Single Equality Scheme

Kent County Council

                       Children, Families and Education Directorate

EQUALITY SCHEME STATEMENT

OF

DOWNS VIEW INFANT SCHOOL

 

2016-2019

Head Teacher: Tracy Kent

Lead Person: Sarah Collins (Deputy Head Teacher)

Mrs A Troman (Teaching assistant)

Mrs F Moore (Chair of Governors)

Mrs T Ozdemir, Ms J Hirst (Parent Governors)

Mrs Drinkwater, Mrs Ebdon, Mrs Carter (Parents)

Scheme agreed by Governors:

Scheme due for review:     April 2019 – updates reported yearly

Signed       …………………………. Chair of Governors

 

Introduction

 

Downs View Infant School is a ‘School for all’. Our values are:

ALTOGETHER, we

LEARN

LOVE

RESPECT and have

FUN!

Equality and diversity is central to achieving this overall aim of the school. We are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school. We aim to make sure that no-one experiences less favourable treatment or discrimination because of:

  • Age
  • Disability
  • Ethnicity
  • Colour or national origin
  • Gender
  • Gender identity or reassignment
  • Their marital or civil partnership status
  • Being pregnant or recently having a baby
  • Religious beliefs
  • Sexual identity and orientation

The achievement of pupils will be monitored by race, gender, age and disability and we will use this data to support pupils, raise standards and ensure inclusive teaching. We will tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all.

Meeting our Duties

The Equality Act 2010 was introduced to ensure protection from discrimination, harassment and victimisation on the grounds of specific characteristics (referred to as protected characteristics). This means that schools cannot discriminate against pupils, parents, carers and staff or treat them less favourably because of their sex (gender), race, disability, religion or belief, gender reassignment, age, marriage, or civil partnership status, sexual orientation or pregnancy or maternity.

The Public Sector Equality Duty or General Duty

The general duty requires that all public organisations, including schools should:

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

The Specific Duty

The specific duty requires a designated public authority (which includes schools) to:

  • Publish information to show compliance with the Equality Duty.
  • Publish Equality objectives at least every 4 years which are specific and measurable

Race Equality

This section of the scheme reflects the general and specific duties as detailed in The Race Relations (Amendment) Act 2000 which imposes a positive duty on schools to:

  • Eliminate racial discrimination
  • Promote equality of opportunity
  • Promote good relations between people of different racial groups

Downs View Infant School will meet this duty by:

  • Celebrating our diversity through curriculum planning – incorporating an anti-racist and multi-cultural perspective in all curriculum areas
  • Assemblies that celebrate diversity and promote equality within our school
  • Displays that reflect and validate the languages of the community and the life experience of the children in our school.
  • Communication with parents – oral and written translation into community languages available on request and on the school website
  • Ensuring that all new staff, parents and visitors on entry into school are made aware of our commitment, values and expectations through an induction meeting, Parent Helper guide, School Prospectus and displayed values.
  • Ensuring all staff including teachers, teaching assistants, admin staff, mid-day supervisors and cleaning staff have access to relevant INSET e.g. SMSC training and are given specific training in the understanding of the Single Equality Scheme and its implementation.
  • Having procedures for dealing with, recording and reporting incidents of racial harassment and bullying that are consistent with LEA policies and guidance.
  • Ensuring that incidents of racial discrimination or racial harassment are dealt with promptly, firmly and consistently and in accordance with the school’s disciplinary procedures and that action is taken to support the victims.
  • Ensuring that all pupils, staff and parents are made aware of the procedures for dealing with racist incidents, racial harassment and bullying and that such behaviour is unacceptable.
  • Catering for the dietary and dress requirements of different religious groups and cultures enabling pupils to observe festivals and events relevant to their faith.
  • Working with parents and carers and with the wider community, to tackle racial discrimination and to follow and promote good practice

Disability

This section should be read in conjunction with the school’s Special Educational Needs and Disability Offer.

The Disability Discrimination Act, (2006) requires us to have due regard to the following duties in all that we do:

  • Promote equality of opportunity between disabled people and other people
  • Eliminate discrimination that is unlawful under the Disability Discrimination Act 1995
  • Eliminate disability related harassment
  • Promote positive attitudes towards disabled people
  • Encourage participation by disabled people in public life
  • Take steps to meet disabled people’s needs, even if this requires more favourable treatment.

