole school students, staff, governors, parents and carers and all those within our extended school community.
We regard this Scheme as being essential to help children achieve more and to meet the objectives of Norfolk’s Children and Young People’s Plan.
We acknowledge that it is very important for us all to work together in achieving our aim of being fully inclusive and accessible and ultimately in providing a quality learning experience for our children and young people.”
Principal – Mr Jonathan Rockey
Chair of Governors – Mr Jeff Lansdell
Principal’s Council
“It is important to us all that we are free to grow and learn in an environment where everyone feels valued.”
Page 4 of 24
WHA Single Equality Scheme Action Plan May 2013
1. What is the Single Equality Scheme and Action Plan?
Our Single Equality Scheme (SES) and action plan covers a three-year period from 2017 to 2020. It
integrates our statutory duties in relation to race, disability and gender and promoting community
cohesion. The duties cover staff, students and people using the services of the Academy such as
parents.
It also addresses the legislation relating to religion or belief, sexual orientation and age and
therefore includes our priorities and actions to eliminate discrimination and harassment for these
equality areas.
Our Single Equality Scheme and Action Plan enables us to achieve a framework for action which
covers all six equality strands and ensures that we meet our responsibilities of the public sector
duties in an inclusive way.
We will continue to meet our statutory duties by reporting annually (see section 14) on the progress
of the Single Equality Scheme and Action Plan. This will be reviewed by the Governing Body and will
cover activity undertaken in relation to the six equality strands and promoting community cohesion.
2. Meeting our duties
Under the statutory duties all schools and academies have responsibilities to promote race, disability
and gender equality.
Race equality The general duty to promote race equality means that we must have due regard to:
1. Eliminate unlawful racial discrimination
2. Promote equality of opportunity
3. Promote good relations between people of different racial groups.
Dealing with racist incidents Please refer to our Race Equality Policy.
Disability equality The general duty to promote disability equality is owed to all disabled people. This means that we
must have due regard to the:
1. Promotion of equality of opportunity between disabled people and other people
2. Elimination of unlawful discrimination
3. Elimination of disability related harassment
4. Promotion of positive attitudes towards disabled people
5. Encouragement of participation by disabled people in public life
6. Taking account of disabled peoples’ disabilities, even where that involves treating disabled
people more favourably than other people.
Page 5 of 24
WHA Single Equality Scheme Action Plan May 2013
Accessibility There is specific disability legislation in relation to disabled students and accessibility which means
we must plan strategically over time to:
1. Increase access to the curriculum
2. Make improvements to the physical environment of the Academy to increase access;
3. Make written information accessible to students in a range of different ways
We will ensure that disabled students do not receive less favourable treatment and to do this the
Academy has a duty to make reasonable adjustments.
Gender equality The general duty to promote gender equality means that we must have due regard to:
1. Eliminate unlawful discrimination and harassment and
2. Promote equality of opportunity between men and women, boys and girls.
The duty also includes the need to consider actions to address the causes of any gender pay gap.
The Governing Body (the employing body of Wymondham High Academy) considers that this has
been addressed through the implementation of the Modern Reward Strategy for support staff and
unified conditions and pay for school teachers.
Transgender Transgendered people are explicitly covered by the gender equality duty. The term transgendered
refers to a range of people who do not feel comfortable with their birth gender. The school will
respect the confidentiality of those seeking gender re-assignment and will provide a supportive
environment within its school community.
Community cohesion We also have a responsibility to promote community cohesion, developing good relations across
different cultures, ethnic, religious, non-religious and socio-economic groups. We have
incorporated our priorities into our Single Equality Scheme and Action Plan to make it easier to
monitor our progress and performance in meeting our objectives, this links directly to our
Accessibility Plan; Academy Development Plan; and the Governors’ Strategic Plan.
Through our Academy ethos and curriculum, we aim to promote discussion of a common sense of
identity and support diversity, showing students how different communities can be united by shared
values and common experiences. We intend our students to become responsible citizens who make
a positive contribution to society.
The Academy will eliminate racial discrimination and promote equality of opportunity and good
relations between people of different groups.
