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 school: 731
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 school 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 schools 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 6
Any other Black background *
Any other ethnic group *
Any other mixed background 3
Any other White background 7
Bangladeshi *
Black - African 6
Black Caribbean *
Chinese *
Gypsy/Roma *
Indian 8
Pakistani 3
Refused *
Traveller of Irish heritage *
White - British 53
White - Irish *
White and Asian 4
White and Black African *
White and Black Caribbean *

Gender: 47% male, 53% female

Religion or belief

%

Buddhist *
Christian 47
Hindu 9
Jewish *
Muslim 11
Sikh *
No Religion 29
Other Religion *
Refused *

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

Pupils with Special Educational Needs (SEN)

Pupils with SEN are a particularly important group, but the school is not prepared to identify such needs on a public website.

Pupils with English as an Additional Language (EAL): 23%

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 School. ‘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)
  • 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.

Attainment of groups of pupils is analysed annually and presented to the Governing Body.

When this page is next updated, in order to show that due regard is being had to the importance of advancing equality of opportunity, we will also include information about the steps we have taken in response to our analysis of the available data.

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:

  • Becoming a Rights Respecting School
  • Being an Eco School
  • Ensuring that Avenue Primary School 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 disabilities 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 children have am opportunity for a leadership role within the school (normally in Y5/6)

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
  • Suggestions box in school entrance
  • Open door policy
  • Opportunities for appointments with senior members of staff
  • School newsletter
  • Website
  • School Council
  • Parents’ evenings

We will publish a record of consultation and engagement here when this page is updated.

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 school 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

Avenue Primary School’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

Monitor 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.

Equality Objective 2

Achieve Level 1 Rights Respecting Schools

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.

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.