The Definition of Disability

The Disability Discrimination Act 1995 (DDA) defines a disabled person as someone who has ‘a physical or mental impairment which has a substantial or long-term adverse effect on his or her ability to carry out normal day-to-day activities’. This includes ‘hidden’ impairments, such as mental illness, dyslexia, autism, speech & language, attention deficit hyperactivity disorder (ADHD), diabetes or epilepsy.

The DDA 2005 has also extended the definition of disability as follows:

  • People with HIV, multiple sclerosis and cancer (although not all cancers) are deemed disabled before they experience the long-term and substantial adverse effect on their activities.

Downs View also recognises that having a disability can be for a temporary period for some individuals and that some families experience disability through association e.g. family members.

See Appendix 1 Downs View Infant School Equalities information, for the disabilities represented at Downs View Infant School.

Discrimination disabled people face

Disabled people are discriminated against in a number of ways. These include:

  • Discriminatory attitudes
  • A lack of accessible information
  • Inaccessible environments
  • Services that have not been designed to take account of the needs of disabled people

Accessibility

There is a specific disability legislation in relation to disabled pupils and accessibility which means we must plan strategically over time to:

  • Increase access to the curriculum
  • Make improvements to the physical environment of the school to increase access
  • Make written information accessible to pupils in a range of different ways

An Accessibility Plan was completed in October 2015 and is due to be revised and updated October 2018 (See Appendix 2). April 2105 disability learning walk is available to read see Appendix 3.

Gender Equality

The general duty to promote gender equality means that we must have due regard to:

  • Eliminating discrimination and harassment on grounds of sex and gender reassignment
  • Promote equality between men and women / boys and girls

By ensuring we that monitor and take ownership for our accountability in our role of safeguarding, monitoring, counselling but foremost preventing FGM, all staff regardless of gender and/ or ethnicity etc. have been trained and endeavour to uphold the fore-mentioned in line with equality for all groups of children/ staff/ significant others (parents/ carers), and as so all staff understand the reporting process.

See Appendix 1, Downs View Infant School Equalities information, for current numbers/percentages of pupils.

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 reassignment 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.

 Sexual Orientation, Religion and Belief, Pregnancy and Maternity

We must ensure that we do not discriminate on these grounds.

Development of the Scheme

We involved pupils, staff, governors, parents and carers in creating the Single Equality Scheme and Action Plan, either directly with the school community or through previous policy documents that have contributed to this development. This helped to ensure that the views of potentially disadvantaged groups were fully incorporated in the development of this scheme and action plan. We collect, analyse and publish data on the school population by gender, ethnicity, English as an Additional Language (EAL) and Special Educational Need or Disability. We also collect, analyse and use data in relation to attendance of different groups. Downs View Infant School is an inclusive school. The collection of information is crucial to supporting us in deciding what actions to take to improve equality and eliminate discrimination within the school community. The wide range of information gathered to support our planning and action to promote equality includes the following:

  • Identification of children and young people, parents, carers, staff and other users of the school representing the different equality strands. 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
  • Attendance levels relating to different groups
  • Children and young people views actively sought and incorporated in a way that values their contribution for example interviews with the school council
  • Participation in extra- curricular activities by groups of children
  • Records of bullying and harassment on the grounds of any equality issue
  • 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
  • Parent, Pupil and Staff questionnaires
  • Reviews by the Governing Body
  • Termly working party meetings

We are mindful of the laws relating to confidentiality when devising this scheme and action plan. Although there is a statutory duty to share information about the school’s Single Equality Scheme (SES), we recognise that care must be taken when sharing or publishing statistics, data or information to ensure that any information published cannot be used to identify materials.

Links to other School Policies

Although this Scheme is the key document for information about our approach to equalities in line with the Public Sector Equality Duty, we ensure that information about our responsibilities under the Equality Act are also included in our School Development Plan (SDP), Raising Achievement Plan (RAP), School Website and Newsletters.

Other policies which have informed this Scheme and include references to equality include:

  • SEN policy and SEND offer
  • Behaviour Policy
  • Anti-bullying Policy
  • Teaching and Learning Policy
  • Pupil Premium Action Plan
  • Attendance Policy
  • SMSC Policy

The Equality Act also applies to schools in their role as employers, and the way we comply with this are found in our Recruitment and Selection Policy.

