Equality Scheme

 

 

  1. Overarching policy statement

 

  1. In accordance with our mission statement, we pledge:
    • to respect the equal human rights of all our pupils;
    • to educate them about equality and
    • to respect the equal rights of our staff and other members of the school community.

 

  1. In a proportionate manner, we will analyse equality information and work towards the equality objectives we identify in relation to:
    • ethnicity;
    • religion or belief;
    • socio-economic background;
    • gender, gender identity and gender reassignment;
    • pregnancy, maternity and paternity;
    • disability, and
    • sexual orientation.

 

  1. We will foster good relations at school, local, national and global levels, especially in relation to groups under-represented in the school community.


  1. Statutory requirements

 

We recognise our general responsibilities under the Equality Act 2010 (“the Act”) to avoid direct and indirect discrimination on the grounds of any of the protected characteristics listed above.

 

As a public body, we are also covered by the public sector equality duty under Section 149 of the Act to take positive steps to:

(a) eliminate unlawful discrimination;

(b) advance equality of opportunity, and

(c) foster good relations.

 

The equality information and equality objectives we publish annually show how we address this duty.

 

The school access plan below addresses our duty under Section 88 of the Act.

 

  1. Community cohesion: a shared contextual statement

 

The following statement outlines both the data and current issues relating to ethnicity, religion/belief and socio-economic factors. It demonstrates the awareness of the governors and their community partners of how the school community compares with the wider community, both locally and nationally.  It therefore forms the basis for planning the actions below to promote community cohesion.

 

  • Ethnicity/culture context of the school (local and national)

                 

There are a small percentage (2%) of pupils with English as an additional language (EAL). The school makes very good provision for the small numbers of pupils from refugee/asylum seeker, ethnic minority and EAL backgrounds working in partnership with Wigan Council’s EMAS, the Ethnic Minority Achievement Service. https://www.wigan.gov.uk/SchoolsPortal/EMAS/index.aspx

Pupils with EAL perform very well according to the school’s tracking system.

 

  • Religion/belief context of the school (local and national)

 

There are strong links with St. Luke’s Church and Parish which enrich pupils’ religious, spiritual, moral and social education. Differences between people and the contributions they make to our community are celebrated in lessons and assemblies.

In the curriculum and collective worship children learn about rights and responsibilities and they are aware of the seriousness of discrimination and unequal treatment and the repercussions that arise from them.

 

 

  • Socio-economic context of the school (local and national)

 

The percentage of pupils claiming their entitlement to free school meals is below the national average – 38 children claim this allowance.

 

  • Current issues affecting cohesion at school, local and national level

 

Newfold school provides excellent opportunities for pupils to contribute to the school and wider community. They are proud of their school and committed to enriching the school community. Their involvement is valued and it contributes to the quality and ethos of the school. This has remained a consistent strength of the school.

 

The school buildings and grounds are free from vandalism due to community ownership built over the years.

 

Our strong links with other schools including local, regional and emerging international links are successful in fostering good relations and awareness.

 

Pupils are encouraged to participate in charity work and fund raising in school, local, national and international contexts.

 

The views of Newfold families, including members of the local community, about the pupils’ interaction with them are well documented in the school’s ‘Positive Comments Books’.

Parent workshops are offered at our community learning space:ourspace@122.

 

The school website is used for information and communication with our families, the local and wider communities.

 

We have successfully put into place effective policies and strategies to foster good relations. These include: the Behaviour policy, Anti Bullying policy, Fostering Good Relations policy, PSHE & C policy, SEND policy, Inclusion policy and school rules.

 

The school has outstanding and effective strategies for promoting good relationships between learners from different social and ethnic backgrounds.

 

Monitoring shows that learners are given exceptional opportunities to learn about, engage with and participate in the community that the school serves.

 

We have good links with other schools and we are fostering links with schools that serve people from ethnic backgrounds that are different to those of our pupils.

In assemblies and in religious education we promote positive attitudes and develop learners’ understanding of other faiths, beliefs and cultures.

 

Monitoring of lessons shows that through the curriculum and teaching and learning; pupils gain knowledge and understanding about life and cultures in other places.

Through the curriculum, particularly in Citizenship, Personal and Social Education, History, Geography, English, Shared Reading, Art, Mathematics, Dance and Music we are successful in promoting community cohesiveness by learning about common identity and values.

 

We involve our learners in fund raising for a number of charities e.g. McMillan Cancer Research, The Poppy Appeal, Storehouse Project, Wigan & Leigh Hospice, Bispham Church and St. Luke’s church.

