Context:
On 6 April 2012 all schools had a legal requirement to publish information showing how they comply with the Equality Duty and to set equality objectives:

  • Published information should be updated annually.
  • Equality Objectives should be published every four years.
  • The Equality Duty extends to all the aspects of a person’s identity – race, disability, sex, age, religion or belief, sexual orientation, pregnancy and maternity and gender reassignment.

General Equality Duty:
In carrying out day to day business we are required to have ‘due regard’ when making decisions and developing policies, to the need to:

  • Eliminate discrimination, harassment, victimisation and other conduct that is prohibited by the Equality Act 2010.
  • Advance equality of opportunity between people who share a protected characteristic and people who do not share it.
  • Foster good relations across all protected characteristics – between people who share a protected characteristic and people who do not share it.

Legislation and Guidance:
This document meets the requirements under the following legislation:

  • The Equality Act 2010, which introduced the public sector equality duty and protects people from discrimination
  • The Equality Act 2010 (Specific Duties) Regulations 2011, which require schools to publish information to demonstrate how they are complying with the public sector equality duty and to publish equality objectives.
  • This document is also based on Department for Education (DfE) guidance: The Equality Act 2010 and Schools. 

Eliminating discrimination:
The school is aware of its obligations under the Equality Act 2010 and complies with non-discrimination provisions.  Where relevant, our policies and guidance documents include reference to the importance of avoiding discrimination and other prohibited conduct.  Staff and governors are regularly reminded of their responsibilities under the Equality Act, for example during meetings.  Where this has been discussed during a meeting it is recorded in the meeting minutes. 

The school has a designated member of staff for monitoring equality issues, and they report to the Governing Board on an annual basis with regard to fulfilling the Public Sector Equality duties.

Advancing equality of opportunity:
As set out in the DfE guidance on the Equality Act, the school aims to advance equality of opportunity by:

  • Removing or minimizing disadvantages suffered by people who are connected to a particular characteristic they have (e.g. pupils with SEND, or homosexual or transgender pupils who are being subjected to homophobic or identity bullying).
  • Taking steps to meet the particular needs of people who have a particular characteristic (e.g. making specific provision during Christmas celebrations for pupils of other faiths / enabling Muslim pupils to pray at prescribed times).
  • Encouraging people who have a particular characteristic to participate fully in any activities (e.g. encouraging all pupils to be involved in the full range of school clubs and activities).

In fulfilling this aspect of the duty, we will:

  • Publish attainment data each academic year showing how pupils with different characteristics are performing.
  • Analyse the above data to determine strengths and areas for improvement, implement actions in response and publish this information.
  • Make evidence available identifying improvements for specific groups (e.g. declines in incidents of homophobic or transphobic bullying).
  • Publish further data about any issues associated with particular protected characteristics, identifying any issues which could affect our own pupils.

Fostering good relations:
The school aims to foster good relations between those who share a protected characteristic and those who do not share it by:

  • Promoting tolerance, friendship and understanding of a range of religions and cultures through different aspects of our curriculum. This includes teaching in RE, citizenship and personal, social, health and economic (PSHE / PSHRE) education, but also activities in other curriculum areas. For example, as part of teaching and learning in English/reading, pupils will be introduced to literature from a range of cultures and in Art pupils will study a range of artists and artistic traditions from other cultures.
  • Holding assemblies dealing with relevant issues. Pupils will be encouraged to take a lead in such assemblies and we will also invite external speakers to contribute.
  • Working with our local community, this includes organizing school trips and activities based around the local community.
  • Encouraging and implementing initiatives to deal with tensions between different groups of pupils within the school. For example, our School Council has representatives from different year groups and is formed of pupils from a range of backgrounds. All pupils are encouraged to participate in the school’s activities, such as sports clubs.
  • We have developed links with people and groups who have specialist knowledge about particular characteristics, which helps inform and develop our approach for example Stonewall and Elly Barnes, Director of Education for LGBT History Month and LGBT Schools Advisor for Birmingham City Council in us becoming a LGBT Aware School.  