Roles and Responsibilities for Implementing the Single Equality Scheme

The following groups promote equality and eliminate discrimination by:

The Head Teacher:

  • Demonstrates responsibilities under the Equality Act.
  • Ensures that staff and parents are informed about the Single Equality Scheme.
  • Ensures the scheme is implemented effectively
  • Manages any day-to-day issues arising from the policy whether for pupils or for the school as an employer
  • Ensures staff have access to training which helps to implement the Scheme
  • Liaises with external agencies regarding the policy so that the school’s actions are in line with the best advice available
  • Monitors the Scheme and report to the Governing Body, at least annually, on the effectiveness of the policy
  • Ensures that the Senior Leadership Team are kept up-to-date with any developments affecting the policy objectives and connected action plan arising from the Scheme
  • Provides appropriate support and monitoring for all pupils and specific and targeted pupils to whom the scheme has direct relevance, with assistance from relevant agencies
  • Ensures CPD is inclusive of all staff and includes equality matters
  • Ensures recruitment, selection and promotion of all staff (teaching, support and administrative), reflects fair and safer recruitment procedures
  • Ensures that the voice of all stakeholders including parent/carer voice, pupil voice and staff voice is taken into account when making decisions

The Governing Body:

  • Ensures that the school complies with all relevant equalities legislation
  • Has a duty to promote equality of opportunity and eliminate discrimination
  • Ensures policies are inclusive of equality and are written in conjunction with this scheme
  • Ensures all governors receive up to date training in all the equalities duties
  • Designates a governor with specific responsibility for the Single Equality Scheme that attends the working party
  • Establishes that the action plans arising from the scheme are part of the School Development Plan
  • Supports the Head Teacher in implementing any objectives necessary
  • Informs and consult with parents about the scheme
  • Evaluates and review the objectives annually
  • Assesses the potential impact of decisions made upon equalities

The Senior Leadership Team:

  • Has responsibility for supporting other staff in implementing this Scheme
  • Sensitively encouraging declaration of equality strand identity by children and young people, parents/carers, staff and other users of the school
  • Provides a lead in the collection and dissemination of information relating to the Scheme
  • Identifies good quality resources and CPD opportunities to support implementation of the Scheme
  • With the Head Teacher, provides advice/support in dealing with any incidents/issues
  • Assists in implementing reviews of this Scheme as detailed in the School Development Plan
  • Evaluates and review the objectives annually
  • Ensures coverage in the curriculum of equalities issues
  • Ensures the curriculum promotes pupils’ SMSC and British Values development
  • Ensure the peer support programme within the school promotes understanding
  • Working with trade unions to implement the gender and age duties in employment functions
  • Setting up the working party, with membership to include: SLT member/Inclusion leader, Governor, Parent/carer, Teacher, Teaching Assistant and input from School Council representatives
  • In the event of expectations not being met, ensures action is taken in accordance with the status of those involved

The working party:

Our working party is involved throughout the planning, monitoring and evaluation of the SES. The key functions of the working party are:

  • to ensure the involvement of the widest possible range of people representing the different equality strands
  • to ensure the involvement of trade unions when necessary, regarding the equalities duties
  • to arrange for the gathering of information relating to all equality strands
  • to consider arrangements for impact assessments
  • to report to the leadership team on outcomes of information gathering and impact assessment

 Parents/Carers

  • Have access to the Scheme via the School Website
  • Are encouraged to support the Scheme.
  • Have the opportunity to attend any relevant meetings/awareness raising sessions related to the Scheme.
  • Have the opportunity to put forward suggestions/ ideas for discussion by the working party
  • Have the right to be informed of any incident related to this Scheme which could directly affect their child
  • Are informed of objectives, published annually

School Staff:

  • Accept that this is a whole school issue and support the Single Equality Scheme
  • Make known any queries or training requirements
  • Know how to deal with incidents of concern and how to identify and challenge bias and stereotyping
  • Know procedures for reporting prejudice driven behaviour, including incidents of racism, harassment or other forms of discrimination
  • Do not discriminate on racial, disability or other grounds
  • Keep themselves up to date with relevant legislation and attend training and information events organised by the school or LA
  • Ensure that pupils from all groups are included in all activities and have full access to the curriculum
  • Promote equality and diversity through teaching, pedagogy, curriculum, the learning environment and through relations with pupils, staff, parents and the wider community
  • Support the implementation of objectives through key action points