 

Newfold’s work on outcomes in the quality of pupils’ spiritual, moral, social and cultural development are detailed in our Fostering Good Relations – Preparing pupils for Modern Britain Audits and Positive Comments Books.

 

  1. Responsibilities

 

One named Governor, Mrs Deb Newberry, takes the lead, but the Governors as a whole are responsible for:

  • making sure the school complies with the public sector equality duty under the Equality Act 2010;
  • making sure the school complies with the anti-discrimination provisions of the Equality Act 2010;
  • ensuring Governor training is current and in line with relevant Equality legislation.
  • making sure the school complies with the Equality Act 2010 (Statutory Duties) Regulations 2011 by:
  • gathering and publishing the required equality information annually
  • drawing up, publishing and implementing the school’s equality objectives

 

The Acting Headteacher, Mrs Nikki Harris is responsible for:

  • making sure measurable steps are taken to address the school’s stated equality objectives;
  • making sure the Governors, staff, pupils, and their families are aware of equality issues, as relevant;
  • making sure all staff know their responsibilities and receive training and support in carrying these out;
  • taking appropriate action in cases of harassment and discrimination, including prejudice-related incidents, and
  • enabling reasonable adjustments to be made, in relation to disability, in regard to students, staff, parents / carers and visitors to the school.

 

All staff are responsible for:

  • avoiding unlawful discrimination against anyone;
  • promoting equality and community cohesion in their work;
  • fostering good relations between groups;
  • dealing with prejudice-related incidents;
  • being able to recognise and tackle bias and stereotyping;
  • taking up training and learning opportunities.

 

The Acting Headteacher, Mrs N Harris is responsible overall for dealing with reports of prejudice-related incidents.

 

Visitors and contractors are responsible for following relevant school policy.

 

  

  1. Staff development

 

This section outlines our process for training and development in relation to equality and fostering good relations, in terms of professional responsibilities as well as statutory requirements.

 

  • All staff will be offered training with regard to relevant equality legislation.

 

 

  1. Publication of equality information

 

Under the Equality Act 2010 (Statutory Duties) Regulations 2011, we will publish our equality objectives and information relating to our performance of the public sector equality duty in a manner that is reasonably accessible to the public e.g. website, prospectus, newsletter etc. This will be information on pupils, staff and others with protected characteristics who are affected by school policies and practices.  The purpose of analysing this information is to ensure that we are furthering the three aims of the public sector equality duty:

  • eliminating discrimination and harassment
  • advancing equality of opportunity
  • fostering good relations between people from different groups

The source of this information is both quantitative:

  • internal,
  • local, and
  • national data

and qualitative (comments resulting from engagement with relevant people):

  • surveys
  • complaints
  • focus groups
  • interviews
  • pupil voice

 

 7. How we choose our equality objectives

 

We have taken a holistic approach to choosing our equality objectives and the process has involved gathering information as follows:

  1. from the data collected from relevant questionnaires,
  2. from involving relevant people (including disabled people) from the start in the following way:
  • including relevant questions for parents/carers on questionnaire
  • communicating with outside agencies for advice and support
  • communicating formally and informally with parents/carers
  • liaising with network cluster partners (WOWS Consortium)

 

The evidence was then analysed in order to choose objectives that will:

  1. promote equality of opportunity for members of identified groups
  2. eliminate unlawful discrimination, harassment and victimisation, and
  3. foster good relations between different groups in terms of
  • ethnicity
  • religion or belief
  • socio-economic background
  • gender and gender identity
  • disability
  • sexual orientation
  • age

 

 

  1. Equality objectives

                 (Focused on outcomes rather than processes)

 

 

 

Equality objective

 

 

How progress will be measured

 

Attainment gaps in all curriculum areas with regard to inequality will be addressed.

All reading, writing and numeracy initiatives, implemented to improve progress and narrow attainment gaps will be monitored and evaluated by the Assessment Leader.

DfE Performance tables

The needs of specific families will be taken into account (e.g. disabled, same sex, EAL etc).

 

Any needs arising from questionnaires or direct contact will be monitored.

Questionnaire Responses

All displays, books and resources within school will endeavour to be diversity free.

 

Subject leaders will monitor areas and resources.

Recently purchased books and resource lists

Spiritual, moral, social and cultural development will be enriched.

This will be developed through assemblies, PSHE, Citizenship, RE, educational visits and visiting speakers. It will be monitored by subject leaders.

