St Winifred’s Catholic Primary School

Equality Statement


Policy statement/rationale

St Winifred’s School believes that equality of opportunity and the inclusion of all members of our school community (staff, children and parents or carers) should be at the centre of what we do. Staying true to our mission means that St Winifred’s School will continually strive to be a community where people of all races, religions, gender, abilities and social circumstances will find security and respect for themselves, their families and their traditions.St Winifred’s School will always:

St Winifred’s School will always:

respect the rights of staff pupils, parents and carers;

treat people equally and with dignity;
seek to educate all members of the school community about equality;
 respect the equal rights of members of the school community.


Statutory Requirements
The equality objectives address our duties under the Equality Act 2010 (the Act). However, they and this document should not be read in isolation, and the actions described within this document are part of the overall initiatives taken to address equality issues and to comply with previous equality legislation prior to the introduction of the new act. Please visit our website to view policies on:

 Admissions
 Behaviour and Anti Bullying 
 Code of Conduct
 Disability and Accessibility
 Child protection
 Special Educational Needs
 Inclusion
 Whistle blowing

Responsibilities for Equality

Full Governing Body responsibility

 drawing up, publishing and implementing the school’s equality objectives
 making sure the school complies with the relevant equality legislation
 making sure the school Equality Scheme and its procedures are followed
 monitoring progress towards the equality objectives and reporting annually

Headteacher’s responsibility
 making sure steps are taken to address the school’s stated equality objectives
 making sure the equality action plan is readily available and that the governors, staff, pupils, and their parents and carers know about it
 producing regular information for staff and governors about the plans and how they are working
 making sure all staff know their responsibilities and receive training and support in carrying these out
 taking appropriate action in cases of harassment and discrimination
 enabling reasonable adjustments to be made, in relation to disability, in regard to students, staff, parents/carers and visitors to the school
 dealing with reports of prejudice-related incidents

Staff responsibility

 promoting equality and community cohesion in their work
 avoiding unlawful discrimination against anyone
 fostering good relations between groups
 being able to recognise and tackle bias and stereotyping
 taking up training and learning opportunities

Visitors and contractors are responsible for following relevant school policy.

Publication and Review
This Equality Scheme will, in the interim, fulfill specific statutory requirements under the Equalities Act 2010 as it is a public document that the Governing Body is publishing to highlight the initial equality objectives set for 2018/19.  The Scheme is subject to annual review.

St Winifred’s Catholic School’s Equality Principles
St Winifred’s School already has a number of equality practices and principles across all aspects of the school teaching and learning. These have helped to focus attention on the equality objectives set.

These principles are:
The Provision of Teaching and Learning
 All staff ensure that the classroom is an inclusive environment in which pupils feel all contributions are valued. Positive steps are taken to include pupils who may otherwise be marginalised
 Account is taken of pupils’ experiences and starting points and are responsive to pupils’ different learning styles
 All pupils are regularly consulted about their learning and asked to set targets for themselves which are achievable
 Pupil grouping is planned and varied to reflect the requirements of learners and their social development needs. Allocations to teaching groups is kept under continual review and analysed by ethnicity, gender and background
 Teaching styles include collaborative learning, with all pupils encouraged to question, discuss and collaborate in problem solving tasks. Pupils will be encouraged to be a resource for their peers
 Staff encourage pupils to become independent and assist them in taking responsibility for the management of their own learning and behaviour
 Staff use a range of methods and strategies to assess pupil progress. Assessments are analysed for gender, cultural and social bias, and take account of access issues, e.g. print size, dyslexia friendly copy paper
 St Winifred’s School believes that self-assessment is a teaching-learning strategy, and we will provide all pupils with opportunities to take responsibility for their own learning through regular reflection and feedback on their progress

The Quality of Provision – Curriculum and other activities
 St Winifred’s School provides an appropriate curriculum for pupils of all backgrounds and monitors and evaluates its effectiveness through target setting and attainment analysis
 All pupils participate in the mainstream curriculum of the school
 The curriculum builds on pupils’ starting points and is differentiated appropriately to ensure the inclusion of:
o boys and girls
o pupils learning English as an additional language
o pupils from minority ethnic groups
o pupils who are gifted and talented
o pupils with special educational needs
o pupils with a disability
o pupils who are in public care
o pupils who are at risk of disaffection and exclusion
 Each area of the curriculum is planned to incorporate the principles of equality and to promote positive attitudes to diversity. All subjects contribute to the spiritual, moral, social, and cultural development of the pupils
 The content of the curriculum reflects and values diversity and, as is appropriate for age groups taught, it encourages pupils to explore bias and to challenge prejudice and stereotypes
 Extra-curricular activities and special events, e.g. school productions, cater for the interests and capabilities of all pupils and take account of parental preferences related to religion and culture

