Ebor Gardens Primary Academy and Victoria Primary Academy Public Statement Equality Objectives:
The public sector Equality Duty (PSED) came into force in April 2011 and requires organisations to eliminate unlawful discrimination, advance equality of opportunity, and foster good relations.
The duty has a key role to play in making sure that fairness is at the heart of public bodies’ work and that public services meet the needs of different groups.
The general equality duty
Section 149(1) of the Equality Act 2010 puts various requirements on academies when exercising their functions. The general duty requires academies to have due regard to:
Having “due regard” means consciously thinking about the three aims of the PSED as part of the process of decision-making. This means that consideration of equality issues must influence the decisions reached by academies, such as:
We have agreed the following equality objectives:
EBOR GARDENS & VICTORIA EQUALITY OBJECTIVES 2018-2021
Our Equality Objectives have been developed in line with the Equality Act 2010 and Wellspring Academy Trust’s Equality Statement, Policy and Objectives. These objectives are part of our commitment to promoting equality and providing an inclusive school.
|To identify any potential inequality, demonstrating that the school is attempting to eliminate discrimination and advance equality.||Identify any areas of potential inequality and respond with necessary actions.||Sam Bailey – lead.||January 2019, and annually thereafter.||Absence of data outcomes Summer 2020 due to COVID. Baseline assessments (September 2020) include the opportunity to identify gaps between pupil groups (gender, SEND, PPG, EAL). Digital disadvantage is also a significant factor affecting pupil progress during 2020/21 and will also be considered in data monitoring activity in the year ahead.|
|To ensure that our academy community understands that we live in a diverse country that recognises, celebrates and tolerates different views, faiths and cultures.||Develop PSHCE curriculum through Jigsaw programme across the academies.
Develop the RE curriculum through theme days which incorporate visits and visitors from across the faiths.
|Catherine Chojnowski – lead.
Amy Portier – lead.
|Revised curriculum 2019/20.
Implementation & development 2020/22.
|Further enhancement to the PSHE curriculum through incorporating SRE and Thrive approaches to the Jigsaw curriculum. Long term and medium term plans address diversity. Revised plans due for implementation 2020/22.
Further enhancement to the RE curriculum to ensure all religions are represented as appropriate. Action for 2020/21 (COVID allowing) to increase opportunities to visit places of worship and meet people from different faiths in those schools where there is not broad representation within the academy community.
|To strengthen equality of access for all in sports, increasing the range of sports pupils experience within the curriculum, through after school clubs and sporting competitions.||To extend opportunities for all pupils to access a wide range of sporting experiences. To increase participation in sports.||Catherine Chojnowski – lead.||Revised curriculum September 2020.
Implementation & development 2020/22.
|A rich and ambitious PE curriculum has been developed with many opportunities for engagement for all through PE lessons, before and after school provision and during lunchtimes. Sporting competitions across the partnership and beyond (Barnsley and Yorkshire/Humber) are well established – though suspended currently due to COVID. Opportunities across year groups is an ongoing area of focus, as is signposting all pupils to opportunities to access sports within the community.
Further sports have been incorporated into curriculum 2020 to continue to increase levels of engagement and enthusiastic participation for all.
|Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act.
|Create an effective system for recording incidents of discriminatory behaviours.
Ensure systems guarantee swift identification of any issues, prompt and effective action involving parents where necessary and comprehensive recording.
|Amy Portier – lead.||Jan 2020/22.||Anti-bullying policy was revised in 2020 with the intention of convening an Ebor/Victoria Student Council meeting to agree and action plan for next steps. Their activity was interrupted due to COVID (March 2020) – but is an ongoing source of focus for us during 2020-22.
Systems for recording and analysing incidents of discriminatory behaviour are in place in each individual academy. Systems to support analysis across BLPP and to align follow up actions and response within the curriculum remains an area of focus.
|Eliminate digital disadvantage so that all pupils enjoy equal opportunities to learn through their use of digital devices and broadband connection at home.||Undertake survey to establish needs within each academy community. Liaise with WAT to access devices available from DFE. Further develop school infrastructure to enable pupils to access digital devices during periods of enforced self-isolation.||Sam Bailey – lead.||September 2020||Priority action September 2020 due to real and immediate Covid-related factors affecting pupil attendance in school.|
|Increase the attainment of pupils whose first language is not English.||Establish effective practice and provision for pupils whose first language is not English.
Strengthen assessment systems to ensure that pupil attainment is accurately assessed on entry to the academy and planned next steps lead to precise impact.
|Amy Portier – lead||2020/22||AP working with Consultant during 2020/21 to guide next steps in the development of EAL at Ebor Gardens. AP to liaise with CC to ensure effective practices are established within both academies.|