Norbury Manor Primary School

Public Sector Equality Duty

Equality Duty Statement 

The Public Sector Equality Duty is a duty on public bodies and others carrying out public functions.  It ensures that public bodies consider the needs of all individuals in their day to day work- in shaping policy, in delivering services, and in relation to their own employees.  It covers the following protected characteristics:

  • Age
  • Disability
  • Gender
  • Ethnicity
  • Pregnancy and Maternity
  • Religion  and Belief
  • Sexual Orientation
  • Transgender
  • Marriage and Civil Partnership

The information we publish and analyse must be clearly linked to the three aims (General Duties of the Public Sector Equality Duty.  General Duties are the things that schools aim to achieve.

 

General Duties 

The Equality Act 2010 requires us to publish information that that demonstrates that we have due regard for the need to:

 

  • Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act. 
  • Advance equality of opportunity between people who share a protected characteristic and those who do not.
  • Foster good relations between people who share a protected characteristic and those who do not.

 

Specific Duties 

 The two duties of the Public Sector Equality Duty are intended to help schools meet the general duty.  They are to:

 

  • Set Equality Objectives
  • Publish Information

 How does Norbury Manor Primary School comply with the PSED?

 Norbury Manor Primary School is committed to equality both as an employer and a service-provider and we carry out day to day work through our embedded RESPECT values:

  • We try to ensure that everyone is treated fairly and with respect.
  • We want to make sure that our school is a safe, secure and stimulating place for everyone.
  • We recognise that people have different needs, and we understand that treating people equally does not always involve treating all exactly the same.
  • We recognise that for some pupils extra support is needed to help them to achieve and be successful.
  • We try to make sure that people from different groups are consulted and involved in our decisions, for example through talking to pupils and parents/carers, and through our School Council and Young Leader groups.
  • We aim to make sure that no-one experiences harassment, less favourable treatment or discrimination because  of their age; any disability they may have; their ethnicity, colour or national origin; their gender, their gender identify  or reassignment; their marital or civil partnership status; being pregnant or having recently had a baby; their religion or beliefs; their sexual identity and orientation.

The school has a range of policies which make explicit the school's long established commitment to actively promoting equality of opportunity for all.  The main policies dealing with equality of opportunity are:

  • Equality Policy and Action Plan
  • SEND Policy
  • Behaviour and Anti-Bullying Policy
  • Accessibility Plan

Norbury Manor Primary School Equality Objectives

 

Objective 1

 To narrow the gap between  the progress made by 'all' children and that made of 'groups' of children such as boys in certain subjects, and girls in certain other subjects.

There is a difference between boys achievement compared to girls achievement in some academic subjects.

Objective 1 Actions

 

 

  • Provide good quality staff training including staff training of differentiated specific learning needs.
  • Monitor the attainment and progress of all our pupils by group and by individual target.
  • Set targets to improve the attainment  and rates of progress of particular groups.
  • Identify barriers to learning through pupil progress meetings, Inclusion meetings, pupil/parent meetings and leadership meetings.
  • Ensure appropriate of staff are aware of barriers and provisions in place. 
  • The school Attendance team work closely with the Educational Welfare Officer to ensure that the correct families have been targets in terms of raising attendance and punctuality levels.
  • Pupils with EHC Plans or receive SEND Support have termly review meetings to ensure that sufficient resources are being directed appropriately and the pupil can meet their potential.
  • Provide Breakfast Bagels to fuel pupils brains for a productive day at school.
  • Reduce/remove barriers to learning by providing targeted support such as:
    • ELSA
    • Mentoring
    • SEND interventions
    • English as an additional Language intervention
    • Year group interventions
    • Adaptation to curriculum provision
    • Parent support/workshops
    • When appropriate access outside agencies

 

Objective 2

 To promote cultural understanding and awareness of different religious beliefs between different ethnic groups within our school community by:

  • Continuing to develop a caring, tolerant and understanding community.
  • Preparing children for life in a diverse society in which children are able to see their place in the local, regional, national and international community.

 There are 9 different religious beliefs and 8.5% of pupils with no religion. There are 16 different ethnicity groups and 36 different languages spoken.

Objective 2 Actions

 

 

  •  A multicultural week as part of our challenge week cycle
  • Assemblies with a focus on different religions and traditions linked to our school values
  • Parental involvement
  • Continue to develop a curriculum that supports all pupils to understand, respect and value difference and diversity.
  • To provide all pupils with opportunities to learn about the experiences and achievements of different communities and cultures through Challenge week, texts and the curriculum.
  • To ensure the curriculum challenges racism and stereotypes.
  • Clear Accessibility plan.
  • To visit the places of worship as part of the RE curriculum 

 

Objective 3

 Improve provision for pupils for whole English is an additional language, particularly new arrivals at the early stage of English acquisition.

 56.6% of pupils speak English as an additional language. 29 children (6.8%) of pupils who speak English as an additional language are new to English or are at the early acquisition stage.

Objective 3 Actions

 

 

  • To continue to make early assessment of EAL needs and identify appropriate interventions.
  • To monitor the impact of of provision provision provided and adapt when required. 
  • To continue to develop the EAL AB and Chicken Intervention programme.
  • To continue to develop the EAL CD Fresh start intervention programme.
  • To deploy the appropriate Young Interpreter to support with transitioning into Norbury Manor Primary School.
  • To ensure that the curriculum challenges racism and stereotypes.

Factors used to Select Objectives

 Public Sector Equality Duty Pupil Population

Early years Foundation stage attainment by pupil group 2018

Phonics year 1 attainment by pupil group 2018

Key stage 1 reading attainment by pupil group 2018

Key stage 1 writing attainment by pupil group 2018

Key stage 1 maths attainment by pupil group 2018

Key stage 2 reading progress and attainment by pupil group 2018

Key stage 2 writing progress and attainment by pupil group

Key stage 2 maths progress and attainment by pupil group 2018

Key stage 2 reading writing and maths combined attainment by pupil group 2018