The Quality of Provision – Guidance and Support
 St Winifred’s actively promotes good personal and community relations and recognises diversity as having a positive role to play within the school
 All staff are expected to foster a positive atmosphere of mutual respect and trust among boys and girls from all ethnic groups and range of abilities
 Staff challenge stereotypes and foster pupils’ critical awareness and concepts of fairness, enabling them to detect bias and challenge inequalities
 St Winifred’s  School’s pastoral support takes account of religious, cultural and ethnic differences, special educational needs, disability and the cultural experiences of children from ethnic backgrounds
 St Winifred’s  School provides appropriate support for pupils learning English as an additional language and pupils are encouraged to use their home and community languages to enhance their learning.

Behaviour and Attendance
 St Winifred’s  School expects high standards of behaviour from all pupils, appropriate for their developmental level
 St Winifred’s School has procedures for disciplining pupils and managing behaviour that are fair and applied equally to all
 All staff are expected to operate consistent systems of rewards and discipline
 It is recognised that cultural background and disability may affect behaviour. St Winifred’s School takes this into account when dealing with incidents of unacceptable behaviour
 Clear procedures are in place so that all forms of bullying and harassment (including racism and harassment) related to disability, sexism and homophobia, are dealt with promptly, firmly and consistently and are in line with relevant established Local Authority and DfE policies and guidance such as those for anti-bullying and dealing with racist incidents. All forms of harassment are recorded, monitored and dealt with in line with relevant school policies
 All staff are trained to deal effectively with bullying, racist incidents, racial harassment and prejudice and are offered support in handling such matters
 St Winifred’s School encourages staff to explore their own views and attitudes to difference and to monitor their practice in relation to this policy. Adults in school take care to lead through example, demonstrating high expectations of all pupils
 St Winifred’s School monitors gender, ethnicity and special educational need with action taken to address any disparities between different groups of pupils
 St Winifred’s School takes all reasonable steps to include any pupil with any disability
 Pupils, staff and parents are made aware of policies and procedures for dealing with harassment. They know that any language or behaviour which is racist, sexist, homophobic or potentially damaging to any minority group, is always unacceptable
 Information and advice on attendance and exclusion is made available to parents/carers in accessible format
 Families are aware of their rights and responsibilities in relation to pupil attendance and absence is always followed up in a way that takes account of cultural issues or matters relating to a child’s disability
 St Winifred’s School monitors attendance by gender, ethnicity and special educational need. Background is also considered. Action is taken in order to address any disparities between different groups of pupils
St Winifred’s School will fully support children with long-term medical needs who may have an erratic attendance because of frequent hospital stays
 St Winifred’s School expects full-time attendance from all children and works with parents and carers to ensure that they understand the benefits of continuity of attendance to learning and progress

Partnership with pupils, parents, carers and the wider community
 St Winifred’s School monitors parental involvement and has strategies to raise participation of underrepresented
groups of parents and sections of the community
 Progress reports to parents/carers are clearly written and free from jargon to encourage parents to participate in their child’s education
 St Winifred’s School help parents with a disability or with learning difficulties to access schools
 Parents are fully involved in the school-based response for their child with special educational needs, understand the purpose of any intervention or programme of action and are told about the parent partnership service when SEN is identified
 Informal events are designed to include the whole community and at times may target minority or marginalised groups
 St Winifred’s School works in partnership with parents and the community to address specific incidents and to develop positive attitudes to difference
 St Winifred’s School’s premises and facilities are equally available and accessible for use by all  groups within the community (Disability and Accessibility Policy)