Pupils:

  • Are made aware of any relevant part of the Scheme, appropriate to age and ability
  • Are expected to act in accordance with any relevant part of the Scheme
  • Experience a curriculum and environment which is respectful of diversity and difference and prepares them well for life in a diverse society
  • Understand the importance of reporting discriminatory bullying and racially motivated incidents
  • Understand their role in supporting the implementation of objectives (where relevant)

Visitors:

  • Visitors and contractors are responsible for complying with the school’s Equality Scheme – non-compliance will be dealt with by the Head Teacher.

Should a complaint need to be made regarding Equality please read the school’s Complaint policy that can be found on the school website or requested from the school office.

Characteristics of our school

Downs View Infant School has a growing diverse population. The children are represented in the following groups

Group 2014 2015 2016
Girls 48% 52% 53%
Boys 52% 48% 47%
BEM (Black and Ethnic Minorities) 16% 20% 19%
EAL(English as an Additional Language) 8% 15% 7.5%
Pupil Premium 22% 24% 26%
Children with Disability 1.1% To be filled 3%
Families with disabilities 0.3% To be filled To be filled
Medical needs 21% To be filled 28%

Appendix 1 includes further analysis of the different groups with protected characteristics that children belong at Downs View Infant School.

Our admission form gives parents the opportunity to share information about themselves and their child, in line with the Equality Act 2010.   This information is used to inform our SES scheme and ensure that policy and practice is appropriate for the needs of each individual. All admission information, including the School Prospectus, the school website and standard letters are available in a range of languages.

Outcomes for Pupils

In 2016 the Early Excellence Baseline assessment has shown that 32% girls and 57% boys came into the EYFS with below typical attainment overall ( combined scores for all areas). 66% of children receiving Pupil Premium funding in the EYFS are well below typical for their age. Through intervention for well-being and involvement as well as academic, these children by the end of year 1 and KS1 make excellent progress. EAL children come into school with below average baseline scores 75% below typical but make excellent achievement by the end of KS1. Currently(April 2016) 80% of EAL in Year R are on track to achieve the expected standard at the end of Year R and 100% of EAL children in Year 2. The following table shows the outcomes for pupils in vulnerable groups at the end of KS1 2015.

 

singleequaltable

It is used alongside Raise Online 2015(Appendix 4) to analyse the attainment and average points score at KS1 overall, by subject and pupil groups. This data analysis of the main outcomes for these vulnerable groups will inform action planning and objectives (see Appendix 5) in order to ensure gaps are closed and equality of achievement for all.

Objectives

This Scheme is supported by annually published equality objectives; their progress is monitored and evaluated regularly by the Governing Body.

We keep our equality objectives under review and report annually on progress towards achieving them.

Although there is no specific duty to produce an action plan, we believe that an action plan ensures a proactive response to achieving our objectives and helps us to demonstrate ‘due regard’ (see Appendix 4).

The action plan identifying the equality objectives for the school and the impact analysis has:

  • Clear allocation of responsibility.
  • Clear allocation of resources, human and financial.
  • Clear timescales.
  • Expected outcomes and performance criteria.
  • Specified dates for review.

The effectiveness of our Scheme is evaluated and reflected in:

  • The School’s Self-evaluation Form.
  • Governor’s minutes

Reporting

  • There will be an annual report on this scheme demonstrating the above findings and including information gathered during the year. This report will be published as follows
  • On the school’s website
  • Be available to all school members in hard copy, and in the form of alternative communication where necessary

Publicising our Scheme

The Single Equalities Scheme will be available to all persons on request and explained to all stakeholders through:

  • School website
  • Governing Body meetings
  • Staff meetings
  • A paper copy available on request

Monitoring

  • The effectiveness of this Single Equality Scheme will be evaluated by the working party and the Governing Body

 

Appendix 1

Downs View Infant School Equalities Information

Pupils

Gender
Girls 142

53%

Boys 125

47%

 

