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Equalities

Rendlesham Primary School          Date completed: December 2013

 

Section 1 - Who Comes to Our School?

Here is some information about our school population. These are the groups we need to plan services for; we regard this aspect of our work as very important; the information also helps us to meet our duties under the Equality Act 2010.  As a school our main function is to provide good access to educational opportunities and help/support our pupils to perform well at school. We have to make sure we do not disadvantage anyone in our school and we use the following information to help us. We also welcome your views.

This information is taken from the Autumn 2013 School Census – LA schools only .

  

 

 

Our School

LA

Number

%

%

Gender

Girls

95

46

 

Boys

111

54

 

Ethnicity

White   British

183

86.7

84.8

White   Other (includes European)

9

4.3

3.6

White   Irish

1

0.5

0.2

Traveller   of Irish Heritage

0

0

0.0

Gypsy/Roma

0

0

0.2

Mixed   White & Black Caribbean

1

0.5

1.3

Mixed   White & Black African

1

0.5

0.5

Mixed   White & Asian

6

2.8

0.6

Any   Other Mixed Background

1

0.5

2.4

Black   - Caribbean Heritage

0

0

0.2

Black-   African Heritage

0

0

0.3

Any   Other Black Background

1

0.5

0.2

Asian   - Indian

0

0

0.7

Asian   - Pakistani

0

0

0.1

Asian   - Bangladeshi

0

0

0.7

Any   Other Asian Background

1

0.5

0.2

Chinese

2

0.9

0.1

Any   other minority ethnic group

0

0

0.6

Refused   / not-known

0

0

0.5

Not   Obtained

0

0

1.9

Not   Ascribed

0

0

0.9

* Caution is   required where numbers are small (3 or less;, it may be possible to give a total figure in order to maintain confidentiality   when publishing information.

     

Free School Meal   Eligibility

Not   Eligible

195

92

88

Eligible

16

7.6

12

Religion/Belief

Buddhist/Taoist

     

Christian

112

53

 

Hindu

     

Jewish

1

0.5

 

Muslim

     

Sikh

     

Other

1

0.5

 

Refused

6

0.3

 

No   Religion

91

43.1

 

Special   Educational Need

No   Special Educational Needs

179

84.8

82.7

School   Action

23

 

9.1

School   Action Plus

8

 

6.7

Statement   of SEN

1

 

1.4

Profile of Need

Problems   with Mobility (MOB)

     

Problems   with Hand Function (HAND)

     

Problems   with personal care (PC)

     

Problems   with eating and drinking (EAT)

     

Problems   with medication (MED)

     

Problems   with incontinence (INC)

     

Problems   with communication (COMM)

     

Problems   with learning (LD)

     

Problems   with hearing (HEAR)

     

Problems   with vision (VIS)

     

Problems   with behaviour (BEH)

     

Problems   with consciousness (CON)

     

Problems   with ASD / Aspergers (AUT)

     

Problems   with palliative care needs (DDA)

     

Other   disability / health problem (OTH)

     

 

Analysis/comments:

Analysis   of our school population

We are a   rural village school with a predominantly white British population. The village is new and there are not yet   generations of families from a range of ethnic backgrounds living together in   the area. Although the village continues to grow the proportion of white   British families remains high and does not look likely to change. Due to the   limited opportunity for pupils to experience a range of cultures in their   community, the school continually seeks ways of broadening the children’s understanding   of a range of religious beliefs and values.

Comparisons   to data for Suffolk as a whole:

The   school’s percentage of white British pupils is slightly higher than that of   the Local Authority. We have a limited range of ethnic groups and in many   cases just 1 pupil which abnormally affects our data compared to that of the   local authority.

 

 

Section 2 - Advance Equality of Opportunity between People

The main thing we do as a school is to provide access to good educational opportunities and to promote achievement and attainment for everyone who comes to our school. We use information (data) to help us do this.

We use the:

  • Early Years Profile
  • End of Key Stage data
  • Optional SATs data
  • Progress data
  • Information about intervention      groups progress, punctuality & attendance, exclusions, prejudice      related incidents and all key groups i.e. gender, FSM, ethnicity

 

Information we have considered:

The progress of each year group in maths, reading and writing. This is recorded in APS(Average point scores) both termly and year to year.

 

The attainment of all pupils in maths, reading and writing.

 

The attainment and progress of intervention groups.