(Current strategies on community cohesion are detailed in Section 8)
Page 6 of 24
WHA Single Equality Scheme Action Plan May 2013
Age, sexual orientation, religion and belief We will ensure that we do not discriminate on these grounds. This Scheme includes our priorities
and actions to eliminate discrimination and harassment for these equality areas. (Current strategies
are detailed in Section 8).
3. Our Academy values and visions
In meeting the duties described above this will mean that all our actions will
embody our Academy’s key principles and values, which include:
• We will strive to make the best possible provision for all our students, regardless of disability, ethnicity, culture, religious belief, national origin or status, gender or sexual orientation.
• We will respect diversity. We know that treating people equally is not simply a matter of treating everyone the same. We adopt the Norfolk Inclusion Statement’s view that inclusion is: “The process of taking necessary steps to ensure that every young person is given an equality of opportunity to develop socially, to learn and to enjoy community life.” This means that we will do our best to make reasonable adjustments for disability, recognise and celebrate cultural differences, and understand the different needs and experiences of boys and girls.
• We know that equality is not simply about protecting the potentially vulnerable. We believe that all children may be disadvantaged by the holding of prejudicial views, and seek to promote good relationships between all groups, and positive attitudes towards disabled people, people from different ethnic or cultural groups or faith backgrounds and people of different gender or sexual orientation.
• We will value staff for their ability and potential to help us make the best possible provision for the children in our Academy, regardless of disability, ethnicity, culture, religious belief, national origin, gender or sexual orientation.
• We are proactive in our efforts to identify and minimise existing barriers or
inequalities.
• We will seek the views of all groups affected by the policies and work of our
Academy, and try to involve them in policy reviews.
• We will recognise our role in promoting community cohesion, and actively
encourage the participation in public life of all learners in our Academy.
Page 7 of 24
WHA Single Equality Scheme Action Plan May 2013
4. Our Academy within Norfolk’s profile
Norfolk is a rural county with a diverse population of approximately 832,400. 39% of the population
live in Norfolk’s three major centres (Norwich, King’s Lynn and Great Yarmouth) but 37% live in
communities with fewer than 2,500 people.
There are 435 schools in Norfolk, including 12 special schools, and 5 pupil referral units.
• 8.% of Norfolk’s pupils are from a minority ethnic group (2012)
• 6.% of the Norfolk population are from a minority ethnic group (2012)
• Over 100 different languages spoken by pupils in the primary phase, and approximately 65
different languages spoken by pupils in the secondary phase (2012)
• 4.1% of pupils within Norfolk schools have a Statement of Special Educational Needs (2012)
• 20% of the population have a disability or limiting long term illness (Disability Rights
Commission)
• Norfolk has an ageing population – higher than regional or national average (Norfolk Data
Observatory)
• 6% of the population are lesbian, gay or bisexual (Government estimate, 2005)
• Norfolk has over 1000 places of Christian worship; 4 mosques; 6 Buddhist centres; 2
synagogues; Sikh, Hindu and Humanist/secular associations (Norfolk Data Observatory)
Wymondham High Academy serves a predominantly white middle class area, though we do have
pockets of rural deprivation in some of the surrounding areas and an increasing number of our
students have English as an additional language and are of mixed heritage. Around 36 of our
students have full statements of special educational needs and more than 200 of our students
are on the Gifted and Talented register.
5. Collecting and analysing equality information for students at
Wymondham High Academy
Wymondham High Academy is an inclusive academy. We use the curriculum and teaching to
enhance the self-esteem of all those it serves and provide a learning environment in which each
individual is encouraged to fulfil his or her potential.
We collect and analyse the following equality information about our students from:
• annual parental returns
• primary and feeder primary schools
• other local agencies and health care professionals who work closely with our Academy
• feeder high schools (for sixth form)
Page 8 of 24
WHA Single Equality Scheme Action Plan May 2013
These actions have been prioritised over the three year life span of our scheme and have been
included in our Action Plan, as shown in Section 16.
6. Collecting and analysing equality information on employment and
governance at Wymondham High Academy
Wymondham High Academy is committed to providing a working environment free from
discrimination, victimisation, and harassment.
Wymondham High Academy also aims to recruit an appropriately qualified workforce and a
governing body that is representative of all sections of the community in order to provide a service
that respects and responds to the diverse needs of our local population.
