Single Equality Plan

Heron Park Primary Academy

Single equality plan

Adopted: To be adopted September 2018

Review date: July 2022         

 

 

Heron Park Academy is dedicated to ensuring that all members of the school community and the wider community are treated equally, fairly, and with respect by the school and by each other. This applies to the school as a place of education, a business, and an employer. Prejudice, discrimination, and victimisation are not tolerated, and we work hard to instil in our pupils a strong understanding of right and wrong, including the importance of inclusion, acceptance, and compassion towards others. The school’s main priority is to provide the best education and care that we can, and establish a cooperative working relationship between home and school, so as to aid the development, progress, and needs of all the children in our care.

This plan sets out how the school will satisfy its duties under the Equality Act to eliminate all discrimination, harassment, victimisation and any other behaviour prohibited by the Equality Act 2010, to foster good relations between persons with and without protected characteristics and promote equality of opportunity regardless of whether a person has a protected characteristic (such as race, gender, transgender, disability, age, pregnancy and maternity, religion or belief and sexual orientation). The school aims to comply with this duty, in both the delivery of its services and the employment of its staff. It is created by Heron Park’s governing body with the help of headteacher/staff and students in line with the Equality Act 2010 and is the foundation of all the school’s other policies – particularly the special educational needs policy, admissions policy, anti-bullying policy and the behaviour policy. (Available on the school website or from the school office)

 

Through the creation of this equalities plan, we have been able to develop a better understanding of what the challenges to equality are within the school and how we can best deal with these. The current summary of equality based actions being undertaken by the school is set out in annex A.  This document will be reviewed annually, or any time there is an update or change to equality legislation, to ensure that it is being effectively implemented and remains focused and up to date on issues surrounding equality both within the school and nationally.

              

 

 

 

School profile

Heron Park Academy is a two form entry primary school serving an area of Eastbourne that has a higher than average level of deprivation. SEN 20%, EAL 18%, The percentage of children with an EHC Plan is 3. The school has a nursery catering for a maximum of 45 children.

Roles and responsibilities

Creating a school environment that promotes equality and denounces discrimination is a whole-school responsibility and requires all members of the school community to be actively involved in breaking down barriers to learning and barriers to social and emotional development that prejudice can create.

Individuals in the school are expected to take responsibility for supporting and promoting equality in school above and beyond the responsibilities listed below. The Headteacher has the day-to-day responsibility for coordinating the implementation of this scheme.

The governing body

The governing body will:

  • create and approve this document with the help of the headteacher staff and pupils to ensure that is adopted correctly throughout the school
  • ensure the school complies with all equality legislation and the school’s equality objectives
  • monitor and evaluate the effectiveness of the equalities plan on a regular basis and make any amendments to improve on the plan when and where necessary
  • nominate a named governor to oversee the implementation of the equalities plan, monitor equality outcomes, and regularly report back to the rest of the governing body
  • ensure that parents are informed of any incident related to this scheme which could directly affect their child
  • report to parents, carers, and the wider community on the progress of the school’s equality plan through the school prospectus, the school website.

 

The headteacher and senior leadership team

The headteacher, with the support of the rest of the senior leadership team, will:

  • promote the single equalities plan both within the school and externally to the rest of the community
  • ensure that all staff are aware of their role and responsibilities regarding the promotion and delivery of equality in school
  • report back to the governing body on how the plan is working and any amendments that they feel should be made, as well as feedback from staff, pupils and parents
  • challenge inappropriate language and behaviour
  • tackle bias and stereotyping
  • take appropriate action where discrimination or victimisation occurs.

Staff

School staff will:

  • ensure that they are up to date and aware of the contents of this plan and the school’s policy towards all types of discrimination
  • challenge inappropriate language and behaviour
  • tackle bias and stereotyping
  • work to promote anti-bullying strategies as outlined in the school’s behaviour and anti-bullying policy (See school website)
  • show a commitment to undertake development and training within this area
  • engage with the school in eliminating any discrimination and act as a good example to pupils
  • promote a positive working environment
  • report back to their managers immediately on any incidents relating to discrimination or victimisation, either by staff, pupils, or any other member of the school community, so that these incidents can be reviewed and action taken where necessary.