Equality considerations in decision-making:
The school ensures it has due regard to equality considerations whenever significant decisions are made.  The school always considers the impact of significant decisions on particular groups. For example, when a school trip or activity is being planned, the school considers whether the trip:

  • Cuts across any religious holidays.
  • Is accessible to pupils with SEND needs.

The school keeps a written record on the risk assessment and planning documentation when planning school trips and activities. The record is completed by the member of staff organising the activity.

Equality Targets

Target 1: For SEND pupils to have equal access to classrooms and public areas of the school.

StrategiesLead & TimescaleStrategy Success Criteria
Audit of SEND pupil needs against classroom provision to be undertaken as appropriate.SENDCo
Premises Manager
Annual Audit and Review
Specific needs and actions for future improvements are identified and acted upon.
Plan classroom layouts and to organise resources in accordance with pupil need.Classroom Teachers
Premises Manager
Appropriate use of resources for the diverse needs of pupils with SEND needs.
 
Classrooms are optimally organised for SEND pupils within current restraints
Incorporate accessibility into any proposed structural alteration or new build.Building and Finance Committee ChairAppropriate planning for the diverse needs of pupils with SEND needs ensuring equal access to site and curriculum can take place.

Target 2: For there to be equal access to a broad and balance curriculum for all SEND pupils

StrategiesLead & TimescaleStrategy Success Criteria
ICT plan includes prioritised purchasing list for computer technology as required for pupils with disabilities.Assistant Headteacher: Curriculum
 
SENDCo
 
Annual Audit and purchasing
Ensure access to computer technology / specialist equipment that is appropriate for pupils with disabilities.
Differentiated lessons planned and delivered for SEND pupils.All teaching staff
 
Heads of Department / Faculty
 
SENDCo
 
Annual Review of the Quality of Teaching and Learning / Annual Department Reviews
Schemes of Work, lesson plans, resources and activities reflect identified areas of need.
 
Lesson observations / Learning Walks / Work Scrutinies demonstrate appropriate levels of differentiation for SEND pupils and effective deployment of Teaching Assistants.
A programme of staff professional development and training in supporting SEND pupils across the school that reflects the diverse needs of our pupils within the school and anticipates their future requirements.SENDCo
Deputy Headteacher
Annual CPD Report to the Governing Board details SEND professional development.
 
A mapping of the SEND needs of the pupils is cross referenced against an audit of skills and training needs of the staff.
Analysis of suitability of current curriculum for all pupils, with a particular emphasis on outcomes for PP / non-PP pupils, but also with reference to SEND pupils.Assistant Head CurriculumThis analysis will be a key part of the Curriculum Plan 2018-23, and needs to include PP / non-PP uptake in different options, trends of P8 and A8, and analysis for destinations of PP and non-PP pupils.
Make provision for extra concessions during exams with regard to accommodation, time, visual / auditory and with the ability to respond to the questions / tasks undertakenSENDCo
 
Exams Officer
 
Support Staff Manager
Pupils with additional needs have these recognised and accommodated during the sitting of public examinations so that barriers to achieving academic potential are eliminated where possible.

Target 3: For parents and carers with SEND needs to have equal access to information about their child and with regard to the school.

StrategiesLead & TimescaleStrategy Success Criteria
Data collection of SEND needs of parents and carers to be undertaken as a routine question when pupils apply for a place at TGGS (in-year applications).
 
Audit and data collection of SEND needs of parents undertaken by SENDCo of those already in school or new to entry Yr7.
 
These needs to be recorded via Progresso and alters created for informing all correspondence.
School Admissions Officer
Data Manager
SENDCo
Parents and carers with SEND needs to have newsletters, letters home, all school documents and communications to be available in alternative formats e.g. use of pastel paper for parents and carers with dyslexia, large print and audio formats as required.

Target 4: To ensure fair recruitment and non-discrimination practices to be adhered to when recruiting new staff and members of the Governing Board.

StrategiesLead & TimescaleStrategy Success Criteria
Train all members of staff and governors involved in recruitment and selection on equal opportunities and non-discrimination by the beginning of the Spring Term 2019.Clerk to the Governing Board
Chair of the Governing Board
Training evaluation data will show that 100% of those attending have a good understanding of the legal requirements.

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