Due Regard

Part Two: How we have due regard for equality

The information provided here aims to show that we give careful thought and consideration to equality issues in everything we do in school.

Schools are required to have due regard to the need to eliminate discrimination, harassment and victimisation and other conduct that is prohibited by the Equality Act 2010.

We are committed to working for the equality of all staff, children and parents and carers to meet our duties.

We eliminate unlawful discrimination by:

  • Having an equal opportunities policy in play which is regularly reviewed by the governing body
  • Having an up to date Disability and Accessibility plan in place, which is monitored and shared with the governing body
  • Including an equal opportunities statement in all of our curriculum policies
  • Having policies on behaviour management and anti-bullying which are reviewed by the governing body
  • Having a robust anti-bullying procedure in place including reporting and responding to any and all forms of bullying including racist incidents
  • Anti-Bullying work forming part of the PHSE curriculum for all pupils
  • Tracking individual pupil progress to ensure that all children achieve in line with their learning potential
  • Ensuring that all pupils including those with statements of Special Educational Needs, or an Educational Health Plan, have full and equal access to the curriculum
  • Monitoring views and experiences of pupils and parents/carers to evaluate our policies and practices
  • Ensuring that governors are fully aware of their duties under the equality act2010 and recording in the minutes all decisions taken in relation to Equal Opportunities

Under the Equality Act 2010, we are also required to have due regard to the need to advance equality of opportunity and foster good relations. This includes steps we are taking to tackle disadvantage and meet the needs of individuals and groups of pupils.

We advance equality of opportunity by:

  • Using our individual pupil tracking data, vulnerable children’s minutes and classroom observations, to identifyunderachieving groups or individuals. Timely and appropriate intervention strategies are then employed to overcome barriers to learning. These may include:
    • Target group work for Maths or Literacy
    • Structured social/play sessions
    • IEPs
  • Discussing vulnerable children every staff meeting to identify children in need of additional support
  • Ensuring that all parents and carers feel that they are able to participate in school development through an established ‘open door’ policy and regular opportunities to comment on aspects of school life via questionnaires, home/school diaries, target sharing and parent/teacher meetings
  • Ensuring that all children have equal opportunity to be involved in school clubs or committees and that their views are heard
  • Working closely with families who have SEN issues in setting IEPs and conducting Annual Reviews
  • Working closely with families of vulnerable children through the establishment of CAFs and subsequent TAC meetings or just enabling parents to come into school and have a quiet chat over a drink about any issues heir family may be struggling with at that moment in time

We foster good relations and community cohesion by:

  • Holding the Green Flag Award for ECO schools
  • Working hard on Anti-bullying practice and ensuring the school is a very safe and happy environment
  • Forging links with other schools both locally and internationally – currently schools in Derby City Centre and an orphanage in Ethiopia
  • Ensuring that aspects of equality and diversity are fully embedded throughout our curriculum and general practise
  • Providing opportunities for links with the extended community through holding a Toddler Group, inviting the local church into school and participating in various village events throughout the year, eg Carnival

What has been the impact of our activities? What do we plan to do next?

  • Timely and appropriate interventions are made ensuring that all children make good or better progress with their learning
  • All children have equal opportunity and access to learning
  • Any and all cases of discrimination are dealt with swiftly and following policy and practice
  • Pupils understand and respect other cultures and beliefs
  • Pupils view others as equals regardless of disability, race or gender
  • Parents state that the school has sound procedures in dealing with any aspects of bullying and that their children are safe at school
  • OFSTED in 2009 recognised that the extent to which our pupils felt safe was outstanding and our behaviour was outstanding
  • The school plans to track more closely the impact of individual intervention groups with regard to focussed use of Pupil Premium funding
  • The school plans to track reading even more closely and introduce different ways of reading with all children across the school
  • The school will review and update its Accessibility and Disability planning
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