Inclusion and Equality
At Shaftesbury Park Primary School, we embrace diversity, and will continuously strive to ensure that everyone is treated with respect and dignity. Each person in our school will be given fair and equal opportunities to develop their full potential regardless of their sex, gender identity, ethnicity, race, cultural and religious background, sexual orientation, disability or special educational needs, ability, socio-economic status, or any of these in relation to their family. Because this statement supports staff and families we are also committed to avoiding discrimination on account of pregnancy, marriage or civil partnership. Further, we acknowledge that individuals can suffer discrimination because of their perceived membership of, or connection to a group, which may not reflect their self-identity.
We will work actively to promote equality and foster positive attitudes and commitment to an education for equality. We will do this by:
- Treating all those within the school community (i.e. pupils, staff, governors, parents and the local community) as individuals with their own particular abilities, beliefs, challenges, attitudes, background and experience.
- Creating and maintaining a school ethos which promotes equality, develops understanding and challenges myths, stereotypes, misconceptions and prejudices.
- Encouraging everyone in our school community to develop and maintain a positive self-image and high self-esteem.
- Having high expectations of everyone involved with the whole school community.
- Promoting mutual respect, valuing each other’s similarities and differences, and facing equality issues openly and honestly.
- Identifying, challenging and removing all practices, procedures and customs which are discriminatory and replacing them with practices that are fair to all.
- Monitoring, evaluating and reviewing all the above to secure continuous improvement in all that we do.
In order to make our equality aims and values a reality, we aspire to embed a positive approach to diversity in all of our policies and practice. We have created an Equalities Impact Assessment checklist for use when reviewing existing policies and creating new ones.
We are aware that opportunities and outcomes for protected groups, as defined by the Equalities Act 2010, can vary substantially. We are working hard in order to reduce gaps between different groups and support all children to achieve their potential. Therefore our objectives for the year are to:
- Reduce the imbalance between the intake of children into the two streams
Rationale: One of the four priorities within the School Improvement Plan (SIP) 2019-21 is “to continue to increase awareness of our school offer and increase our roll figure by effective marketing and publicity of the work we do. We believe this is an excellent opportunity to provide equality of opportunity to all potential pupils, by ensuring that we provide clear, accessible information on the benefits of both streams to reduce any perceived barriers for different sections of the community. This will require attention to our marketing strategy and use of evidence from the existing body of students and families to challenge preconceptions.
- Support boys throughout the school, specifically those receiving Pupil Premium (PP) and the more able learners, to improve their writing and reduce the gender gap
Rationale: One of two ‘Next steps’ identified in the Ofsted Report (February 2018) is that we “Ensure…teaching enables all groups of pupils to make consistently strong progress”. This links to priorities from the previous School Improvement Plan (2017-18) which were to:
- develop reciprocal reading throughout the school so that there is an increase in the attainment of groups of children (% particularly those on PP) in all year groups
- improve progress in writing (particularly able boys on PP) by embedding a whole school approach to editing, redrafting and publishing
While we feel we have made substantial progress in these two areas – which is why they are no longer listed as SIP priorities – we do not want to lose focus on these targets and hence will monitor them to ensure maintenance of the high standard we have achieved.
- Ensure that children with SEN are supported to improve their attendance and punctuality
Rationale: We know that higher attendance is linked to higher levels of achievement and progress, and that children with SEN are consistently over-represented when we review attendance and punctuality. We will work with the Education Welfare Officer and other professionals to support children and families to improve attendance and punctuality.
To help monitor these areas we use a range of systems to measure progress including Target Tracker and assessment results at KS1 and KS2. Reports are presented to governors termly. The government publishes our KS2 attainment results on the schools comparison website: www.compare-school-performance.service.gov.uk/school/101020.