RE Policy

Fostering Good Relations Audit

New revised Assembly themes – links specifically to SMSC.

Application for the SMSC Award

 

Active citizenship will be encouraged.

All staff will encourage active citizenship and children will be able to be nominated for the weekly ‘Citizenship Award’ (EYFS, KS1 and KS2)

Citizens of the Week identified on the large screen in school foyer.

Certificate and award given in weekly assembly and letter home to celebrate with family.

Data on attendance, exclusion and bullying will be monitored.

All relevant policies will be referred to and acted upon if necessary.

DfE Performance tables

Socio-economic inequalities will be addressed.

Opportunities through available funding streams and vigorous monitoring of such vulnerable groups by the SENDCO, assessment leader and Senior Leadership Team members will impact on narrowing the attainment gap for ACORN ‘hard pressed’ families or FSM /Ever 6.

Pupil Premium/Ever 6 Audits

Ethnicity equality will be respected.

Letters will be translated wherever possible. EAL outside agencies will link with school. Interpreters will be invited to support parents/carers at meetings, if appropriate.

EAL

Gender equality will be respected.

Safe, healthy and respectful relationships will be encouraged and discussed through PSHE lessons. Support will be given for any families who are affected by Gender Issues e.g. families affected by domestic violence, involvement by fathers, sexist, sexual or transphobic bullying. School will link with the relevant outside agencies for support and monitor as appropriate.

Gateway

Religion or beliefs will be respected.

 

 

 

 

Any prayer, dress or dietary needs will be catered for. Any needs or implications with regard to worship will be addressed. A multi-faith curriculum will be followed. This will be monitored by relevant subject leaders and SLT.

RE Policy

Sexual Orientation equality will be respected.

Support will be given and advice sought if necessary for any pupils or families that are affected by sexual orientation issues. Homophobic bullying will be addressed within School’s Anti-Bullying Policy. Subject leaders and SLT will monitor this area.

Anti-Bullying Policy

Disability equality will be respected.

School will provide equal opportunities for all disabled pupils and make reasonable adjustments where necessary. The needs of disabled family members, pupils, staff and visitors will be taken into account and will be monitored within questionnaires and with direct contact.

School will continue to provide a ‘Dyslexia Friendly’ approach to teaching and learning (DFS Award 2017, awaiting reverification). Governors will continue to be offered training in this area. Disability bullying will be addressed within School’s Anti-Bullying Policy. Resources will be purchased as required and strong links will be employed with all relevant outside agencies. Provision mapping will be undertaken to form a skills audit. This area will be monitored by the Learning Support Leader and SLT.

Dyslexia Friendly Information

Anti-Bullying Policy

 

 

  1. Access plan

 

 

This relates very closely to the disability elements of the equality objectives in Section 8 above, except that it covers pupils only whereas the equality plan includes all members of the school community.

 

N.B. When completing this Access Plan reference to Wigan’s Local Authority Access Strategy has been made.

 

 

 

Actions (focused on outcomes rather than processes)

A: improvements in   access to the curriculum

We will ensure that all children will have improved access to the National Curriculum 2014 by incorporation of multi-sensory teaching and learning, awareness of learning styles, Enquiry Based Learning (EBL) in KS1, the Curiosity Approach (EYFS), visual timetables, interactive ‘Smartboards’, ‘Notebooks’, iPads (staff and pupils), increased staffing (targeted learning support), Dyslexia Friendly Materials (DFS), relevant and appropriate interventions. Appropriate and relevant resources to facilitate access for all.

OFSTED Report

B: physical improvements to increase access to education and associated services

 

We will ensure that improvements will be made to increase access to education and associated services by providing appropriate bathroom facilities (e.g. hygiene rooms), ramps, widened doors, adjustable tables, hoists, adapted sports equipment, reading stands, desk risers, privacy spaces.

The SENDCO has a contingency fund available for unexpected improvement and provision.

Please call to make an appointment to see facilities.

C. improvements in the provision of information in a range of formats for disabled pupils

 

We will provide information in a wide range of formats for additional needs pupils as appropriate e.g. large print, Braille, Dyslexia Friendly, translation for EAL, sign language, Sound Field Systems.