267 Pupils in total in Ethnic Categories
White British

 

White and Black African White Western European Chinese
White Cornish White and Black Caribbean Black-African Indian
White Irish White Eastern European Black and any other ethnic group Other mixed Background
White & any other Asian background White Other Black Caribbean Sri Lankan Sinhalese
White & any other ethnic group Other Asian Asian and any other ethnic group  

 

First Languages Spoken by children/families at Downs View
English

 

Chinese(Mandarin) Vietnamese Romanian
Polish

 

Dutch/Flemish Nepali Bulgarian
Albanian/Shqip

 

Akan/Twi-Fante Itsekiri Shona
Sinhala

 

Spanish Urdu  

 

Religion and Belief
Refused

 

Hindu
Buddhist

 

Muslim
Christian

 

No religion
Other religion

 

 

 

Disability Categories( categories that some children at DV are in)

 

Global Delay

 

2

0.7%

ASD/Aspergers 6

2.2%

ADHD

 

0.3%    
Special Educational Needs(SEN/D)
SEN/D 17

6.4%

Educational Health Care Plan 1

0.4%

 

Appendix 2: Downs View Infant School Accessiblity Plan

Standard Available Resources Act Recipients Timescale and cost Success Criteria Monitored Evaluation and Impact on School Plan
Increase the extent to which AEN & disabled pupils can participate in the school curriculum

 

 

Staff Development Budget

SEN support plans / Education and Health Care plans reviewed

High Needs Funding

Health Care Plans

Setting suitable learning challenges within daily planning.

Differentiated teaching and learning styles catered for.

Outcomes clearly stated

 

 

Whole staff

 

 

 

 

 

On going

 

 

 

Broader range of teaching strategies used by CTs & TAs

Staff are confident to meet the needs of pupils with a diverse range of learning, medical and behaviour needs in relation   to equality.

AEN Leader monitoring planning and moderating provision. Termly agreement trialling/ provision moderation An inclusive approach will be used to ensure that children with AEN and disabled pupils make accelerated progress.
Overcoming potential barriers to learning and assessment for individuals and groups of pupils

 

 

 

 

 

Improving inclusive ethos

Responding to pupils’ diverse learning needs

Contingency funding

 

 

 

 

 

 

 

 

 

Makaton training for staff when required

Anaphylactic training awareness/ Use of Epipens.

Training of insulin pumps and medication for children who are diabetic

Ensuring all children have suitable equipment, furniture …etc., thus enabling them to access the curriculum through support from Occupational Therapy Services and Physiotherapy for specific pupils.

Speech therapy

Psychology

Medication available

Staff training / awareness for medical and physical needs

 

Continuation awareness of use of Sign Language to all children and staff within lessons and assemblies. Used to support some high needs children in Reception

Epipen /Diabetes training – reviewed Yearly. First Aid at Work gained by all staff. Paediatric First Aid qualifications gained by EYFS TA and Key First Aider

Differentiated assessment

Use of External Agencies/Expertise:

Physiotherapy

SALT

Occupational Therapy

Wyvern and Goldwyn outreach specialist teaching support

Positive images of disability to be displayed

Literature / resource books to include images of disability. Assemblies to explore issues of inclusion.

Outside visitors to talk about their disabilities

 

Key members of staff

 

 

 

 

 

 

 

 

One-To-One Support staff

 

 

 

All staff –reviewed yearly and new/ key members of staff trained.

At least termly visits by outside agencies and advice acted upon.

Regular review meetings.

Reviewed termly

 

 

 

 

 

 

 

 

 

Termly review of training

 

 

Daily planning in relation to SES

Termly reviews and visits by external agencies

 

Resources purchased as recommended for provision in classroom, toilets, dining hall, for out of school trips.

 

 

 

 

 

 

Downs view will adopt an inclusive approach for children with communication difficulties.

 

All pupil’s diverse learning needs will be responded to in a positive and inclusive way.

 

All pupils with a range of diverse needs will be provided with correct provision and resources to ensure a positive approach to ensure inclusion .

 

 

Daily observation of pupils to ensure equipment is used safely and is providing inclusive approach to learning. Termly monitoring from all multi agencies involved at meetings and annual reviews.

 

Daily monitoring of signs used to teach children and shared with key adults.

