01223 71 22 73
  01223 71 22 73

Equalities Legislation

School Information (2012)

Barrington Primary School is aware of the requirements of The Act and we are determined to comply with the non-discrimination provisions.  Mrs Catterson attended an equalities Conference held by the local authority to ensure that the school is completely up to date with the requirements and duties set out by The Act. The teachers and a group of governors met to conduct the Equalities Review, write our new school policy and draw up our equalities objectives.

Barrington Primary School is committed to advancing equality of opportunity, in particular, by:
(a) removing or minimising disadvantages suffered by people which are connected to a particular characteristic they have (for example disabled pupils,);
(b) taking steps to meet the particular needs of people who have a particular characteristic (for example enabling Muslim pupils to pray at prescribed times) and
(c) encouraging people who have a particular characteristic to participate fully in any activities (for example encouraging both boys and girls, and pupils from different ethnic backgrounds, to be involved in the full range of school societies).

Our school works hard to foster good relations across all characteristics - between people who share a protected characteristic and people who do not share it.  We can demonstrate that we do this as an integral part of our school ethos through our school policies, aspects of the curriculum which promote tolerance and friendship, or which share understanding of a range of religions or cultures, the behaviour and anti-bullying policies, assemblies dealing with relevant issues, involvement with the local communities, twinning arrangements with other schools which enable pupils to meet and exchange experiences with children from different backgrounds, or initiatives to deal with tensions between different groups of pupils

Number on Roll and Age:
101 children between four classes
Class 1  17 R – 15  1 – 2   
Class 2  25 1 - 15  2 - 10
Class 3  29 3 – 12  4 - 17
Class 4  30 5 –16  6 – 14

The school is below national average school size (National 245, school 96 using 2010 data). A previous three year trend showed a declining school population, but there was an increase in 2011 data and the March 2012 school population is 101.  Stability remains slightly higher than National and is broadly the same over the last three years.

The staff profile is not representative of any age group more than another. There is a spread of ages from those commencing their professional lives, to those much further on in their careers. The school currently has 2 job share positions.
(Source: Raiseonline 2011 report)


The school has a very small number of pupils (below 10) with a physical disability, hearing or visual impairment. This number is not published as the pupils could be identified. An accessible disabled toilet is available and used by pupils with short term medical needs. There are no disabled members of staff.

The accessibility issues which could affect staff and pupils in school are the steps to the mobile classroom, class 3 which is situated on the first floor, and the back entrance stairs to the playground.
The school’s percentage of pupils at school action is broadly the same as National statistics. The school’s number of pupils with a statement or at school action plus figure is slightly higher (2.4%) than the National figure.
(Sources: Raiseonline 2011 report  and  SIMS)

Gender reassignment

No data is collated by the school about gender reassignment for the pupil or staff population.


The school population is predominantly white British, with a very small number (less than 10 pupils) from different ethnic backgrounds. This has been the case for the last 3 years. There are significantly fewer ethnic minority groups than National figures (National 26.7% school 3.9%). Only three other ethnic groups are represented in our school population; white – any other white background, mixed – any other mixed background, Asian or Asian British –any other Asian background. The school has consistently recorded and reported no racist incidents to the Local Authority since 2010. With such small numbers, it is statistically invalid to draw any conclusions about attainment and to do so would make the children identifiable.
(Sources: Raiseonline 2011 report and  SIMS)

First Language

The school population predominantly speak English as a first language with a very small number (less than 10 pupils) who have English as an additional language. There are significantly fewer EAL pupils than the National figure and this is historically the case as well. With such small numbers, it is statistically invalid to draw any conclusions about attainment and to do so would make the children identifiable.
 (Sources: Raiseonline 2011 report and  SIMS)

Religion or belief

The school population predominantly identifies their beliefs as Christian, with a very small number (less than 10 pupils) who chose to withhold this information. With such small numbers, it is statistically invalid to draw any conclusions about attainment and to do so would make the children identifiable.


In March 2012 the school population has 9% more boys than girls, but the class spilt shows that this difference only has any significant impact in Reception, where there are 9 boys to 3 girls.