Leadership and management
 Steps are taken to ensure the school’s admission process is fair and equitable to all pupils
 St Winifred’s School will not discriminate against a disabled pupil in the arrangements it makes for determining admission
 St Winifred’s School will admit pupils with already identified special educational needs. Pupils with
statements of special educational needs will always be admitted unless, through the  statutory assessment process, it is demonstrated that the pupils’ inclusion would be  incompatible with the efficient education of other children
 Comprehensive information about pupils’ ethnicity, first language, religion, physical needs, diet etc is included in admissions forms or gathered at admissions interview
 St Winifred’s School adheres to recruitment and selection procedures which are fair, equitable and in  line with statutory duties and published guidelines
 St Winifred’s School will take steps to encourage people from under-represented groups to apply for positions at all levels in the school and ensure recruitment and selection processes are  monitored
 Equality and diversity issues are reflected in St Winifred’s School’s employment practices
 Everyone associated with the school is informed of the contents of school policies. All staff and visitors must support the ethos of the school, promoting equality and challenging bias and stereotyping wherever they observe it
 The skills of all staff, including non-teaching and part-time staff, are recognised and valued. All staff are given status and support and are encouraged to share their knowledge
 Staff handbooks and regular professional development activities are available for all staff members, to support their practice in relation to this policy
 Staff and visitors provide a wide range of role models and the school strives to reflect the diversity of the local and wider community
 St Winifred’s School opposes all forms of racism, homophobia, prejudice and discrimination
 Resources and displays in St Winifred’s School reflect the experience and backgrounds of pupils, promote diversity and challenge stereotypes. They are reviewed regularly to ensure that they reflect the inclusive ethos of the school, e.g. the inclusion of images relating to minority ethnic and different cultures.

Diversity of Language
 St Winifred’s School welcomes the diversity of languages in the school and gives them all status and value. St Winifred’s School looks for opportunities to use languages to enrich the curricular experience of all pupils and draws upon the expertise of the school community wherever possible
 Resources and displays reflect the multilingual nature of our community
 St Winifred’s School recognises the positive role that the home language has to play in the development of English language learning and in pupils’ cognitive development. Pupils who speak languages other than English are encouraged to use them in school and, wherever possible, St Winifred’s School offers bilingual support for pupils who are in the earlier stages of learning English

Putting the specific duties into practice

1) Publishing equality information

 Information must be published annually to demonstrate compliance. The information must include information relating to people who share a protected characteristic who are our employees, or who are affected by school’s policies and practices. The information must be available in a manner that is accessible to the public. It can be published separately or within another document.

2) What should be published
 When publishing information St Winifred’s School must provide relevant, proportionate information which is broad enough to give a full picture of performance on the general equality duty across the school.

This information will usually fall into two main categories:
o Information to identify equality issues, e.g. this might include equality monitoring information or information about the effect of activities on people with different protected characteristics

o Information about steps taken to give due regard to the aims of the general equality duty, e.g. any records about how due regard is given to equality issues when making decisions, information that was considered in that decision-making, consideration of steps to mitigate adverse impacts, or details of policies to address equality concerns
 Primary schools will only need a simple method for publishing, e.g. by publishing a short evidenced account of equality priorities and work, with an indication (if relevant) of key trends and issues

3) Publishing equality objectives
 A school must publish one or more equality objectives that it considers it needs to achieve to  further the aims of the general equality duty. This must be done at least every four years. The objectives must be specific and measurable. They must be published in an accessible format as a separate document, or in another document
 The purpose of setting specific, measurable equality objectives is to help St Winifred’s to better perform the general equality duty. For a primary school, objectives should focus on the biggest equality challenges faced. There is no set number of objectives that need to be published

4) When setting objectives
 Focus on areas where the need for action on equality is greatest
 ‘Measurable’ does not mean that St Winifred’s School cannot use qualitative information to assess  progress. Staff surveys, complaints and feedback forms are all useful sources
 Think about which equality objectives would best enable the school to make improvements to the delivery of inclusive education Consider setting a timetable for reviewing and setting new objectives

Equality Objective

The purpose of setting equality objectives is to help people better understand the current equality priorities of the school. St Winifred’s School believes that the first published equality objectives are a balance between how we can measure and demonstrate how we apply our existing equality principles along with actions that are needed in the coming year to demonstrate ongoing commitment to the Equality Act.



Equality Objectives

Management and Organisation

In future all policies to ensure that each area, whether a whole school issue or a curriculum subject, takes account of the specific ways in which equality applies
To ensure that all assemblies promote the Christian principles of tolerance, fairness, understanding and respect for all races
 To devise schemes of playground use which avoid domination of space by any particular group
To provide training and support in order to ensure that playtime supervisors uphold the principles of equality in their work with children
 To include in the school’s Behaviour Policy a specific reference to the avoidance of harassment and abuse, together with clearly understood procedures for dealing with any occurrences including racial prejudice
 To ensure that sanctions used in the school are the same for boys and girls, applied equally
 To encourage an understanding of the ways in which language can be used to stereotype and undermine confidence
 To ensure that school publications reflect our commitment to equality
 To provide access throughout the school for wheelchair users and people with other disabilities as resources allow
 To encourage and develop positive links with the local and wider community
 To use visits, visitors, assemblies and lesson opportunities to promote equality

