Date agreed: Jan 2021
Review date: September 2021
The public sector equality duty was created by the Equality Act 2010 and replaces the race, disability and gender equality duties. The duty came into force in April 2011 and covers age, disability, gender reassignment, pregnancy and maternity, race, religion or belief, sex and sexual orientation.
As an academy we strive to ensure that these are covered in our work on a daily basis, please see below our equality objectives and action plan.
|Equality objective||What this means for Willenhall E-ACT Academy|
|Provide positive non-stereotyping information about gender roles, family units and diverse groups.||We will actively seek to be gender neutral with regards to home/school communication. This includes not making assumptions over primary contact numbers and actively seeking to engage parents/carers of different genders in engaging with the life of the academy. This will include our parental workshop programme.|
|We will review our application forms to ensure they do not favour one type of family set up.|
|Our uniform policy will be gender neutral.|
|Option subjects will work to dispel gender stereotypes around their subjects and actively promote update from different genders.|
|We will review and update our display boards to ensure representation from a range of diverse backgrounds.|
|We will include explicit teaching about different types of families in our Personal, Social, Health and Economic (PSHE) education curriculum.|
|Our Equality and Diversity Calendar will include events across the academy to celebrate a range of religious festivals.|
|Our weekly Personal Development Bulletin will offer insight and weekly reflection into different cultures and religions.|
|We will explicitly teach about gender roles and stereotyping in our PSHE curriculum.|
|Students will be specifically taught about the Equality Act 2010 and the protected characteristics through personal development sessions.|
|Improve our knowledge and understanding of discriminatory behaviours within our organisation.||Our Personal, Social, Health and Economic (PSHE) education lead will also be our Diversity Champion and they will ensure there is one event per term that aims to improve staff and students’ knowledge about discrimination.|
|Our diversity champion will deliver training for all staff on the Equality Act 2010 and reasonable adjustments and this will form part of the new staff induction.|
|Our E-ACT Ambassadors Group will work with our PSHE lead and student council to help us with a questionnaire to find out about whether staff, families and students feel there is discriminatory behaviour that we don’t know about or haven’t noticed.|
|CPOMS will have clear separate categories for discrimination against the nine protected characteristics.|
|We will log all discriminatory behaviour against any of the protected characteristics to enable us to monitor and identify any areas of concern where more education is needed for staff, students or families.|
|Equality of opportunity: prepare students for life in a diverse society in which students are able to see their place in the local, regional and national and international community.||We will ensure that visitors invited to speak to the students represent a diverse range of individuals.|
|Weekly reflection sessions for students will give insight into wider global issues and allow enquiry into issues around diversity and discrimination.|
|E-ACT Passport activities will provide students with the opportunity to experience wider life experiences away from the academy in order for students to visualise their possible future life choices.|
|A range of local, national and international charity and raising awareness events throughout the year are carefully selected and delivered in order for students to gain an insight into the wider communities and the possible issues they face.|
|Improve our experiences available to our students to ensure opportunities and access for all.||We will make sure that all our students, regardless of disability, gender, race, religion, gender reassignment, sexual orientation, pregnancy or age have equal opportunities in taking part in extra-curricular activities. We will collect information about those attending to evaluate representation and accessibility.|
|We will actively look at ways of tackling any barriers that prevent accessibility. We will regularly obtain the views of all students, particularly those with Education Health and Care Plans (EHCP) and physical disabilities, to ensure that we are meeting their needs and making any necessary adjustments.|
Equality and Diversity Objectives and plans
Equalities Action Plan 2020-2024
The Equality Act 2010 requires schools to publish specific and measurable equality objectives. Our equality objectives are based on the analysis of our data and other evidence. Our equality objectives focus on those areas where we have agreed to take action to improve equality and tackle disadvantages. We will regularly review the progress we are making to meet our equality objectives.
|Equality Objectives: 2020 -2021 to 2023 – 2024
|1. Improve our knowledge and understanding of discriminatory behaviours within our organisation.||CPOMs data shows that we have high levels of discriminatory behaviours||Weekly assemblies with a focus on diversity and understanding racism.
Planning events throughout the year.
|Year 1 Issues are covered through lessons (Cornerstones/PSHE), assemblies and staff CPD.
Year 2 Children and staff have a good understanding of equality, diversity and racism.
Year 3 Children demonstrate a good understanding of different religions and cultures through work in books, assemblies and discussions.
|End of Year 4:
The school vision and values promote respect for the differences at Willenhall.
|Students voice shows that students don’t have exposure to other beliefs and religions
|Curriculum overview and RE scheme of work to be monitored to ensure coverage.
Plan and celebrate Black History Month, International celebration and cultural festivals.
Extend visitors to assemblies to include a range of faiths.
|Identify opportunities in the Cornerstones curriculum to look at other cultures/countries.
Study famous people from ethnic minorities with a variety of abilities and celebrate their diversity
|2. Improve our experiences available to our students to ensure opportunities and access for all.|| We have an increasing cohort of EAL students in the academy and an increasing number of parents who don’t speak English
|Tours for families of all children offered.
Early assessment completed by to identify need
Specific planning by EAL co Ordinator and interventions run by TA to help child progress.
students to be a given a class buddy who is a good role model of the English language.
|Year 1: New pupils are supported and make good progress in a term. Pupils have a positive transition to Willenhall
Year 2: Gap narrowed in specific year
groups and subjects (as
identified through data analysis).
Year 3: Behaviour incidents will reduce across the school, especially with boys.
Students will have positive interactions in class and during social time
|End of Year 4: children have a positive experience of academy life|
|Pupil premium students have lower reading ages and achive less in English and maths||Monitor the achievement of Pupil Premium pupils.
Plan and deliver interventions to address gaps in learning as identified through on-going
diagnostic assessment. (coachbright)
|Year 1: Behaviour incidents will reduce across the school, especially with boys.
Year 2: Timetable for PP interventions based on need.
Year 3: Gap reduced between PP and non PP
|Equality of opportunity: prepare students for life in a diverse society in which students are able to see their place in the local, regional and national and international community.||Lack of opportunities for students to take part in decision making in the academy.||AHT to recruit a group of students passionate about equality
Identify opportunities in the Cornerstones curriculum to look at other cultures/countries.
Study famous people from ethnic minorities with a variety of abilities and celebrate their diversity.
|Year 1: students have regular input into the curriculum, assemblies, promotion of key topics across the academy
Year 2: Issues are covered through lessons, assemblies and staff CPD.
Year 3: The school vision and values promote respect for the differences at Willenhall.
|Year 4: students demonstrate a good understanding of different religions and cultures through work in books, assemblies and discussions. Greater understanding and respect of differences