Equalities Statement

Equalities Statement 2017

At Barrington Primary School, we are committed to ensuring equality of opportunity for all pupils, staff, parents and carers irrespective of race, gender, disability, belief, sexual orientation, age or socio-economic background. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and ability to participate fully in school life.

We tackle discrimination through the positive promotion of equality, by challenging bullying and stereotypes and by creating an environment which champions respect for all.

Our school makes all members of our community feel welcome and valued. Our vision and values promote inclusive and equality and tackle discrimination. We have high expectations for all our pupils irrespective of race, creed, gender or disability. Our equalities statement is guided by some core principles:
• We recognise and respect difference;
• We foster positive attitudes and relationships and a shared sense of community and belonging;
• We aim to reduce and challenge barriers to equality that already exist.
Equality in Teaching and learning

• All learners are of equal value; we provide all our pupils with the opportunity to succeed and to reach the highest level of personal achievement.
• We ensure equality of access for all pupils and preparing them for life in a diverse society
• We promote attitudes and values that challenge any discriminatory behaviour or prejudice
• We provide opportunities for pupils to appreciate their own culture and celebrate the diversity of other cultures
• We seek to involve all parents in supporting their child’s education
Equality in Admissions and Exclusions
Our admissions arrangements are fair and transparent and do not discriminate on the grounds of race, gender, religion, belief, disability and/or socio-economic background.
 Equal Opportunities for Staff

All staff appointments and promotions are made on the basis of merit and ability and in compliance with the law. We observe good practice in recruitment, retention and staff development
The school has a full and separate Equalities Policy. Please consult this for further details if you wish.
School information

Number on Roll and Age:
111 children between four classes
Class 1 23 R – 16 1 – 7
Class 2 25 1 - 13 2 - 10
Class 3 31 3 – 13 4 - 18
Class 4 32 5 –14 6 – 18

The school is below national average school size however the previous two year trend shows an increasing school population. 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.
 Disability

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 4 which is situated on the first floor, and the back entrance stairs to the playground.
The school’s percentage of pupils on the SEN support list (9.1) is lower than National statistics (11.6%). The school’s number of pupils with an EHCP is also lower than national (school 1.8% compared with national 2.8%)
 Gender reassignment

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

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.

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.
 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.
 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.
 Gender

In September 2017 the school population has 11.6% 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=8 B=8
Year 1 G=9 B=10
Year 2 G=5 B= 8
Year 3 G=10 B=8
Year 4 G=5 B=8
Year 5 G=8 B=10
Year 6 G=4 B=10
Total G =49 – 44.2% B= 62 -55.8%

The staff population (including site, office, support staff and kitchen staff) is significantly more female than male (8%).

There have been no exclusions since 2009.

There are some slight 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 overcome those barriers.
 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. (9.1% compared to 14.3 %) The percentage of children who are eligible for pupil premium is also lower than average (16.4%). The school deprivation figure is significantly lower than National, and has remained broadly the same for the past three years.
 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 the school’s behaviour policy and ongoing work in PSHE The school also conducts routine pupil surveys to gauge how the pupils feel about bullying in school and how we deal with it.
Our equality objectives 2017-20

General

  • To promote spiritual, moral, social and cultural development through all appropriate curricular and extra-curricular opportunities. We aim to meet this objective with particular reference to issues of equality and diversity;
  • To reduce prejudice and increase understanding of equality through direct teaching across the curriculum;
  • To move beyond deterministic notions of fixed ability and to model teaching and learning behaviours that develop a growth mindset and avoid labelling;
  • To promote cultural development and understanding through a rich range of experience, both in and beyond the school;
  • To eradicate prejudice related bullying in relation to the protected characteristics listed in the Equality Act 2010.


Specific

  • 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.
  • To ensure all our work on including parents, especially those who are less confident, is sustained and developed;
  • To sustain our focus on interventions and teaching styles that work to narrow any gap between pupil premium and non-pupil premium children; boys and girls;
  • To ensure the effective inclusion of our children who have a high level of special needs.
The next review is due in 2020