Our school aims to meet its obligations under the public sector equality duty by having due regard to the need to:
- Eliminate discrimination and other conduct that is prohibited by the Equality Act 2010
- 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
What is the Public Sector Equality Duty (the PSED)?
The Public Sector Equality Duty requires public bodies to promote equality. The relevant protected characteristics are-
- gender reassignment
- pregnancy and maternity
- religion or belief
- sexual orientation
Legislation and guidance
This document meets the requirements under the following legislation:
This document is also based on Department for Education (DfE) guidance: The Equality Act 2010 and schools.
Roles and responsibilities
The governing board will:
- Ensure that the equality information and objectives as set out in this statement are published and communicated throughout the Academy, including to staff, pupils and parents, and that they are reviewed and updated at least once every four years
- Delegate responsibility for monitoring the achievement of the objectives on a daily basis to the Headteacher
The Headteacher will:
- Promote knowledge and understanding of the equality objectives amongst staff and pupils
- Monitor success in achieving the objectives and report back to Governors
The Assistant Headteachers will:
- Support the Headteacher in promoting knowledge and understanding of the equality objectives amongst staff and pupils
- Support the Headteacher in identifying any staff training needs, and deliver training as necessary
All Academy staff are expected to have regard to this document and to work to achieve the objectives as set out in our Equality Action Plan.
The Academy is aware of its obligations under the Equality Act 2010 and complies with non-discrimination provisions.
Where relevant, our policies include reference to the importance of avoiding discrimination and other prohibited conduct.
Staff and Governors are regularly reminded of their responsibilities under the Equality Act, for example during meetings.
Advancing equality of opportunity
As set out in the DfE guidance on the Equality Act, the Academy aims to advance equality of opportunity by:
- Share attainment data each academic year showing how pupils with different characteristics are performing
- Removing or minimising disadvantages suffered by people which are connected to a particular characteristic they have (e.g. pupils with disabilities)
- Taking steps to meet the particular needs of people who have a particular characteristic (e.g. enabling Jehovah's Witness children, on request of parents, to be withdrawn from certain events)
- Encouraging people who have a particular characteristic to participate fully in any activities (e.g. encouraging all pupils to be involved in the full range of school activities)
In fulfilling this aspect of the duty, the Academy will:
- Analyse data to determine strengths and areas for improvement. Implement actions in response.
- Make evidence available identifying improvements for specific groups (e.g. declines in incidents of homophobic language being used)
How does Old Clee Primary Academy comply with the Public Sector Equality Duty?
The Academy has a range of policies which make explicit the Academy’s long established commitment to actively promoting equality of opportunity for all. The main policies that deal with equality of opportunity are:
- British Values
- Disability, Equality and Accessibility Policy
- Equality statement
- SEND policy
- Behaviour Policy
- Anti-bullying policy
- RSHE Policy
- Curriculum 2023 intent
Old Clee Primary Academy prides itself on being an inclusive Academy that cares for every individual child. In doing so, we promote and deliver a range of strategies to ensure that we comply to the Public Sector Equality Duty. Some of these are;
- Promoting the rights of each individual through our ethos, behaviour policy and curriculum content.
- Promoting tolerance, individual liberty, friendship and understanding by actively promoting British Values through assemblies and workshops
- Promoting tolerance, mutual respect and understanding through world religion celebratory events and assemblies. Working with the community by inviting in leaders of local faith groups to speak in assemblies and deliver class workshops.
- Promoting tolerance and mutual respect through black history month projects and celebration
- Taking steps to meet the needs of individuals – for example, withdrawal from certain events/visits and promoting friendship groups
- Promoting inclusion, tolerance, friendship and understanding through different aspects of our curriculum. This includes teaching in RE, PD and other subjects. In English, a variety of text from a range of cultures will be used. Scientists, historians, artists, poets, engineers and designers who represent the protected characteristics will be embedded within the updated curriculum.
- Disability awareness day promoted
- Ramp and access to the school premise and building
- Leading on assemblies to explore and deal with relevant issues
- Fundraising for many varied charities throughout the year
- Monitoring and evaluating the attainment and progress of all pupils; looking at the performance of particular groups who share a protected characteristic to compare their performance with those who do not share it.
- Supporting all staff and pupils to reach their potential
- Interventions to maximise the progress of all groups of children
- Encouraging children who have a particular character to participate fully in all activities – for example; after school clubs, sport lunchtimes, choir
- Curriculum trips that meet the needs of all children
- Unisex toilets for all year groups
- Active promotion of the Old Clee Primary Academy's Behaviour policy
- Active promotion of the Old Clee Primary Academy's Anti-bullying policy
- Restorative justice – supporting any tensions between different groups of pupils within the Academy
- Local PCSO support; supporting our work with groups of children, our Behaviour Policy and working with our community.
- Service level agreement with a Educational Psychologist
- Referrals for counselling services for staff and pupils
- Pupil participation in Academy activities such as the School Council; ensuring that is formed of pupils from a range of backgrounds.