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Bedgrove Junior School

An Academy of the Great Learners Trust

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Equality and Inclusion

Inclusion

We are an inclusive school and pride ourselves on the opportunities that are given to all of our pupils.

 

Every pupil within our school should expect the highest standards of teaching and learning leading to good outcomes for all.  All of our pupils have the responsibility to be active and engaged learners, showing excellent behaviour at all times whilst showing respect and tolerance for their peers and the staff that work with them.

 

Every single one of our pupils is exposed to a broad and balanced school curriculum that is supplemented by trips and visitors each term. Work is tailored appropriately to meet pupils needs and pupils will always be challenged to achieve their very best in every lesson.  All pupils have the opportunity to engage in a wide range of extra -curricular activities and opportunities.  

 

Pupils are taught through our curriculum, but in particular during our Healthy Minds sessions and our RE  days about different religions and key values.  Through this they develop mutual respect and understanding for all adults within the school and their peers. School values are taught alongside British values and pupils are rewarded for showing these values in and around the school.

Equality - How do we comply with the Public Sector Equality Duty?

 

 1. Aims

Our school aims to meet its obligations under the public sector equality duty by having due regard to the need to:

  • Eliminate discrimination 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 characteristics – between people who share a protected characteristic and people who do not share it

 

2. Legislation and guidance

This document meets the requirements under the following legislation:

 

This document is also based on Department for Education (DfE) guidance: The Equality Act 2010 and schools.  

 

3. Roles and responsibilities

The local governing board will:

  • Ensure that the equality information and objectives as set out in this statement are published and communicated throughout the school, including to staff, pupils and parents, and that they are reviewed and updated at least once every four years
  • Delegate responsibility for monitoring the achievement of the objectives on a daily basis to the headteacher.

 

The headteacher will:

  • Promote knowledge and understanding of the equality objectives amongst staff and pupils
  • Monitor success in achieving the objectives and report back to governors

 

All school staff are expected to have regard to this document and to work to achieve the objectives.

 

4. Eliminating discrimination

The school is aware of its obligations under the Equality Act 2010 and complies with non-discrimination provisions.

 

Where relevant, our policies 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.

 

New staff receive training on the Equality Act as part of their induction, and all staff receive refresher training every September.

 

5. 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 minimising disadvantages suffered by people which are connected to a particular characteristic they have (e.g. pupils with disabilities, or gay pupils who are being subjected to homophobic bullying)
  • Taking steps to meet the particular needs of people who have a particular characteristic (e.g. 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 societies)

 

In fulfilling this aspect of the duty, the school will:

  • Collect 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 (for example through IDSR and in school data tracking)
  • Make evidence available identifying improvements for specific groups
  • Publish further data about any issues associated with particular protected characteristics, identifying any issues which could affect our own pupils

 

6. 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 and personal, social, health and economic (PSHE) education (Healthy Minds), 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.
  • 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 organising school trips and activities based around the local community
  • All pupils are encouraged to participate in the school’s activities, such as sports clubs. We also work with parents to promote knowledge and understanding of different cultures
  • We have developed links with people and groups who have specialist knowledge about particular characteristics, which helps inform and develop our approach

 

7. Engagement

When deciding what to do to tackle equality issues, the school will consult and engage both with people affected by the decisions – parents, pupils, staff, members of the local community – and with people who have specialist knowledge which can inform the schools approach, such as disability equality groups and other relevant special interest organisations. 

 

8. 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 disabilities
  • Has equivalent facilities for boys and girls

 

The Head Teacher will update the equality information we publish, at least every year.

 

This document will be reviewed by Governing Board at least every 4 years.

 

BJS Equality Objectives - Updated September 2021

  • Objective 1 - Ensure all pupils within our school achieve their very best by continuing to regularly analyse pupil data to ensure early identification of trends or areas of concern, with a particular focus on pupils within vulnerable groups. Ensure this analysis is regularly shared with all staff and governors and that action is taken to address any concerns or under achievement.

 

  • Objective 2 - Ensure all staff and governors complete appropriate training to ensure they maintain currency on Equality and Diversity which will allow them to fulfil their role fully.

 

  • Objective 3 - Ensure that the recognition for Bedgrove Junior School through the completion of the Rights Respecting School Award Scheme (Apr 2020) continues to allow a focus on teaching children to consider different perspectives and to celebrate and value diversity, in order to prepare pupils as good citizens and for their future.
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