 

Pupils

Pupils at the school will:

  • engage with the school in eliminating any discrimination
  • promote a positive work environment and a positive attitude towards equality when both in school and off the school site
  • report to school staff any incidents of inappropriate language or behaviour, discrimination or victimisation that they know to have occurred
  • work to promote the anti-bullying strategies outlined in the school’s behaviour and anti-bullying policy
  • set a good example regarding behaviour and social awareness to younger pupils and their peers.

 

Parents, carers, and visitors

 

Parents, carers, and visitors to the school are expected to:

  • familiarise themselves with the school’s single equality plan and support the scheme by promoting a positive attitude towards equality at home
  • attend any relevant meetings/awareness-raising sessions that they are invited to relating to the school’s equality plan
  • work with the school to resolve any incident relating to discrimination or victimisation that their child is involved in
  • respect and follow our equality plan when visiting the school.

 

Key groups at risk

 

Whilst the school recognises that any person or group of people can become victim to discrimination, victimisation or unfair treatment, people may be more at risk of becoming victims of inequality due to:

Ø  Race

Ø  Disability

 

You can find all the information about our school’s SEN provision including our provision for inclusion in the school’s SEN policy, SEN Information Report and the school’s accessibility plan. (Available on the school website)

 

Ø  Gender and transgender

Ø  Religion or belief

Ø  Sexual orientation

 

Promoting equality and social awareness in school and within the local community

 

Community cohesion

 

The school expects all its students and staff to act respectfully towards members of the wider community that the school is part of.

 

This includes visits into the community, attending events such as Carol singing, visits to homes for the elderly etc.

 

Inclusion

 

Promoting and practising inclusion in school lessons, around the school site, during all school activities and into the wider community is a key part of developing a positive attitude towards equality and people from different backgrounds. You can find more information regarding our provision for and policy on inclusion for SEN in the school’s SEN policy.

 

The school operates various support systems such as mentoring, peer to peer support through the SENDCo and student welfare officer.

 

Pupil voice

 

Through our support of student voice, we encourage our pupils to have confidence in voicing their opinions and taking responsibility for the world around them. It is important that we teach our children how to engage in mature social interactions and get along with a variety of different types of people. This is developed through student voice by interactions between pupils from different year groups, pupils and staff, and pupils and the wider community. The school operates a ‘School Council’ made up from pupils in year groups across the school.

 

 

 

Recruitment

 

Heron Park Academy  is committed to providing equality of opportunity for all and ensuring that all stages of recruitment and selection are fair. Recruitment and selection procedures will be reviewed on a regular basis to ensure that applicants are not discriminated against on the grounds of race, nationality, gender, religion, age, disability, marital status, pregnancy and maternity or sexual orientation. Heron Park Academy acknowledges that unfair discrimination can arise on occasion and so will ensure that the equal opportunities policy outlined in this plan is the foundation for all its activities.

 

Where a candidate is known personally to a member of the selection panel it will be declared before shortlisting takes place. It may then be necessary to change the selection panel to ensure that there is no conflict of interest and that equal opportunities principles are adhered to.

 

 

 

 

Staff

 

Equal opportunities for staff

 

As part of our commitment to the implementation of equal opportunities principles and the monitoring and active promotion of equality in all aspects of staffing and employment, the school will ensure that:

 

  • all staff appointments and promotions are made on the basis of merit and ability and in compliance with the law;
  • staffing of the school reflects the diversity of our community wherever possible;
  • as an employer we strive to ensure that we eliminate discrimination and harassment in our employment practice and actively promote equality across all groups within our workforce;
  • we respect the religious beliefs and practice of all staff, pupils and parents, and comply with reasonable requests relating to religious observance and practice;
  • we ensure that all staff, including support and administrative staff, receive appropriate training and opportunities for professional development, both as individuals and as groups or teams.

