Statutory Information

The Equality Act 2010 replaced all existing equality legislation such as the Race Relations Act, Disability Discrimination Act and Sex Discrimination Act.

Public bodies are required to 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.

Schools are required to publish information to demonstrate how they are complying with the Public Sector Equality Duty, and to prepare and publish equality objectives. This information must be updated annually, and objectives published at least once every four years.

This information is only concerned with our obligations to pupils (and prospective pupils).

Equality Information

Number of pupils on roll at the Academy: 998

Age of pupils: 3 to 11

Information on pupils by protected characteristics

The Equality Act 2010 protects people from discrimination on the basis of protected characteristics. Every person has several of the protected characteristics, so the Act protects everyone against unfair treatment.

In order to ensure that all pupils are protected from discrimination, the Academy collects information on protected characteristics:

  • Race
  • Disability*
  • Sex
  • Religion or belief
  • Sexual orientation
  • Pregnancy and maternity
  • Gender reassignment

* The Act defines disability as when a person has a ‘physical or mental impairment which has a substantial and long term adverse effect on that person’s ability to carry out normal day to day activities’.

Age is not a protected characteristic for the Academys provisions.

It is not appropriate for us to collect information from pupils in relation to some protected characteristics. However, as a school, we are aware that there may be equality issues for gay, lesbian and bisexual pupils, as well as those who are undergoing or who have undergone a reassignment of their gender.

Information on other groups of pupils

In addition to pupils with protected characteristics, we gather further information on the following groups of pupils:

  • Pupils eligible for Free School Meals (FSM)
  • Pupils with Special Educational Needs (SEN)
  • Pupils with English as an Additional Language (EAL)
  • Pupils with a Traveller heritage who are highly mobile but not from a minority ethnic group, such as Fair or Circus families
  • Young carers
  • Looked after children
  • Other vulnerable groups

It may be possible to identify individuals from the information provided when the number of pupils with a particular characteristic is fewer than 20 and the information is sensitive personal information. In these cases we have indicated this by an asterisk*.  Characteristics are based around the Census classifications and parents choose groups to which they, or their children, belong.

Race/Ethnicity

%

Any other Asian background

7

Any other Black background

*

Any other ethnic group

*

Any other mixed background

4

Any other White background

13

Bangladeshi

*

Black - African

6

Black Caribbean

*

Chinese

*

Gypsy/Roma

*

Indian

15

Pakistani

6

Refused

*

Traveller of Irish heritage

*

White - British

34

White - Irish

*

White and Asian

3

White and Black African

*

White and Black Caribbean

*


Gender
53% male, 47% female

Religion or belief      %

Buddhist

*

Roman Catholic

4

Islamic

6

Greek Orthodox

*

Christian

31

Hindu

15

Jewish

*

Muslim

10

Sikh

*

No Religion

27

Other Religion

*

Refused

*


Pupils eligible for Free School Meals (FSM)
: 10%

Pupils identified on the SEN register: 7%

Pupils with an Education Health Plan: *

Pupils with English as an Additional Language (EAL): 45%

Pupils with a Traveller heritage who are highly mobile but not from a minority ethnic group, such as Fair or Circus families: *

Young carers: *

Looked after children: *

Through rigorous tracking and monitoring of individuals and of all the groups of children, including progress and attainment, and by providing equal opportunities to access the curriculum and activities, we aim to ensure that any gap in attainment for pupils within any of the above different groups is removed, or at least remains less than the gap nationally.

Eliminating discrimination and other conduct that is prohibited by the Act

The information provided here aims to demonstrate that we give careful consideration to equality issues in everything that we do at Avenue Primary Academy. ‘Due regard’ ensures that we work towards eliminating discrimination, harassment and victimisation and other conduct that is prohibited by the Equality Act 

We are committed to working for equality for all our staff, parents/carers and children to meet our duties under the Equality Act 2010 

We eliminate discrimination by:

  • Adoption of the single Equality Scheme
  • Our behaviour policy ensures that all children feel safe at school and addresses prejudicial bullying
  • Reporting, responding to and monitoring all racist incidents
  • Regularly monitoring the curriculum to ensure that the curriculum meets the needs of our pupils and that it promotes respect for diversity and challenges negative stereotyping
  • Teaching is of the highest quality to ensure children reach their potential and all pupils are given equal entitlement to success
  • Tracking pupil progress to ensure that all children make rapid progress, and intervening when necessary
  • Ensuring that all pupils have the opportunity to access extra-curricular provision
  • Listening to and monitoring views and experiences of pupils and adults to evaluate the effectiveness of our policies and procedures.