Other information is gathered from:
Attainment le vels
Attendance levels
Exclusions
Attendance at Extended School activities/extra curricular activities (eg school trips)
Complaints of bullying and harassment
Participation in Student Council & Principal’s Council
Choice of options selected
We have identi fied the following issues from this information - gathering exercise:
Apparent under - representation of disabled pupils attending extended school activities.
Low achievement of students from vulnerable groups is being tracked and monitored by our Raising Achievement Coordinators
The underperformance of an identified group of low - middle ability boys and girls.
Page 9 of 24
WHA Single Equality Scheme Action Plan May 2013
Actions to address the issues identified have been prioritised over the three year life span of our
scheme and have been included in our Action Plan, as shown in Section 16.
7. Consultation and involving people
It is important that minority groups (for race, disability and gender) are involved in the formulation and development of equality schemes and action plans; and in this regard this plan is being shared with all members of the Academy’s community via the website.
We collect and analyse the following profile information for our staff and governors:
Applicants for employment
Staff profile
Governing b ody profile
Attendance on staff training events
Disciplinary and grievance cases
Staff appraisals/performance management
Exit interviews
We have identified the following issues from this information - gathering exercise:
Low disclosure rates in respect of disability
The governing body profile is not collected currently
Staff training data is not currently separated into race, disability and gender
We involved student s , staff, governors, parents and carers, and our wider school by:
Discussions at Ac ademy C ouncil
Contact with parent/carers via website
Discussions at staff meetings
Discussions with trade union representatives
Discussions at governing bodies
Discussions within cluster groups
Involvement within local community activities
Focus groups for parents/carers and staff
Page 10 of 24
WHA Single Equality Scheme Action Plan May 2013
8. What we have achieved so far
This section details what we have achieved so far in relation to the equality duties and celebrating
the outcomes.
The curriculum at Wymondham High is driven by one of the core aims of the Academy: ‘to provide a broad, inclusive curriculum that promotes choice and recognises cultural diversity, enabling all to fulfil their learning potential’. The breadth and balance of the subjects offered at all key stages is recognised as one of the strengths of the Academy, helping us to promote curricula that are increasingly tailored to the individual needs of every student.
Race equality
• The Academy has a much clearer understanding of the issues and how to deal with
them.
• As a mono-cultural school we need to raise our students’ awareness of cultural
diversity in the national and global society that we live in. We do this through special
assemblies; Religious Education, Personal, Social and Cultural Studies; and Enterprise
and Culture.
• We have achieved International School status and our links with other schools, both
nationally and internationally (including an established foreign exchange programme
with French, German and Spanish schools), enable us to increase our students’
awareness of how other people of our world live, their cultures and traditions and to
celebrate that diversity.
• We also promote cultural diversity through special events held in the Academy.
Disability equality
• Students, staff & visitors were unable to attend some Academy activities due to
limited access. New buildings allow access to disabled students, staff and visitors
• After a consultation process with parents and community groups, additional
disabled parking is now provided for whole Academy events and parents’ evenings.
• The results of consultation with our Academy community have informed our
accessibility plan and link to both the governors’ strategic plan and the Academy
Development Plan.
Gender equality
Gender stereo typing remains evident in the selection of options by students, so taster
days are made available for options tackling gender-stereotyping, e.g. food technology
for boys, technology for girls. There is an identified increase in participation by
boys/girls in those options usually favoured by the other gender although stereotyping
is still evident.
Page 11 of 24
WHA Single Equality Scheme Action Plan May 2013
Other areas include:
Community cohesion
Following DfE guidance on suggested groupings for community cohesion:
• Teaching, learning and curriculum
o International school status and policy
o Through PSHE:
▪ Students took part in a survey, in conjunction with the Community Police Liaison
officers, to look at ways to improve the Wymondham community and make it
safer for everyone.
▪ Years 8, 9 & 10 are able to attend careers talks on a Friday lunch time from
members of the local community.
▪ Students work with the IAG Officer (careers) linking with the local community to
work on Enterprise projects.
▪ Drop down days have been introduced in Y7 allowing a focused delivery of topic
by community groups like the Youth Team or Police etc. This year topics have
included Self Esteem; Puberty; and Human Rights.