Reception G=3  B=11
Year 1  G=7  B=10
Year 2  G=5  B= 5
Year 3  G=5  B=7
Year 4  G=8  B=9
Year 5  G=8  B=8
Year 6  G=9  B=5
Total  G =46% B= 55%

The staff population (including site, office, support and kitchen staff) is significantly more female than male (14%).

There have been no exclusions since 2009. Behaviour monitoring does indicate that a disproportionate percentage of minor behaviour incidents involve boys.

There are some variations in gender attainment in some subjects in some parts of the school, but the gender balance must also be taken into account when analysing trends. In order to tackle differences in attainment, gender attainment is rigorously tracked term by term in each subject. Each teacher is responsible for identifying what are the barriers to achievement and then to plan to over come those barriers.
(Sources: SIMS data 2011 report and teacher analysis)

Sexual orientation

No data about the sexual orientation of pupils, parents or staff is collected or held by the school. Were it to be communicated to the school regarding a pupil, it would be recorded in the child’s affective file.

Marriage and civil partnership

When information about changes in marital status or home circumstances is communicated to school, it is recorded in the pupil’s electronic and paper file. Any changes to contact details are recorded on the pupil’s electronic and paper file. No data is collated by the school about staff or parents’ marital status, apart from names given for home contact and information about whether letters home or reports are to be duplicated and sent to two addresses.
(Source: school admin procedures)

Pregnancy and maternity

There are currently no members of staff on maternity or paternity leave. The school has developed policies with regard to returning to work and flexible arrangements regarding emergencies relating to children, childcare and parenting.
(Source: school admin procedures)

Free School Meals (FSM) and Deprivation Indicators

The school has significantly fewer pupils that qualify for FSMs than National. There is a decline after a three year rise. The school deprivation figure is significantly lower than National, and has remained broadly the same for the past three years.

The figures below are drawn from the 2001 Census and as such may not reflect our current school population.  The data indicates that the Barrington ward has a higher percentage of adult higher education, as well as significantly higher percentage of high social class households.  The percentage of minority ethnic children in the ward is significantly lower than national figures.  The percentage of over-crowded homes is significantly lower the national figures.
(Sources: 2001 census and Raiseonline 2011 report)

Vulnerable groups

There are currently no looked after children on roll or forces children that attend the school.
(Source: school admin procedures)

Bullying and discrimination

The school has an anti-bullying policy and this is supported by an annual anti-bullying week. The school also conducts routine pupil surveys to gauge how the pupils feel about bullying in school and how we deal with it. In response to our most recent survey, the KS2 classes have very visible displays about bullying; what constitutes bullying, what you can do about bullying, how the school will respond if you are bullied and who you can talk to if you have a problem. There are visible anti-bullying posters around the school and a community board provides signposts for where else children can turn to for help.

The pupils also have regular PSHE lessons which focus on these issues, and have access to worry boxes. This is opened weekly, and issues dealt with immediately and resolution sought. Most of the issues relate to friendship and conflict.
Since January we have also been recording the nature of incidents so that we can identify any trends more effectively.
(Sources: Headteacher’s analysis of bullying incidents)

Equalities Review March 2012   

The review was carried out by 4 governors, 4 teachers and the Headteacher. The school has a wide range of evidence that demonstrates that we are fulfilling our duties with regard to The Act. The school has developed robust tracking of attainment for all pupils and the attainment of particular groups of pupils. We have also developed very strong strategies and effective support to address any disparities in the attainment and progress of different groups of pupils. Our analysis highlighted some objectives for us to work on to ensure that


1. Enhance the curriculum to include a broader range of cultural experiences for our pupils, in particular looking at meeting people from different religious and ethnic backgrounds, sharing their culture and visiting a broader range of places of worship.

2. To develop the school’s induction and integration processes and programmes for new pupils.

3. To develop analysis of behaviour logs to look for any patterns or trends and put into place any actions that stem from this.

4. To ensure that our appointment and induction processes are even more explicit in terms of the school’s approach to equality.

The next review is due in 2015


 Barrington C of E Primary School

Haslingfield Road
CB22 7RG
United Kingdom

  01223 71 22 73

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