Advancing equality of opportunity between people who share a protected characteristic and people who do not share it

We advance equality of opportunity by:

  • Using the information we gather to identify underachieving groups or individuals and plan targeted intervention
  • Ensuring participation of all parents/carers and pupils in school development (eg through surveys and meetings)
  • Listening to parents/carers at parent forums, consultation meetings, comments in home-school books, etc.
  • Listening to pupils at all times, and especially through the School Council and other groups e.g. Eco/Rights Respecting/ambassadors.

Attainment of all groups of pupils (including all vulnerable pupils) is analysed in detail termly and end of year results are anaylsed annually and presented to the Governing Board. The academy ensures that they benchmark performance against national.

Fostering good relations across all characteristics - between people who share a protected characteristic and people who do not share it

We foster good relations by:

  • Being a Rights Respecting School
  • Being an Eco School
  • Ensuring that Avenue Primary Academy is seen as a community school within our local community
  • Ensuring that equality and diversity are embedded in the curriculum and in collective worship

What has been the impact of our activities and what are we doing next?

  1. The curriculum at EYFS, at KS1, and at KS2 has been reviewed to ensure appropriate learning opportunities for all children
  2. Collective worship is planned for the entire year and structured
  3. Children with SEND have appropriate provision specifically for their needs
  4. Tracking of pupil progress ensures that all groups of children are monitored and appropriate provision is put in place where necessary
  5. All incidents of bullying or racism are dealt with quickly and appropriately in line with our policies
  6. Governors play an active role in ensuring policies provide equality of opportunity
  7. All groups of children have an opportunity for a leadership role within the school 

Consultation

We aim to engage and consult with pupils, staff, parents/carers, and the local community so that we can improve our information, monitor the impact of our policies, develop our equality objectives and improve what we do as a school.

We will do this through:

  • Parent/Carer and pupil surveys
  • Staff surveys
  • Open door policy
  • Opportunities for appointments with senior members of staff
  • Year group blogs and information letters
  • Website
  • School Council and other pupil groups 
  • Parents’ evenings, open classrooms, coffee mornings and on the gates in the morning and the end of day

Record of how we have considered equality issues when making decisions

The Equality Act 2010 requires us to show due regard to equality issues when we make significant decisions or changes in our policies or procedures. This means we need to consider what the impact of those decisions or policies will be on pupils and staff with protected characteristics before a decision is made or a policy is finalised.

Date

Policy or decision

Equality issues considered

Action taken or changes made

28-05-12

Equality Scheme

Agreed to publish the scheme on the Academy website

Set limit for publishing of 20 pupils

18-06-12

Equality Scheme

Governors approved the Equality Scheme and were reminded of their duties under the scheme

Published on website

04-09-15

Equality Scheme

The Curriculum Team Monitored all learning resources during the review of the curriculum to ensure that they do not reinforce stereotypes, and that they provide equality of opportunity, including trips, visits and workshops.

Shared with Parents and Governors 

01-01-16

Equality Scheme

The Academy achieved Rights Respecting Level 2 

The Rights Respecting Schools Award (RRSA) recognises achievement in putting the United Nations Convention on the Rights of the Child (CRC) at the heart of a school’s planning, policies, practice and ethos. A rights-respecting school not only teaches about children’s rights but also models rights and respect in all its relationships: between teachers / adults and pupils, between adults and between pupils.

This is fully embedded across the academy’s policies and procedures 

01-02-16

Equality Scheme

In the completed in building works all areas of the Academy are fully accessible (except for 9 classrooms which are upstairs - these would not need to be used if pupils or staff needed additional access arrangements. 

Lift in KS1

Ramps re-done to ensure access to the old part of the building

The ability to add a lift in the staffroom if required. 

 

01-09-15

Equality Scheme

The completion of the KS1 Autistic Spectrum Disorder Opportunities Base (ASD) within KS1 ensures the pupils are able to access mainstream fully as appropriate for individual pupils e.g. lunch, play and lessons. 

The base has been built to ensure access and staff carefully plan mainstream integration. 


Avenue Primary Academy’s Equality Objectives
 

The Equality Act 2010 requires us to publish specific measurable equality objectives. Our equality objectives are based on our analysis of data and other evidence. Our equality objectives focus on those areas where we have agreed to take action to improve equality and tackle disadvantage. We will regularly review the progress we are making to meet our equality objectives.

Equality Objective 1

For September 2018 the Academy is creating a KS2 Autistic Spectrum Disorder Opportunities Base (ASD) ensuring that this is integrated into KS2 to ensure the pupils have full access to mainstream as appropriate for individual pupils. 

Website Information

All information provided on this website and on our blogs is provided in good faith, and occasionally information may become out of date. We celebrate the successes of our pupils and staff, and include images of them on our website, adhering to our eSafety policy. If a parent requests an image to be removed from the site, we will do this without delay.

Cirrus Primary Academy Trust is committed to safeguarding children.