 

Staff discipline and suspension

 

Heron Park Academy is committed to ensuring that all school staff are treated fairly and consistently and anyone not adhering to these values is held to account through our staff discipline, conduct, and grievance policy.(Available in the Employment manual)

 

The education and wellbeing of our pupils is our main priority. Any member of staff who creates a barrier to learning for our pupils will be disciplined. The school’s staff appraisal policy provides more information on how the school monitors staff performance. We hope that staff will feel confident to voice complaints and grievances in the confidential environment of the school and that they will trust the school to deal with their grievances fully, promptly, and fairly. The school puts great faith in all its employees, and hopes never to have to discipline anyone as a result of misconduct.

Behaviour, exclusions and attendance

 

The school behaviour policy takes full account of the duties under the Equality Act. We make reasonable, appropriate and flexible adjustments for pupils with special educational needs and disabilities. We closely monitor data on exclusions and absence from school for evidence of over-representation of different groups, and will take action to address any concerns that arise in this area.

Read our school attendance, behaviour and exclusions policies for more information on the processes surrounding these topics.

 

The curriculum

 

The curriculum aims to provide a broad and balanced education where age appropriate learning takes place. The PHSE curriculum includes work related Equality and the Paragon Curriculum also includes work related to this topic.

 

 

 

Monitoring and review

 

This single equality plan will be reviewed annually by the governing body, unless there is specific reason for it to be reviewed earlier (for example an incident involving members of the school community or new legislation). Governors will review how effective it is in tackling discrimination, promoting access and participation, equality and good relationships between different groups, and that it does not disadvantage particular sections of the community. Governors will also review evidence that it is being put into practice in school by staff and pupils, and whether there is any need for extra training or development sessions across the whole school to ensure it is promoted and implemented as much as possible.

 

Information will be gathered through:

 

  • identification of children and young people, parents, carers, staff and other users of the school representing the different protected characteristics. This helps us develop and monitor the scheme. Comprehensive and sensitive efforts are made to collect accurate information and meet security of information requirements, in addition to our duty to secure accurate information relating to ethnicity and first language;
  • pupil attainment and progress data relating to different groups;
  • children’s and young peoples’ views, actively sought and incorporated in a way that values their contribution;
  • sports and activities choices of all groups;
  • uptake of the extended school offer by group;
  • exclusions data analysed by group;
  • records of bullying and harassment on the grounds of any equality issue;
  • data on the recruitment, development, and retention of employees;
  • outcomes of activities promoting community engagement and community cohesion;
  • outcomes of actions taken to secure the involvement of parents and others who have been identified as difficult to engage.

 

The Headteacher will provide monitoring reports for review by the governing body. These will include:

 

  • progress against targets relating to equality and future plans
  • school population
  • recruitment and retention
  • key initiatives.

 

Outcomes

 

One of the most important indicators of how successful we are as a school in promoting equality and eliminating discrimination are the outcomes for various individuals and groups. Where robust analysis of outcomes reveals poorer outcomes for any particular groups, an impact assessment will be carried out and an action plan put in place to aid these outcomes. Action plans will outline:

 

  • objectives and specific actions to be taken
  • expected impact and indicators of achievement (success criteria)
  • clear timescales
  • who has lead responsibility
  • resource implications
  • specified dates for review.

 

Equality impact assessments

 

Impact assessments are carried out as part of the review of all school policies and assess whether school policies or plans are having a negative or adverse, or positive impact on groups and individuals within the school community.

 

Impact narratives and case studies will be produced on an annual basis.

 

Reporting on our progress

 

An annual report will be produced for the Local Academy Board highlighting progress and ay relevant issues.

 

 

 

 

 

 

 

 

Signed by

 

                                                                Chair of governors                              Date: ………………………….

 

                                                                Headteacher                                         Date: …………………………….

                                                               

This document will be reviewed:

 

  • every 4 years
    • after incidents that relate to, or impact on, equality in school
    • after any significant changes to workplace, working practices or staffing.

 


ANNEX A

 

Heron Park Primary Academy

Single equality plan

Adopted: To be adopted September 2018

Review date: July 2022         

 

 

Heron Park Academy is dedicated to ensuring that all members of the school community and the wider community are treated equally, fairly, and with respect by the school and by each other. This applies to the school as a place of education, a business, and an employer. Prejudice, discrimination, and victimisation are not tolerated, and we work hard to instil in our pupils a strong understanding of right and wrong, including the importance of inclusion, acceptance, and compassion towards others. The school’s main priority is to provide the best education and care that we can, and establish a cooperative working relationship between home and school, so as to aid the development, progress, and needs of all the children in our care.