 

Attainment Data

This is how our school compares at the end of Year 6 (Key Stage 2)

 

This is how different groups in our School achieve at the end of Year 6 (Key Stage 2) based on 2013 scores compared to national data.

 

Key Stage 2 Outcomes for Different Groups in Our   School

Eng/Maths School- L4+ combined

National

L4+ combined

Gender

Girls

54

79

Boys

69

72

 

White

   

       Ethnicity

White   British

62

76

White   Other (incl. European)

0

68

White   Irish

0

81

Traveller   of Irish Heritage

0

30

Gypsy/Roma

0

23

Mixed

0

75

Mixed White   & Black Caribbean

 

70

Mixed   White & Black African

 

74

Mixed   White & Asian

 

81

Any Other   Mixed Background

 

77

Black

0

69

Black -   Caribbean Heritage

 

67

Black-   African Heritage

 

70

Any Other   Black Background

 

67

Asian

0

74

Asian -   Indian

 

82

Asian -   Pakistani

 

68

Asian -   Bangladeshi

 

74

Any Other Asian Background

 

78

Chinese

 

86

Any other   minority ethnic group

0

68

 

Unclassified

0

64

 

All   pupils

62

75

Special Educational Need

No   Special Educational Needs

80

88

Special   Educational Need

0

38

Profile of Need

Problems   with Mobility (MOB)

   

Problems   with Hand Function (HAND)

   

Problems   with personal care (PC)

   

Problems   with eating and drinking (EAT)

   

Problems   with medication (MED)

   

Problems   with incontinence (INC)

   

Problems   with communication (COMM)

   

Problems   with learning (LD)

   

Problems   with hearing (HEAR)

   

Problems   with vision (VIS)

   

Problems   with behaviour (BEH)

   

Problems   with consciousness (CON)

   

Problems   with ASD / Aspergers (AUT)

   

Problems   with palliative care needs (DDA)

   

Other   disability / health problem (OTH)

   

Free School Meal Eligibility

Not   Eligible

62

81

Eligible

0

58

 

Exclusions

Exclusions

School / setting

School Protected Groups %

 

Number

%

 

Fixed term

0

0

 

Permanent

0

0

 

Commentary:

There were no fixed term or   permanent exclusions recorded.

 

Example: Prejudice related incidents

Prejudice related incidents

School / setting

 

Number 0

0%

Commentary:

There were no reported incidents

 

Analysis/comments:

Things we   do well:

We track   the progress and attainment of all pupils. Data is analyses by protected   group and reported to governors and staff at regular intervals. Parents are   kept well informed of their child’s progress and attainment.

We use   screening to identify special needs. Interventions are then targeted to   ensure children receive the necessary support.

Things we   would like to improve:

Progress   does not yet happen at an even rate across the school. Protected groups make   better than expected progress but year on year there are inconsistencies.

 

Section 3 - Foster Good Relations between People

We want our school community to provide a welcoming and comfortable environment for all who come here. We want to foster an open environment where people feel they are being treated with dignity and respect.

 

Examples

 

Steps the school / setting has taken

Social   and Emotional Wellbeing:

Children   are encouraged to celebrate inclusivity and support a range of pupil’s   special educational needs. There is a buddy stop on the playground for pupils   who have no one to play with.

 

Pupil   Voice:

We have   an active School council and children run lunchtime clubs including Radio   club, and Chinese Club.

Positive   Imagery:

Throughout   the school there are posters linked to E safety and child safety, i.e. Child   line

During   assembly familiar songs and phrases are signed using BSL.

Community   Links:

We have a   link to local care home, they are   invited to school events and our choir sings at the home.

We share   our site with a Children’s Centre and have excellent relations with staff,   which enables us to support more families in need.

Our   Parent Liaison Assistant helps all families in need.

 

Removing   Barriers and Reasonable Adjustments:

We use text   messaging and emails for contacting parents / carers as well as publishing information   on our website. Paper copies are sent to families who are without   email/mobiles.

 

sponsorship

We raise   funds to help children in need, both globally and locally. Pupils have baked cakes to support a child   with a rare medical condition and dressed up to raise funds for a child   injured in a road accident. We support the Samaritan’s purse appeal and have   raised money for Comic Relief.

 

Analysis/comments:

Things we   do well:

Communicate   to parents

Promote   and foster inclusivity

Raise   awareness of the needs of others

Things we   would like to improve:

How we   support and improve our local community

The   opportunity to experience more cultural diversity in a predominantly white   British community.