▪ KS4 Citizenship focusing on diversity, racism, discrimination, prejudice and
acceptance of multicultural societies.
o Able & Talented:
▪ All A&T pupils identified using subject specific criteria
▪ We have identified which pupils are A&T and also have other additional
needs, e.g. SEND, vulnerable groups, FSM etc. This will be used for targeting
this group for specific opportunities next year.
▪ Pupils on the A & T register have exercised their student voice via an audit
of their current provision and needs. Results will be fed to departmental
reps, HoDs and senior leadership.
▪ Audits for departments have been distributed and are due to be returned
by the beginning of July. This should enable departments to identify their
weaker and stronger areas in their provision for A & T pupils.
• Equity and excellence
o Sixth Form Admissions policy gives special consideration to applicants with
special needs or affected by socio economic factors.
o The Academy’s Assessment policy; Attendance policy; Behaviour policy; and
Curriculum policy have been reviewed and amended to reflect collection of data by
race, disability and gender.
o The Academy’s SEND policy and Target Setting policy reflect the Academy’s
commitment to equality of opportunity to all.
o Y9 & 10 Options Provision can be tailored to the individual needs of the student whilst
still providing a broad and balanced choice of subjects.
• Engagement and extended services
o The Academy provides a very full programme of after school clubs and
societies for all students;
o Helplines are provided for students outside school hours by many
departments;
Page 12 of 24
WHA Single Equality Scheme Action Plan May 2013
o We encourage and support all our departments to establish links with our cluster and
feeder schools and many departmental links are now established and embedded within
the school’s academic calendar;
o The Art Department has established links with Norwich University College of the Arts; o The Community Arts Coordinator schedules a programme of community events
throughout the year including Village Screen and music and drama evenings held in the studio theatre for the community;
o The Academy’s facilities are available, outside school use, for community and group hire including Adult Education;
o A breakfast club is available for students and staff (relaunch at Gateway Sept 2013); o School Houses are all linked to the community, Cheshire House links to The Grove; Abbey
House links with Wymondham Abbey; Macmillan House links with Priscilla Bacon Lodge; Ellis House links with Wheat Fen Trust (set up by Ted Ellis);
o An anti-bullying campaign takes place annually during National Anti- bullying week; o School Council and House Councils meet termly and discusses a wide range of issues
including; anti-bullying, assessment and homework and raising awareness of positive achievements of students with disabilities; o DofE links with The Lions; o Sixth Form Community Service; o Appointment of Director of Enterprise and Community to develop local community and
business links with the school and students; o Governors’ premises sub committee renamed to include ‘Community’ with named governor with responsibility for community cohesion.
• Steps already taken to eliminate discrimination and harassment in relation to sexual orientation, age and religion or belief: o School policy documents:
▪ Anti bullying
▪ Assessment
▪ Assemblies
▪ Behaviour
▪ Code of conduct (Adults)
▪ Dignity at work
▪ Equal opportunities
▪ Exit interviews
▪ Sex and relationship
▪ Recruitment
▪ Whistleblowing
o PSHE provision
o House, School and Head’s Councils
o RE curriculum
o Christian Union
Page 13 of 24
WHA Single Equality Scheme Action Plan May 2013
Through careful monitoring of incidents, we are taking steps to eradicate any kind of
discrimination.
9. Equality impact assessments
Equality impact assessment (EIA) is a systematic method of rigorously checking all Academy policies,
procedures and practices to ensure they are genuinely accessible and meet the needs of our staff
and the local community in relation to age, disability, gender, race, religion and belief and sexual
orientation.
An inventory of existing policies is being undertaken and we are introducing a rolling programme of equality impact assessments, using the guidance issued by the LA for use in Norfolk Schools April 2010. (See Action Plan for details).
This will enable us to identify and conduct an assessment on all school policies or practices which are likely to affect our service users, with particular regard to the needs of minority groups. This includes policies, practices and customary ways of doing things. An EIA will take place each time there is a review, change or new proposal.
Where negative impacts are identified we will take steps to deal with this and ensure equity of
service to all.