This plan sets out how the school will satisfy its duties under the Equality Act to eliminate all discrimination, harassment, victimisation and any other behaviour prohibited by the Equality Act 2010, to foster good relations between persons with and without protected characteristics and promote equality of opportunity regardless of whether a person has a protected characteristic (such as race, gender, transgender, disability, age, pregnancy and maternity, religion or belief and sexual orientation). The school aims to comply with this duty, in both the delivery of its services and the employment of its staff. It is created by Heron Park’s governing body with the help of headteacher/staff and students in line with the Equality Act 2010 and is the foundation of all the school’s other policies – particularly the special educational needs policy, admissions policy, anti-bullying policy and the behaviour policy. (Available on the school website or from the school office)

 

Through the creation of this equalities plan, we have been able to develop a better understanding of what the challenges to equality are within the school and how we can best deal with these. The current summary of equality based actions being undertaken by the school is set out in annex A.  This document will be reviewed annually, or any time there is an update or change to equality legislation, to ensure that it is being effectively implemented and remains focused and up to date on issues surrounding equality both within the school and nationally.

              

 

 

 

School profile

Heron Park Academy is a two form entry primary school serving an area of Eastbourne that has a higher than average level of deprivation. SEN 20%, EAL 18%, The percentage of children with an EHC Plan is 3. The school has a nursery catering for a maximum of 45 children.

Roles and responsibilities

Creating a school environment that promotes equality and denounces discrimination is a whole-school responsibility and requires all members of the school community to be actively involved in breaking down barriers to learning and barriers to social and emotional development that prejudice can create.

Individuals in the school are expected to take responsibility for supporting and promoting equality in school above and beyond the responsibilities listed below. The Headteacher has the day-to-day responsibility for coordinating the implementation of this scheme.

The governing body

The governing body will:

  • create and approve this document with the help of the headteacher staff and pupils to ensure that is adopted correctly throughout the school
  • ensure the school complies with all equality legislation and the school’s equality objectives
  • monitor and evaluate the effectiveness of the equalities plan on a regular basis and make any amendments to improve on the plan when and where necessary
  • nominate a named governor to oversee the implementation of the equalities plan, monitor equality outcomes, and regularly report back to the rest of the governing body
  • ensure that parents are informed of any incident related to this scheme which could directly affect their child
  • report to parents, carers, and the wider community on the progress of the school’s equality plan through the school prospectus, the school website.

 

The headteacher and senior leadership team

The headteacher, with the support of the rest of the senior leadership team, will:

  • promote the single equalities plan both within the school and externally to the rest of the community
  • ensure that all staff are aware of their role and responsibilities regarding the promotion and delivery of equality in school
  • report back to the governing body on how the plan is working and any amendments that they feel should be made, as well as feedback from staff, pupils and parents
  • challenge inappropriate language and behaviour
  • tackle bias and stereotyping
  • take appropriate action where discrimination or victimisation occurs.

Staff

School staff will:

  • ensure that they are up to date and aware of the contents of this plan and the school’s policy towards all types of discrimination
  • challenge inappropriate language and behaviour
  • tackle bias and stereotyping
  • work to promote anti-bullying strategies as outlined in the school’s behaviour and anti-bullying policy (See school website)
  • show a commitment to undertake development and training within this area
  • engage with the school in eliminating any discrimination and act as a good example to pupils
  • promote a positive working environment
  • report back to their managers immediately on any incidents relating to discrimination or victimisation, either by staff, pupils, or any other member of the school community, so that these incidents can be reviewed and action taken where necessary.

 

Pupils

Pupils at the school will:

  • engage with the school in eliminating any discrimination
  • promote a positive work environment and a positive attitude towards equality when both in school and off the school site
  • report to school staff any incidents of inappropriate language or behaviour, discrimination or victimisation that they know to have occurred
  • work to promote the anti-bullying strategies outlined in the school’s behaviour and anti-bullying policy
  • set a good example regarding behaviour and social awareness to younger pupils and their peers.