Classroom Practice and Delivery
To ensure equal access to resources and equipment
 To take steps to build the skills and confidence of children in areas where they may traditionally be lacking in confidence, e.g. dance or sewing for boys, football or construction for girls
To ensure equal opportunities for talking and listening in whole class discussion, group work and paired work
 To divide teacher time equitably between girls and boys
 To create an environment in which co-operation is important and in which children will work in a range of grouping contexts
 To raise standards and provide support for pupils who are underachieving
 To teach children the skills needed to resolve conflicts amicably
 To give children the confidence to be assertive in appropriate situations
 To encourage children to report to a teacher any discrimination that they may encounter

Curriculum Planning and Design
 To review the taught curriculum and to address the issues of equality 

To ensure that multicultural issues are not presented in a superficial way
 To be aware of bias and stereotypical viewpoints within our teaching and language, e.g. only presenting images of Africa or India as poor and rural
To draw on examples from many cultural traditions and recognise Britain and indeed, our school, as having a diverse cultural background
 To help children explore the idea of “stereotyping” in order that they may make more informed choices in relation to their identity

 To review our selection of resources and to be aware of the need to provide materials which are free from stereotyping e.g. cultural or gender bias

St Winifred’s School is committed to keeping the school community updated on the progress made towards achieving objectives. Over the coming year the school’s website will be updated to provide a clear view of how St Winifred’s School is progressing.

Measuring Objectives
St Winifred’s School expects the highest possible standards and staff have high expectations of all pupils and themselves. HC School will measure objectives but not solely for the purpose of the Equality Act; St Winifred’s School will measure them as a means to enable staff to continually challenge all members of our school community to reach higher standards. In this way achieving objectives will be another powerful way in which St Winifred’s School identifies, recognises and values all forms of progress and achievement for staff and pupils alike.

Action Plan 2018 – 2019
Implementing the general equality duty in relations to protected characteristics

1) Establishing the relevance of the equality duty to our school
St Winifred’s School is involved in the Equality Act and has pupils, staff, volunteers, parents, carers and service providers to consider

2) Collect and use equality information
 Identify information relevant to protected characteristics of relevant groups
 Identify what information should be collected – identify factors, which will be particular to the school context

3) Consider what information St Winifred’s already has
 Identify any relevant information gaps
 Take steps to fill any information gaps
 Use in-house information and local, regional and national research/benchmarks/statistics/comparators
 Identify relevant publications from the Local Authority and DfE

4) Meeting the equality duty in policy and decision-making
 Consider the aims of the general equality duty when making decisions and setting policies. It will be necessary for school decision-makers to understand the potential impact of their decisions on people with different protected characteristics and to identify potential mitigating steps to reduce or remove adverse impacts

5) Engagement
 This is intended to cover the whole range of ways in which staff interact with pupils, parents/carers and employees, over and above what St Winifred’s does in providing services, or within a formal employment relationship
 In deciding who to engage with, consider the nature of the policy and the groups that are most likely to be affected by it. Consider people from less visible groups, and groups that St Winifred’s  staff may not have engaged with before, as they may also be interested in, or affected by the work
 Be clear about aims and share them with the people who are engaged with
 Engagement is most successful when people are engaged at an early stage, prior to key decisions being made
 Take steps to respect confidentiality
 Successful engagement is influential and transparent. This involves reporting on the results of engagement, and why certain points have not been taken on board
 Consider whether there are other schools that could work with St Winifred’s School to share resources and prevent stakeholders becoming overstretched
 Be mindful of diversity within characteristics and the multiple barriers that people face
 Don’t limit engagement to representative bodies only

6) Develop policy and provide training to relevant persons
 Communicate the revised equality scheme to relevant stakeholders
 Develop and deliver specific training that builds on existing training
 Ensure staff and governors know about the new equality scheme and their own, and the school’s, obligations under the new equality act

7) Funding
 Ensure that any funding received, such as that allocated for the promotion of sport or Pupil Premium, is used for the purpose intended.

Looked After Children
All staff at St Winifred’s School are aware of Looked After Children in their classes. We ensure that they receive all possible support and encouragement as pupils who need special provision and positive discrimination, whilst preserving confidentiality and showing sensitivity and understanding

October 2018

Equality Objectives PDF version