10. Other Academy Policies
We have used our existing Academy policies to inform our Single Equality Scheme. These include:
Example:
Academy Improvement and Development Pan;
Governors Strategic Plan;
School inclusions and SEN Policy;
Accessibility Plan – DDA;
Equal Opportun ities Policy including Racist Incidence Policy;
Bullying and Harassment Policy;
Dignity at Work Policy.
Page 14 of 24
WHA Single Equality Scheme Action Plan May 2013
11. Roles and Responsibilities
Under this section we have identified who will be responsible for undertaking action in relation to
the Single Equality Scheme and Action Plan.
• Our governing body will ensure that the Academy complies with statutory requirements in
respect of this Scheme and Action Plan.
• Our Principal is responsible for the implementation of this Scheme, and will ensure that staff are
aware of their responsibilities, that they are given necessary training and support and report
progress to the governing body.
• Our Principal, SENCO and Inclusion team will have day-to-day responsibility for co-ordinating the
implementation of this scheme.
• Our staff are expected to promote an inclusive and collaborative ethos in the Academy, challenge
inappropriate language and behaviour, respond appropriately to incidents of discrimination and
harassment, ensure appropriate support for children with additional needs, maintain a good
level of awareness of equalities issues.
• Our students have a responsibility to themselves and others to treat each other with respect, to
feel valued, and to speak out if they witness or are subject to any inappropriate language or
behaviour.
• We will take steps to ensure all visitors to the Academy, including parents/carers are adhering
to our commitment to equality.
12. Commissioning and Procurement
Wymondham High Academy Trust is required by law to make sure that when we buy services from another organisation, that organisation will comply with equality legislation. This is a significant factor in selection during any tendering process.
13. Publicising our scheme
Our scheme is a public document and will be made available on request to any interested stakeholder
and is available on the Academy website.
We will publicise our s cheme and our commitment to equality via :
Academy website;
Staff and parent newsletter;
Staff and student induction;
Local community a nd voluntary groups.
Page 15 of 24
WHA Single Equality Scheme Action Plan May 2013
14. Annual Review of Progress
The Action plan will be implemented, reviewed and monitored by the SENCO and the Governors’
Learning, Teaching & Curriculum Committee. The Accessibility Plan will be will be reviewed through
the Governors’ Community and Health & Safety Committee.
An annual report on the Academy’s progress and performance in respect of this scheme, covering
race, disability and gender will be made to the governing body at the end of the Summer Term.
An annual report on the Academy’s progress to improve access for disabled students, including
access to the curriculum, physical access and access to written material will be made to the
Governing Body at the end of the Summer Term.
The Single Equality Scheme and Action Plan will be reviewed and revised every three years or as
appropriate.
“We will continue to review annually the actions we have taken in the development of our
Single Equality Scheme which include:
• The results of information gathering activities for race, disability and gender and
what has been done with this information;
• The outcomes of involvement activities from minority groups;
• A summary from equality impact assessments undertaken;
• An update of the progress made against priorities;
• Celebrating what has been achieved in relation to promoting community cohesion.
15. Ongoing evolvement of our Scheme
We will continue to involve people from all aspects of the Academy community in the
ongoing evolvement of our Single Equality Scheme and Action Plan. This includes:
• A regular slot at House and School Council meetings to discuss equality and diversity
issues;
• A regular slot at staff meetings;
• Having staff available to discuss equality and diversity matters during parent
consultation meetings;
• Having annual Academy open days/evenings for the wider Academy community to
celebrate the work of students and give the opportunity for feedback;
• Regular consultation with our community users.
WYMONDHAM HIGH ACADEMY
Page 16 of 24
16. Whole School Single Equality Scheme - Action Plan
The Public Sector Equality Duty The specific duties regulations require schools/academies:
(a) to publish information to demonstrate how they are complying with the Public Sector Equality Duty, and
(b) to prepare and publish equality objectives relating to all protected characteristics - race, disability, sex, age, religion or belief, sexual
orientation, pregnancy and maternity and gender reassignment.
The Academy, in carrying out its functions, will have due regard to the need to:
▪ Eliminate discrimination and other conduct that is prohibited by the Act,
▪ 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.
The Academy has a statutory duty to have “due regard” when making a decision or taking an action and will assess whether it may have
implications for people with particular protected characteristics.