 

 

 

 

 

Section 4 - Eliminate Unlawful Discrimination, Harassment and Victimisation

 

Examples

 

Steps the School has Taken (Case Studies)

Exclusions   Data:

We have   had no incidents of exclusions in the last year. Internal isolation takes   place on rare occasions and this has successfully resulted in no further   offending.

 

Victimisation   and Discrimination:

We review   our recruitment procedures on a regular basis and senior staff have received   Safer Recruitment training.

Our   Single Central Record is very well maintained.

 

Monitoring   of Incidents:

All staff   are required to monitor and record prejudice related incidents

Anti   Bullying and Harassment:

All   incidents are recorded centrally on our data tracking system. The school   operates a zero tolerance status on bullying.

 

Analysis/comments:

Things we   do well:

Very low   reports of bullying

Zero   tolerance of bullying/harassment

Things we   would like to improve:

Reporting   of prejudice related incidents specifically related to gender.

 

Section 5 - Participation and Engagement

How we have involved people in developing equalities at our school.

Examples

 

Steps the School / setting has taken

School   Council:

Making   decisions about how to fundraise

Pupil   Voice:

Initiating   clubs which celebrate cultural diversity

Parents/Carers   /Guardians:

Support   through offering multi-cultural resources for classes

Staff:

Consistent   teaching of Religious education in all age ranges.

Promotion   of the needs of those less fortunate than ourselves.

Inclusivity   of all pupils in sports day and residential trips

No matter   how extreme the needs are

Local   Community:

Invitations   to school events celebrating Christmas and fundraising.

Attending   and leading assemblies, i.e. Open the book, Guide dogs for the blind.

Governors:

Governors   require termly reports on the progress of protected groups .

 

Analysis/comments:

Things we   do well:

Teach and   celebrate a range of beliefs and values

Involve   local groups in assemblies

Things we   would like to improve:

More   cross curricular opportunities for experiencing cultural diversity.

 

Section 6: Our Equality Objectives

We have considered the information collected above and have identified 3 key objectives that our school will focus on this year. These objectives will help us to meet the three arms of the general duties required in the Equality Act 2010 to:

  • Eliminate unlawful discrimination
  • Advance equality of opportunity
  • Foster good relations

Our equality objectives are:

1. Increase the number of multicultural opportunities available in the new curriculum.

2. Improve the accuracy of recording of incidents relating to protected groups

3. To become more involved in local community events.

* Equalities information will be updated annually and progress towards our objectives will be monitored and reviewed every year. In line with legislation, the objectives will be re-published formally, at least every 4 years.

                    

 

 

 

 

Equality Objectives for period December 2013 – December 2014

 

Objective

Actions

Who will be involved?

Timescale

How will we measure our success?

Ensure   there are a number of multicultural opportunities available in the new   curriculum.

During discussions on   the new LTP add multicultural (MC) opportunities and texts.

 

Purchase resources

 

Audit the   range of texts offering MC diversity

Teachers

Led by C Smith

Sept 2014

 

New Curriculum clearly identifies   opportunities for developing multicultural   links

 

 

Improve   the accuracy of recording of incidents relating to protected groups

 

Train staff on how to complete the   forms

 

Discuss the full range of   incidents that require reporting

Senior Leaders

 

Monitored by Governors

Dec 2014

Annual   return is completed

 

Record   keeping is central and accessible

 

To become more involved in local   community events.

 

Ensure local the school is   regularly promoted in the community News magazine

 

School clubs participate in local   events

 

Community groups enrol the   services of the pupils to participate in local events.

Head teacher

 

All staff

Dec 2014

Increased number of events attended

 

Community projects completed by pupils

 

 

Monitoring   arrangements:

Termly   review by senior leaders and reporting to Governors

 

Review   dates: December 2014

 

Acknowledgment:

This document has been developed drawing on the good practice of the Equalities Network and New

 

Analysis   of our school population

We are a   rural village school with a predominantly white British population. The village is new and there are not yet   generations of families from a range of ethnic backgrounds living together in   the area. Although the village continues to grow the proportion of white   British families remains high and does not look likely to change. Due to the   limited opportunity for pupils to experience a range of cultures in their   community, the school continually seeks ways of broadening the children’s understanding   of a range of religious beliefs and values.

Comparisons   to data for Suffolk as a whole:

The   school’s percentage of white British pupils is slightly higher than that of   the Local Authority. We have a limited range of ethnic groups and in many   cases just 1 pupil which abnormally affects our data compared to that of the   local authority.

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