Downsbrook Primary School is part of the Schoolsworks Academy Trust. As such, the trust has over-arching responsibility for many aspects of the school’s work, including its work to ensure equality and equity for all people who both work for the trust, and make use of its schools.
The equality objectives here are specific to Downsbrook Primary School, and should be read in light of the trust’s Equality Statement, and its Equality and Diversity Policy. Both of these policies can be accessed on the Schoolsworks website at www.schoolsworks.org.
Downsbrook Primary School aims to ensure equality of and equity in provision for all members of our school community.
Equality of provision.
By ensuring equality in our provision we can make sure that no-one experiences harassment, less favourable treatment or discrimination because of their age, any disability they may have, their ethnicity, colour or national origin, their gender, their gender identity or reassignment, their marital or civil partnership status, being pregnant or having recently had a baby, their religion or beliefs, their sexual identity and orientation.
Equity within provision.
By considering the needs of each child individually, we can ensure equity for our children – giving each child the tools that they need they specifically need to thrive and achieve their very best.
To uphold this, we are committed to:
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Ensuring that everyone is treated fairly and with respect.
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Making our school a safe, secure and stimulating place for everyone.
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Consulting and involving people from different groups in our decisions, for example, through talking to pupils and parents/carers and through our School Council.
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Recognising that people have different needs and that promoting equality will involve addressing those needs rather than treating everyone the same.
We welcome the emphasis in the Ofsted inspection framework on the requirement for leaders to promote equality of opportunity and diversity, resulting in a positive school culture, working together to prevent discriminatory behaviour.
Our equality objectives
The Equality Act 2010 requires us to publish specific, achievable and measurable equality objectives. Our equality objectives are based on our analysis of data and other information specific to Downsbrook. Our equality objectives focus on those areas where we have agreed to take action to improve equality and tackle disadvantages. We will regularly review the progress we are making to meet our equality objectives.
We have set out our school equality objectives for 2020 - 2024 as follows:
Equality objective 1
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To narrow the gap in attainment in reading, writing and mathematics between Pupil Premium and Non Pupil Premium by the end of KS2
Success criteria
The gap between the attainment of Pupil Premium pupils and the rest of the school cohort will narrow and the results will be more in line with those nationally. Pupils with Pupil Premium will achieve higher attainment in reading, writing and maths
Time frame
Four years with a year on year improvement across the whole school.
Key actions to meet this objective
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Continued quality first teaching for all pupils
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Ensuring that targeted interventions meet the needs of Pupil Premium pupils to ensure that they are meeting their targets and closing the gaps in knowledge.
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Detailed provision mapping to meet the needs key pupils
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Regular review of provision to ensure that changes are made where needed, without delay.
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Accountability of class teachers to SENCo with regard to children with Pupil Premium
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Regular assessment of pupils during the whole school assessment cycle.
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The use of specialists such as Speech and Language therapist and Play therapists to meet the needs of specific children and to support progress in learning.
Progress towards meeting this objective to be added annually
Equality objective 2
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To promote and enhance community cohesion and celebration of difference with a sense of shared belonging in the school and its surrounding neighbourhood.
Success criteria
Good relations will be fostered within all groups of the community and a greater sense of cohesion will be present within the school and surrounding areas. All children will feel celebrated as part of the school community and see themselves in our school curriculum. Parents will feel involved in and aware of changes and key events in the school and will feel that their culture, home and family are recognised and celebrated equally.
Time frame
Over the next four years (the duration of this action plan) and beyond
Key actions to meet this objective
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The existence and close working relationship with an active and engaged PTA which reflects the diverse profile of families within the school and offers a wide range of whole school activities and fundraising events.
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The employment of a Behaviour and Welfare Support Officer who will work with families to actively foster good relations between the school, families and wider bodies.
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Whole school events calendar including assemblies which recognise key celebrations from all major religions
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The inclusion and promotion of British Values within our curriculum including explicit coverage in whole school events, assemblies, PSHCE and RSE teaching.
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Holding a wide range of whole school events aimed at creating whole school cohesion as well as recognising and celebrating the identity of all families.
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Fostering and developing a wide pool of parent volunteers that represent the breadth of our community and support the school practically through activities such as volunteer reading.
Progress towards meeting this objective to be added annually
Equality objective 3
- To ensure that the participation in after school clubs, extra-curricular activities (eg, peripatetic music) and residential trips accurately reflects the profile of families within the school.
Success criteria
Participation in clubs and all extra-curricular activities will accurately represent and reflect the school demographic. No sector of the school community will be underrepresented in these activities and our aim of equality for all pupils will be visible and achieved. The family background of any pupil will not be a barrier to any aspect of school life.
Time frame
Over the next four years (the duration of this action plan) and beyond
Key actions to meet this objective
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Actively promote all additional clubs and trips with all sectors of the community and for teachers / Behaviour and Welfare Support Officer to individually approach any “hard to reach” families to ensure that they are aware of the opportunities available, the benefits and the support available to ensure that their child can access these.
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To offer practical support in applying for clubs as well as preparing for these activities where needed.
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To consider (where possible) any financial support / advice that may be available to assist families in accessing any activity where payment is required.