St Teresa's Catholic Primary School

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.