Dyslexia Friendly Information

EAL

 

  

  1. Fostering Good Relations – Preparing Pupils for Modern Britain

 

 

The choice of appropriate actions to promote community cohesion is based on the needs identified in the contextual statement in Section 3 above

For this purpose, the four geographical dimensions of “community” are as follows:

  • the school community
  • local communities
  • communities across the U.K.
  • the global dimension

 

 

 

Actions (focused on outcomes rather than processes)

A. teaching, learning and the curriculum

 

Through teaching and learning, all learners will be aware of:

  • School values
  • Their own identity
  • Expressing their own identity
  • Respect for different viewpoints
  • Controversial issues
  • Cultural appreciation
  • Recognising commonalities
  • U.K. culture
  • Migration histories
  • Fundamental equality principles
  • Democratic decision making
  • Head Boy and Girl with their Deputies
  • Sharing in power
  • Social change
  • Pupil voice

This will be through;

Assemblies, curriculum, educational visits, internet use, visitors into school, role play, structured play, School Council, Head Boy & Girl with their deputies, celebrations of festivals, Healthy Passport Weeks, certificates, EBL – Enquiry Based Learning, Curiosity Approach (EYFS) various leadership roles linked specifically to subjects..

Fostering Good Relations Audit

OFSTED Report

 

B. equality between groups in school, where appropriate

 

 

School will create opportunities for different groups (e.g. mixed age, gender or background) to share facilities and work together.

This will be done through; mentoring projects, reading schemes, young people offering computing support, community placement schemes, and young volunteers leading out of hours activities. Evidence of these will be ; WOWS workshops, WOWS sports festivals, WOWS Art exhibitions, WOWS music festivals, Y5 PGL residential, Y6 Residential, other educational visits, sporting festivals, high school links, Intra school Competitions – Nicol Mere, School Council, other pupil leadership roles, community based providers for after school clubs

Fostering Good Relations Audit

OFSTED Report

 

C. engagement with people from different backgrounds, including extended services

 

  • School will engage with people from different backgrounds, including extended services and will provide activities and services for the community such as Family Learning Opportunities, Cross agency and multi-disciplinary support for young people and their families.
  • All members of the community will feel welcomed, safe and valued by the school. Evidence of this will be seen in; Positive Comments Book, Twitter account, Facebook account, attendance at community events and assemblies, partnerships with other schools, Welcoming Screen in foyer, Community Notice Board, School Website, Parents/ Carers Evenings attendance, Welcome (Inspire) sessions for Nursery and Reception, Friends of Newfold and Early Years Open Days.
  • School will communicate its vision of inclusion and equality to its members and the local community in the form of; newsletters, notice boards, visitors in school, pupil visits, assemblies, Friends of Newfold, Dyslexia Friendly Practice, Inspire sessions, School Prospectus, Home/School diaries, policies, school website and charity support.
  • The members of the school community will understand that their views can help to shape the development of the school. This will be done through; Parents/Carers Evenings, INSET days, review meetings, Governors, Leadership Briefings, Head Boy and Girl with their Deputies, School Council, Pupil Leadership roles, End of Year Reports, Staff/Cohort/SLT/Phase meetings.
  • School will give appropriate recognition and respect for different languages spoken and will support           families with difficulty speaking or reading English. This will be done through; translating letters into the mother tongue for EAL speakers, employing translators for meetings as appropriate, pictorial/visual cues, English lessons for families of EAL pupils.
  • School will be involved in strategic planning to enhance the community facilities for the locality and will actively promote to make them available for all sectors of the community. This will be through; Seguro, formerly known as Lynne’s Play Place (before and after school care, housed in our Nursery setting), extra-curricular clubs, Children’s Centre information distribution throughout the community, Friends of Newfold, community based providers for after school clubs.
  • School will include all key stakeholders i.e. families, LA, local police, voluntary sectors, faith groups, elders etc in arriving at priorities for development and advising on engagement with external organisations or speakers. This consultation will be done through; local churches –St Luke’s/ St James’ Catholic, Police, Fire Brigade, Road Safety, School Nurse and other health professionals.
  • School will ensure that professional development will be updated and relevant to improve community engagement for the fostering of good relations. This will be done through Appraisals, Mentoring, School INSET and Fostering Good Relations – Preparing Pupils for Modern Britain Audits by the appointed Fostering Good Relations Leader. The Early Years Leader will work closely with her colleagues on the Children’s Learning Committee (CLC) 0 to 5.
  • School will ensure that pupils develop the skills to contribute to the evaluation and improvement of the school’s community dimension. Their voice, as contributions will be welcomed and acted upon.

OFSTED Report

Fostering Good Relations Audit

 

 

 

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

 

 

Signed …………Nikki Harris …………………………………………. Acting Headteacher

 

Review Date 5th February 2021