▪ The Academy will consider equality implications before and at the time that it develops policy and takes decisions, and it will keep them
under review on a continuing basis;
▪ The PSED will be integrated into the carrying out of the Academy’s functions, and the analysis necessary to comply with the duty will be carried out seriously, rigorously and with an open mind; ▪ This responsibility will not be delegate to anyone else.
Whilst the academy does not collect any specific data related to students’ gender reassignment/transgender and sexual orientation the academy is
aware of the requirements of the Act and is determined to comply with the non-discrimination provisions through a wide range of procedures and
policies where the importance of avoiding discrimination and other prohibited conduct is expressly noted.
The Academy will advance equality of opportunity by:
• removing or minimising disadvantages suffered by people which are connected to a particular characteristic they have;
• taking steps to meet the particular needs of people who have a particular characteristic;
• encouraging people who have a particular characteristic to participate fully in any activities.
WYMONDHAM HIGH ACADEMY
Page 17 of 24
This Action plan will be published, monitored and reviewed annually and equality objectives will be published at least once every four years.
Place a tick in the relevant box that your action relates to: R = Race, D = Disability, G = Gender, GR = Gender Reassignment and Transgender, SO = Sexual Orientation, A = Age, RB = Religion or Belief, PM = Pregnancy or Maternity, CC = Community Cohesion
Actions Identified Planned Outcome Planned Actions Timescale Actioned by Monitored
by Completed
Y/N R D G
G R
S
O A
R B
P
M CC
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ All staff are aware of the Single Equality Scheme and Equality Objectives and have awareness of their responsibilities
Awareness of Single Equality Scheme is raised at New Staff
Induction Training & Staff Team
meetings
Sept 2017 AP, Inclusion
Team, HoD Principal Yes. In place
(practice
under
constant
review)
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Schemes of work explicitly address
the causes and consequences of
discrimination and help students
recognise and understand and
challenge stereotypes.
Curriculum areas include within
their schemes of work
opportunities to promote shared
values and challenge prejudice,
discrimination and stereotyping.
Sept 2017 HoD SLT Yes. In place
(practice
under
constant
review)
5. Collecting and analysing equality information for students by race, disability and gender.
✓ ✓ ✓ ✓ ✓ ✓ All student data collected is separated into race, disability and gender.
The reporting system allows the
separate of information by race,
disability and gender.
Sept 2017
VP
Principal
Yes. In place
(practice
under
constant
review)
WYMONDHAM HIGH ACADEMY
Page 18 of 24
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ The GB is made aware of areas where the Academy is not meeting its statutory duties. The SLT takes active steps to ensure the Academy meets its statutory duties. The GB takes steps to ensure that the
Academy meets its statutory duties to
all students.
All data is analysed and reported on annually to the governing body. The SLT make recommendations to the GB to address identified areas where the Academy is not meeting its statutory duties. Governors incorporate recommendations in the Governors’ Strategic plan and the
ADP.
Sept 2017
Sept 2017
Sept 2017
Principal
Principal
GB
GB
GB
Chair of GB
Yes, reporting to Standards Committee on termly basis Statutory
duties are
met
Actions Identified Planned Outcome Planned Actions Timescale Actioned by Monitored
by Completed
Y/N R D G
G R
S
O A
R B
P
M CC
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ The GB takes steps to ensure all minority groups have access to extended school activities, wherever it is practicable.
Governor’s plan to target minority groups under represented on extended school activities. Governor’s plan to target lower achievement of students from minority groups. Governor’s plan to target poorer attendance by specific groups of students.
Sept 2017
Sept 2017 Sept 2017
Gov resp for ESV
Gov Standards Committee
GB Yes
Regular
meetings
with I&IC
Yes, termly
reports
received
from VP
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ The GB takes steps to provide equality of opportunity for all students.
Detailed disability information is requested for all new intake students. Questionnaires are given to all new students. Analysis of information is used to review the ADP and the Governor’s Strategic Plan.
Sept 2017 AP, Inclusion
Team Principal & GB
Yes Analysis of this data provided by I&IC
WYMONDHAM HIGH ACADEMY
Page 19 of 24
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ The Heads of House & Director of
Sixth Form encourage representation
from minority groups on all student
body councils.