 

Weekly monitoring of practice involving use of insulin injections and checks.

 

Termly reviews of provision for pupils with physical and diverse needs.

Children will overcome potential barriers to learning and be able to access learning like their peers, ensuring accelerated progress.

 

 

 

 

 

Provision will be inclusive to ensure that pupils with diverse learning needs are given the maximum potential to make progress both in terms of academic progress and well-being and involvement.

Outside agency’s expertise will be used to provide an inclusive approach to learning and provision. This will ensure that pupils have individual health education plans which are appropriate to meet their diverse needs.

 

 

Standard

Improve the physical environment of the school for the purpose of increasing the extent to which disabled pupils are able to take advantage of education.

 

 

Available Resources

Devolved Capital Fund

Buildings Maintenance Devolved Budget from

Act

Improved Access for PD

Notice attached to main entrance gate to instruct individuals with physical needs to seek assistance with office staff for opening the main gate.

Wooden frames attached to class doors in polar bear, turtle and fox class to be widen to full width of the door.

Improved Access for VI

Edge of steps and door exit steps to be more visible using luminous line

Recipients

All users unable to push open the main gate independently

 

 

Adults using a wheelchair to enter the room.

 

Visually impaired

Timescale and cost

Cost of permanent sign £30

 

 

 

 

No Cost – caretaker to complete

Main entrances and exits by sept 2016. The remainder by sept 2018

Success Criteria Improved accessibility for PD

 

 

 

 

 

Improved accessibility for all

 

 

 

Improved access for VI

Monitored Single Equality Scheme Working Party

Governing Body after each SES meeting

 

SEND Governor and AEN Leader yearly on disability learning walk in April

Evaluation and Impact on School Plan

All users of building will have safe access to the building.

All rooms within the building will be accessible to all children and adults.   Mobility around the   school will be easier for all stakeholders with physical impairments.

 

 

Appendix 3

Disability Learning walk at Downs View Infant School.

Completed on Thursday 30th April 2015

The following people completed the walk:

Lisa Somerville School SENCO

Alison Andrews SEND governor

Caroline Macey Parent governor/ OT by profession

Strengths

The inspection of the internal building and external grounds was a very positive one. This was due to the on-going inspections by the school for health and safety, the disability legislations of the new building work and the updated disability policy following the Discrimination Act of 2010.

The following points were noted:

Areas of Development Possible actions By whom and when
Some complex needs / disability SEND children should have their own individual personalised evacuation risk assessment in case of fire. Individual risk assessment template to be created.

Individual risk assessments personal plan for be completed for relevant SEND children.

Lisa Somerville

School SENCO by July 2015

Edge of steps and door exit steps need to be more visible Luminous painted lines at these sites. To be decided by HT.
The heavy weight of the front entry gate on entry and the distance from the exit button to the same gate make it impossible for a disabled person to enter or leave independently. Attach a notice to both of these points instructing the individual to ask the office staff for assistance with this. To be decided by the HT.
It was noted that the wooden frames attached to the corridor side doors of Polar Bear, Seahorse and turtle classes would impair evacuation due to narrowing the door width. These classrooms had no other internal door to the corridor. An adult wheelchair would also not be able to enter this room due to the limited width. Make these entrances wider by moving / making bigger the wooden frames. To be decided by the HT.
All emergency audio alarms working in the disability toilets in the mobile, outside puppies and outside the office. Do we need visual light alarms in the office to indicate where the alarm is coming from?
All three disabled toilets have impaired access due to items being stored too close to the doors: no wheelchairs could access these toilets safely at the present time. Clear the access for all three toilets. Mobile – After School club staff by July 2015.

Puppies and office – to be decided by HT

Owl’s external exit door mat is too large and is a tripping hazard. Remove the mat. Mr. Duncan by May 10th 2015.
The path outside Owl’s external exit door is too narrow for a wheelchair to pass. Arrange for exit from an alternative door.

Other issues that arose included discussing if the school needed an ‘Evac chair ‘to assist disabled individuals safely from the school site in case of an emergency and including the disability walk with the health and safety walk.