 

Parents, carers, and visitors

 

Parents, carers, and visitors to the school are expected to:

  • familiarise themselves with the school’s single equality plan and support the scheme by promoting a positive attitude towards equality at home
  • attend any relevant meetings/awareness-raising sessions that they are invited to relating to the school’s equality plan
  • work with the school to resolve any incident relating to discrimination or victimisation that their child is involved in
  • respect and follow our equality plan when visiting the school.

 

Key groups at risk

 

Whilst the school recognises that any person or group of people can become victim to discrimination, victimisation or unfair treatment, people may be more at risk of becoming victims of inequality due to:

Ø  Race

Ø  Disability

 

You can find all the information about our school’s SEN provision including our provision for inclusion in the school’s SEN policy, SEN Information Report and the school’s accessibility plan. (Available on the school website)

 

Ø  Gender and transgender

Ø  Religion or belief

Ø  Sexual orientation

 

Promoting equality and social awareness in school and within the local community

 

Community cohesion

 

The school expects all its students and staff to act respectfully towards members of the wider community that the school is part of.

 

This includes visits into the community, attending events such as Carol singing, visits to homes for the elderly etc.

 

Inclusion

 

Promoting and practising inclusion in school lessons, around the school site, during all school activities and into the wider community is a key part of developing a positive attitude towards equality and people from different backgrounds. You can find more information regarding our provision for and policy on inclusion for SEN in the school’s SEN policy.

 

The school operates various support systems such as mentoring, peer to peer support through the SENDCo and student welfare officer.

 

Pupil voice

 

Through our support of student voice, we encourage our pupils to have confidence in voicing their opinions and taking responsibility for the world around them. It is important that we teach our children how to engage in mature social interactions and get along with a variety of different types of people. This is developed through student voice by interactions between pupils from different year groups, pupils and staff, and pupils and the wider community. The school operates a ‘School Council’ made up from pupils in year groups across the school.

 

 

 

Recruitment

 

Heron Park Academy  is committed to providing equality of opportunity for all and ensuring that all stages of recruitment and selection are fair. Recruitment and selection procedures will be reviewed on a regular basis to ensure that applicants are not discriminated against on the grounds of race, nationality, gender, religion, age, disability, marital status, pregnancy and maternity or sexual orientation. Heron Park Academy acknowledges that unfair discrimination can arise on occasion and so will ensure that the equal opportunities policy outlined in this plan is the foundation for all its activities.

 

Where a candidate is known personally to a member of the selection panel it will be declared before shortlisting takes place. It may then be necessary to change the selection panel to ensure that there is no conflict of interest and that equal opportunities principles are adhered to.

 

 

 

 

Staff

 

Equal opportunities for staff

 

As part of our commitment to the implementation of equal opportunities principles and the monitoring and active promotion of equality in all aspects of staffing and employment, the school will ensure that:

 

  • all staff appointments and promotions are made on the basis of merit and ability and in compliance with the law;
  • staffing of the school reflects the diversity of our community wherever possible;
  • as an employer we strive to ensure that we eliminate discrimination and harassment in our employment practice and actively promote equality across all groups within our workforce;
  • we respect the religious beliefs and practice of all staff, pupils and parents, and comply with reasonable requests relating to religious observance and practice;
  • we ensure that all staff, including support and administrative staff, receive appropriate training and opportunities for professional development, both as individuals and as groups or teams.

 

Staff discipline and suspension

 

Heron Park Academy is committed to ensuring that all school staff are treated fairly and consistently and anyone not adhering to these values is held to account through our staff discipline, conduct, and grievance policy.(Available in the Employment manual)

 

The education and wellbeing of our pupils is our main priority. Any member of staff who creates a barrier to learning for our pupils will be disciplined. The school’s staff appraisal policy provides more information on how the school monitors staff performance. We hope that staff will feel confident to voice complaints and grievances in the confidential environment of the school and that they will trust the school to deal with their grievances fully, promptly, and fairly. The school puts great faith in all its employees, and hopes never to have to discipline anyone as a result of misconduct.

