Equalities Statement
As a Catholic Primary School we are committed to ensuring that all members of the community have the opportunities to fulfill their potential as human beings made in the image of God. Each person, with the dignity and destiny of a child of God, has rights which respect their individual identity to ensure freedom from unjust discrimination.
Our equalities statement is guided by some core principles.
St Teresa’s Catholic Primary School seeks to:
- Be a school family which lives the Gospel values of love and acceptance where all are respected and valued for who they are regardless of gender, ethnicity, religion, social class, marital status or ability now known as Protected Characteristics.
- Encourage and enable every member of the community to develop their spiritual, moral, intellectual, creative, social and physical potential.
| Characteristic | Breakdown |
|
Number of Pupils Number of Staff inc ft and pt Number of governors Religion Attainment on entry Pupil Mobility Pupil Premium Ethnicity
English as an additional language Special Educational Needs not including 1.5% EHCP Attendance rate 2019/2020
|
205 51% Male 49% Female 39 5.1% Male 94.9% Female 12 50% Male 50% Female
Significantly below national 85.4% started in Reception 8.8% White British 23.4% Indian 19% White European 19% Any other black background 4.8% 33.8% other ethnic groups combined (none bigger than 2%) 52.7% 6.3% 97.1% |
Our Equality Objectives 2020 - 2023
|
Equality Strand |
Action |
How will the impact of the action be monitored? |
Who is responsible for implementing? |
What are the time frames? |
Early Success Indicators |
|
All |
Publish the Equality Scheme through the school website and ensure that the school community are aware |
The whole community is aware of the Equality Scheme. |
Headteacher and SLT |
Ongoing |
Staff are familiar with the principles of the Equality Scheme and use them when planning lessons and creating displays. |
|
All |
Continue to monitor and analyse pupil achievement by race, gender, socio-economic background, birth date and disability, and act on any trends or patterns in the data that require additional support for pupils. |
Achievement data analyzed by race, gender, socio-economic background and disability. Ensuring that difference is monitored through pupil progress meetings. |
All staff overseen by the Assessment Lead |
Each year in Term 2, 4 and 6 |
Data shows that attainment is not linked to any particular group. |
|
All |
To raise the attainment and rates and progress of those children entitled to Pupil Premium and those with SEND across the whole school in reading, writing and maths |
Achievement data analysed |
Headteacher Pupil and Inclusion Support Lead |
Annually |
SEND and PP progress is on track or above their peers. |
|
All |
To continue to analyse attendance data and improve attendance even further for those with lower attendance and/or patterns of lateness. |
Through monitoring attendance against attainment |
School Administrator Headteacher Governors |
Termly |
Attendance will improve and lateness decrease |
|
All |
Ensure that the curriculum promotes role models that young people can positively identify with, and which reflect the school’s diversity in terms of race, gender, socio-economic background, religion/belief and disability. Including the purchase and choice of reading materials for class use and the library. |
Increase pupils’ participation and achievement levels.
PSHE Pupil Voice
Pupil questionnaires |
PSHE Lead |
Ongoing |
Notable increase in participation and confidence of targeted groups in class and after school activities. |
|
All |
Ensure that displays in classrooms and corridors promote diversity in terms of race, gender, socio-economic backgrounds, religion/belief and disability. Also promote school values. |
Increase in pupil participation, positive identify monitor through pupil questionnaires. |
Deputy Head |
Ongoing |
Diversity reflected in school displays across year groups. Improve quality and quantity of images showing diversity. |
|
All |
Ensure all pupils are given opportunities to make a positive contribution to the life of the school, e.g., through school council, Chaplains, class assemblies, Class and School Masses and fundraising, etc |
School Council representation monitored by race, gender and disability. Children given more involvement in choosing ways they can contribute. |
All staff SLT monitor |
Ongoing |
All children fell they are involved and take an active role in school life. |
|
Race/Religion |
Ensure that there is a programme of visits and visitors from a variety of religions, faith and cultures. |
Pupils will have the opportunity to discuss their awareness of other religions, faiths and cultures. |
Headteacher Curriculum Lead RE Lead |
Ongoing |
RE plans, visit requests and assembly programme will evidence diversity. |