 

Appendix 4

Raise Online 2015 Attainment at Key Stage 1

 

singleequaltab2

Appendix 5 : Equality Objectives Action Plan

Objective: To monitor and support attendance of all groups of children in school.
Aligned to protected characteristics ( list characteristics): Age, Disability, Ethnicity, Religion, Gender
What helped us arrive at this objective (consultation with stakeholders):

Falling school attendance percentage – persistent absence

Action How When Who Cost Success Criteria Monitored
To monitor attendance of specific groups of pupils

 

 

 

 

 

 

DHT to monitor attendance figures/reports every2 weeks – looking for trends and characteristics of vulnerable groups. Every 2 weeks DHT 2 days a term DHT has good knowledge of the attendance profile of the school. Who are the vulnerable groups/children? Attendance reported to governors at each meeting
To raise attendance of specific groups of pupils

 

 

 

 

 

 

 

Look at percentages of the different protected characteristics the children belong to and devise strategies to encourage parents to bring their children into school that are fair to all children/families. Single equality meetings

Governors meetings

Pupil progress meetings

Working party

School Governors

DHT,HT, Teacher and Teaching assistants.

As above Attendance goes from the Requires improvement to Good percentage. Working party

Governors meetings

Pupil progress meetings

 

Objective: To ensure that the school website is accessible to all and promotes equality for all stakeholders
Aligned to protected characteristics ( list characteristics):

Gender, religion, Age, Disability, Ethnicity, Colour or national origin, Sexual identity and orientation

What helped us arrive at this objective

A previous review of the website by the single equality working party highlighted that there were groups of staff, children and parents that were not represented on the website, or had limited access to the website due to poor translation provision and composition of the site;.

Action

 

How When Who Cost Success Criteria Monitored
School website to be reviewed termly

 

 

 

 

 

 

Members of the working party will review specific parts of the website.

HT and DT review website will update ensure changes take place.

A staff meeting will take place once a term for website review

Termly reviews Working party

HT and DHT

Teaching staff

School website manager

£75 per month

Time ½ day a term

The school website will represent all stakeholders with information/pages/photos from all of the protected characteristics listed above.

The school website will be accessible to all regardless of their language/disability.

 

Termly working party monitoring.

HT and DHT termly

Key Leaders termly

 

Objective: To increase the membership of all pupils in school clubs and activities, and in this way to reduce or remove inequalities in attainment throughout the school, particularly inequalities relating to the protected characteristics listed in the equalities act.
Aligned to protected characteristics ( list characteristics):

Gender, religion, Age, Disability, Ethnicity, Colour or national origin, Sexual identity and orientation 

What helped us arrive at this objective: Knowledge from pupil questionnaires that not all children attend a school club.
Action

 

How When Who Cost Success Criteria Monitored
Monitor the types of clubs provided ( are they gender specific?)

Monitor the number of clubs provided.

Monitor the difference between the numbers of free/paid clubs.

Monitor the age group the club is provided for.

Monitor staff provision of clubs (equality).

 

Record the clubs that the children attend at Downs View- target those with non- attendance

 

Analysis of club provision each term and for the current academic year. 2015/16

 

Find gaps in the types of clubs that could be provided

 

 

Sept 2016 meeting initially then termly review Single equality Working party 1 hour per term All children attend a club during their time at Downs View Infant School. HT

Termly by the Working party

Pupil Questionnaire results

 

 

Objective: To ensure the school environment is as accessible possible to pupils, staff and visitors-
Aligned to protected characteristics ( list characteristics):

Age, Disability,

What helped us arrive at this objective (consultation with stakeholders): Access to school, particularly parking and safety on the path/crossing the road has been an issue at the school for a long time. A working party has been set up and the travel plan is the process of being updated. It is key aim to improve the access to the school for all stakeholders.
Action

 

How When Who Cost Success Criteria Monitored
Member of the Equality working party to attend travel working party.

Equality to monitor new plans to ensure equality.

DHT attend travel/parking working party meetings As and when travel plan meetings held DHT Time to attend meetings Plans/strategies devised to improve accessibility include those that have protected characteristics Minutes form travel meeting

 

Progress toward targets on the Accessibility plan to be monitored.

 

 

 

 

 

 

Inclusion leader and SEN/D Inclusion Governor to review accessibility plan Annually Inclusion Leader

SEN/D governor

½ day per year Targets are achieved on the plan Governing body

Working party

 

 

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