Public Sector Equality Duty
Lawley Primary School Equality Statement
General Duties
Lawley Primary School is committed to meeting its public sector duties and acknowledges that we have a statutory duty to:
Eliminate unlawful discrimination, harassment and victimisation
Promote equality of access and opportunity within our school and within our wider community.
Promote positive attitudes to difference and good relationships between people with different backgrounds, genders, cultures, faiths, abilities and ethnic origins.
Specific Duties
The school has a duty to publish information. Much of the information and analysis will relate to the school improvement plan, evaluations and pupil data – we intend to use the information to improve education for all groups in the school.
At Lawley Primary School we aim to be an inclusive school and provide for equal opportunities throughout all aspects of our work and activities. We are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers, irrespective of race, gender, disability, belief, religion or socio-economic background. In order to further support pupils, raise standards and ensure inclusive teaching, we have set ourselves the following objectives:
The Senior Leadership Team and Governing Body at Lawley Primary School regularly review the progress we are making to meet our equality objectives with regard to the protected groups (race, disability, gender, gender re-assignment, age, pregnancy and maternity, marital status, religion and belief) under the Equality Act (2010).
| Targets | Success Criteria | Actions/Review | Next Steps |
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To monitor and analyse pupil achievement by race, gender and disability and act on any trends or patterns in the data that require additional support for pupils.
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Data analysis shows equality of attainment/progress for all group is good in relation to their starting points. | The progress of all groups is continually tracked. Appropriate support is targeted where necessary to ensure all make at least good progress. Analysis continues to show some Gypsy Romany Traveller (GRT) pupils under-perform when compared with peers (need to take into account SEN which may affect under-performance). Specialist GRT teacher service bought in to strengthen links between GRT communities and highlight the importance of school attendance. | Continue to identify individual pupils, target and track interventions half termly to ensure they make accelerated progress to align with peers. |
| To raise outcomes for vulnerable learners in reading, writing and maths who are not achieving age related expectations. | Groups of pupils and individuals at risk of underachievement are identified and intervention is planned and implemented. | The progress of vulnerable groups – Pupil Premium/English as an Additional Language (EAL)/GRT/Service Children/Children in Care – is tracked and pupils who are not achieving their full potential are identified and provided with support and intervention. Data shows that attainment for these groups is still an area for focus but that gaps are closing. | Continue to track and identify vulnerable pupils. Target support in order for pupils to make accelerated progress. Include social and emotional aspects of learning to overcome barriers. |
| To monitor and analyse pupil attendance statistics regularly. | Attendance improves across the whole school community including attendance for groups considered to have protected characteristics. | School attendance overall is high. Weekly meetings held between school attendance officers (NT/KR) to identify pupils whose attendance is below 90% | Continue to monitor attendance. Target support for low attenders. |
| To review levels of parental engagement in learning and school life across all activities to ensure equity and fairness in access and engagement. | Any gaps in engagement from all groups in school life have been identified and addressed. |
Review the role of the Pupil and family support officer annually to identify where support and input is needed in order to encourage parental engagement in learning and school life across all activities.
Identify parents and carers of PPG children that do not attend parent consultations or school events. Pupil and family support officer to make contact with these parents to encourage involvement and offer support if needed. |
Review the role of the PEO annually to identify where support and input is needed in order to encourage parental engagement in learning and school life across all activities.
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The Senior Leadership Team and Governing Body at Lawley Primary School regularly review the progress we are making to meet our equality objectives with regard to the protected groups (race, disability, gender, gender re-assignment, age, pregnancy and maternity, marital status, religion and belief) under the Equality Act (2010).