MIS records details of student
representatives on all student
body councils.
Sept 2017 Dir of VI AP, Inclusion
Partly No record
kept
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ The SLT ensures the curriculum is
accessible to all students. MIS to record details of option
choices by race, disability and
gender.
Sept 2017 SLT Principal Yes No analysis
of data takes
place ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ The SLT takes steps to identify and
manage all incidents of bullying and
harassment of any minority groups.
MIS records details of complaints of bullying and harassment. Data is monitored, analysed & reported annually to GB. Targeted and tailored awareness training is provided to specific groups of students.
Sept 2017
I&IC and AP, Staff and Student Welfare
Principal
GB
Yes
Annual
report to GB
Actions Identified Planned Outcome Planned Actions Timescale Actioned by Monitored
by Completed
Y/N R D G
G R
S
O A
R B
P
M CC
6. Collecting and analysing equality information for employment and governance by race, disability and gender
WYMONDHAM HIGH ACADEMY
Page 20 of 24
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ The SLT takes steps to ensure that recruitment procedures for employment, volunteers and governors are effective and meet SES aims.
Monitoring of applicants for
employment, voluntary
positions or for the governing
body, on the basis of race,
disability and gender is
effectively recorded and data
analysed to provide evidence
that effective monitoring takes
place. All minority applicants are
identified and contacted to
ensure their individual needs are
met and discriminatory practices
do not take place.
Sept 2017
Personnel Officer, Principal’s PA & Clerk to GB
Principal & Chair of GB
Partly in
place. No
analysis of
data takes
place.
✓ ✓ ✓ ✓ ✓ ✓ ✓ An annual report on recruitment is presented to the Governors’ Personnel Committee.
Monitoring of recruitment includes an analysis of race, disability and gender.
Sept 2017 Personnel Officer, Principal’s PA & Clerk to GB
Principal & Chair of GB
No
✓ ✓ ✓ ✓ ✓ ✓ ✓ An annual report on staff training is presented to the Governors’ Personnel Committee.
Monitoring of staff training
opportunities includes an analysis
of race, disability and gender. .
Sept 2017 A P, Inclusion
Principal & Chair of GB
Partly,
annual
report on
staff training
but no
analysis of
data ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ The SLT takes steps to ensure that
promotion opportunities are not discriminatory and meet SES aims.
Monitoring of internal staff promotions include an analysis of race, disability and gender.
Sept 2017
SLT
Principal & Chair of GB
No
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Head’s PA works with D of E & C &
Personnel Officer on staff disability
issues encouraging disability
Head’ PA, D of E & C and Personnel Officer are trained on
disability equality issues and
Sept 2017
D of E& C Principal & Chair of GB
Yes. Reviews of
working
WYMONDHAM HIGH ACADEMY
Page 21 of 24
Actions Identified Planned Outcome Planned Actions Timescale Actioned by Monitored
by Completed
Y/N R D G
G R
S
O A
R B
P
M CC
disclosure and enabling, in
consultation with the disabled staff
member, a review of working
environment and identify any
reasonable and practicable
adjustments that could be made to
better support disabled staff.
Access to Work benefits. All staff are made aware of these
roles and responsibilities.
environment
take place as
appropriate.
Advice
sought
where
required but
no specific
staff training
has taken
place. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ SLT ensures that the Academy does
not use discriminatory practices and
meets SES aims.
Disciplinary and grievance cases are monitored by race, disability and gender. Exit interviews are monitored
separated by race, disability and
gender and the results analysed
and reported on.
Sept 2017 SLT
Principal Monitoring
analysis
does not
take place.
9. Equality Impact Assessment
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ The SLT ensures that the Academy’s
policies and practices do not allow for
the potential for discrimination or
adverse impact or missed
opportunities to promote equalities.
The SLT ensures that all opportunities
to promote equality have been taken.
An assessment of all Academy policies or practices which are likely to affect our service users is conducted.
Sept 2017 AP Inclusion Principal Partly in place On going
process.
WYMONDHAM HIGH ACADEMY
Page 22 of 24
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ EIA results are used to set equality objectives leading to improvement in services.