Behaviour, exclusions and attendance

 

The school behaviour policy takes full account of the duties under the Equality Act. We make reasonable, appropriate and flexible adjustments for pupils with special educational needs and disabilities. We closely monitor data on exclusions and absence from school for evidence of over-representation of different groups, and will take action to address any concerns that arise in this area.

Read our school attendance, behaviour and exclusions policies for more information on the processes surrounding these topics.

 

The curriculum

 

The curriculum aims to provide a broad and balanced education where age appropriate learning takes place. The PHSE curriculum includes work related Equality and the Paragon Curriculum also includes work related to this topic.

 

 

 

Monitoring and review

 

This single equality plan will be reviewed annually by the governing body, unless there is specific reason for it to be reviewed earlier (for example an incident involving members of the school community or new legislation). Governors will review how effective it is in tackling discrimination, promoting access and participation, equality and good relationships between different groups, and that it does not disadvantage particular sections of the community. Governors will also review evidence that it is being put into practice in school by staff and pupils, and whether there is any need for extra training or development sessions across the whole school to ensure it is promoted and implemented as much as possible.

 

Information will be gathered through:

 

  • identification of children and young people, parents, carers, staff and other users of the school representing the different protected characteristics. This helps us develop and monitor the scheme. Comprehensive and sensitive efforts are made to collect accurate information and meet security of information requirements, in addition to our duty to secure accurate information relating to ethnicity and first language;
  • pupil attainment and progress data relating to different groups;
  • children’s and young peoples’ views, actively sought and incorporated in a way that values their contribution;
  • sports and activities choices of all groups;
  • uptake of the extended school offer by group;
  • exclusions data analysed by group;
  • records of bullying and harassment on the grounds of any equality issue;
  • data on the recruitment, development, and retention of employees;
  • outcomes of activities promoting community engagement and community cohesion;
  • outcomes of actions taken to secure the involvement of parents and others who have been identified as difficult to engage.

 

The Headteacher will provide monitoring reports for review by the governing body. These will include:

 

  • progress against targets relating to equality and future plans
  • school population
  • recruitment and retention
  • key initiatives.

 

Outcomes

 

One of the most important indicators of how successful we are as a school in promoting equality and eliminating discrimination are the outcomes for various individuals and groups. Where robust analysis of outcomes reveals poorer outcomes for any particular groups, an impact assessment will be carried out and an action plan put in place to aid these outcomes. Action plans will outline:

 

  • objectives and specific actions to be taken
  • expected impact and indicators of achievement (success criteria)
  • clear timescales
  • who has lead responsibility
  • resource implications
  • specified dates for review.

 

Equality impact assessments

 

Impact assessments are carried out as part of the review of all school policies and assess whether school policies or plans are having a negative or adverse, or positive impact on groups and individuals within the school community.

 

Impact narratives and case studies will be produced on an annual basis.

 

Reporting on our progress

 

An annual report will be produced for the Local Academy Board highlighting progress and ay relevant issues.

 

 

 

 

 

 

 

 

Signed by

 

                                                                Chair of governors                              Date: ………………………….

 

                                                                Headteacher                                         Date: …………………………….

                                                               

This document will be reviewed:

 

  • every 4 years
    • after incidents that relate to, or impact on, equality in school
    • after any significant changes to workplace, working practices or staffing.

 


ANNEX A

 

Protected Characteristic Action to be taken How it will be monitored Who is responsible for implementation Timeframes Early Success Indicators
All Publish and promote equality plan on website, newsletters etc Include reference in annual survey of parents/staff Headteacher Ongoing with review after survey Staff aware of aims of policy and implement them throughout school. Parents acknowledge plan and question impact in survey
All Monitor and analyse pupil achievement by race, gender and disability and act on any trends or patterns in the data that require additional support for pupils Achievement data analysed by race, gender and disability Head teacher / Governing body Termly Analysis of teacher assessments / termly data demonstrates the gap is narrowing for equality groups

 

[Examples given above]

 

[Examples given above]