Where policy or practice shows actual or potential unlawful discrimination it will be stopped and removed or changed. Implement a three year rolling
programme of EIAs.
Sept 2017 AP Inclusion
Principal Yes
EIA’s for
policies as
they come
Actions Identified Planned Outcome Planned Actions Timescale Actioned by Monitored
by Completed
Y/N R D G
G R
S
O A
R B
P
M CC
up for
review. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ GB meets race equality, disability and
gender duties to set out its
arrangements for publication of the
EIA results and consultations.
EIA results and consultation
processes and results are
available for publication.
Sept 2017 GB Chair of GB No.
15. Ongoing evolvement of the Scheme
People from all areas of our Academy Equality and diversity are a Sept 2017 HoH, Dir. of SLT community are involved in day to day regular agenda item at all student VI & School business. body councils and staff meetings. Council Coordinator
SENCO and Heads of House are Sept 2017 available at all parents’ SENCO & SLT consultation evenings to discuss HoH. equality and diversity matters in
confidence.
No
Yes
Equality Objectives – Narrowing the Gap
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Vulnerable students are able to learn
effectively. Effective intervention strategies
are in place. Sept 2017 RACs SLT
Governors Standards Committee
Yes
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
WYMONDHAM HIGH ACADEMY
Page 23 of 24
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Boys’ underachievement is reduced. Effective intervention strategies
are in place. Sept 2017 RACs SLT
Governors Standards Committee
Yes
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Literacy: improve the reading and spelling of students on the special needs register and/or with reading ages below 10 (on entry)
Literacy materials are produced
and made available to all staff. Sept 2017 Lit. Co,
English Teachers, Form Tutors
& SEND
team.
I&IC, AP
Inclusion & VP
Yes
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Numeracy: improve the numeracy of
vulnerable students identified with
difficulty in Maths.
Numeracy materials are
produced and made available to
all staff.
Sept 2017 Num.Co, Maths Teachers,
AP Inclusion Yes
Actions Identified Planned Outcome Planned Actions Timescale Actioned by Monitored
by Completed
Y/N R D G
G R
S
O A
R B
P
M CC
Form Tutors
& SEND
team.
Inclusion, &
VP
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Form Tutors consistently and
effectively monitor and track their
tutees and put in place intervention
strategies where appropriate.
The role and responsibility of the form tutor are developed in monitoring, tracking and intervening with their tutees.
Sept 2017 Dir of VI & their Deputies
APs & VP Yes
Equality Objectives – Progress and Achievement
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Every child achieves at least three
levels of progress from entry in Year 7
to the end of Year 11.
Effective monitor, tracking & intervention are established Teaching staff incorporate differentiation into their lessons so that all students are able to make expected progress.
Sept 2017 Dir of VI & their Deputies
SLT Governors Standards Committee
Yes
WYMONDHAM HIGH ACADEMY
Page 24 of 24
Equality Objectives – Social and Emotional Aspects of Learning
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Students feel safe and secure. Identify through surveys where
students feel unsafe and develop
strategies to prevent and tackle
bullying.
Sept 2017 I&IC AP Inclusion Yes
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Students feel safe, secure and enjoy their learning.
Appropriate behaviours for
learning are adopted. Sept 2017 Dir of VI &
I&IC AP Inclusion Yes
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Students take responsibility for their
own learning. Students are supported and
encouraged to take responsibility
for their own learning
incorporating P.E.L.T.s and
S.E.A.L.
Sept 2017 HoH, Dir of
VI & I&IC AP Inclusion Yes
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Staff value the importance of their professional role to safeguard the students’ emotional wellbeing.
Regular staff training takes place
on Inset Days and during New
Staff Induction.
Sept 2017 AP Inclusion Principal Yes
Equality Objectives – Independent Action Plans
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Students with I.E.P.s are involved in their SEND target setting.
Student-centred I.E.P.s are
introduced. Sept 2017 I&IC AP Inclusion Yes
Equality Objectives – Information Advice and Guidance
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Students make appropriate decisions
about options and post 16 education. Students are encouraged to seek appropriate advice as they make decisions about options and post 16 education.
Sept 2017 IAG Advisor SLT Yes
Recommended