The Pastures Primary School

Equality Statement

The Pastures Primary School is committed to promoting equality of opportunity, eliminating discrimination and harassment, valuing diversity and promoting positive relationships. We provide an inclusive education which enables all pupils to develop their full potential, meeting the requirements of the Equality Act 2010 and the Public Sector Equality Duty (PSED).  We celebrate differences and support each other so that everyone can reach their full potential regardless of disability, ethnicity, gender, religion, belief and sexual identity.

At The Pastures Primary School, we believe that diversity is a strength which should be respected and celebrated by all those who learn, teach and visit us.

We have identified a number of specific objectives designed to promote positive attitudes towards equality and community cohesion:

• To promote diversity within the curriculum and resources with specific reference to SEND, race, religion, different family models and gender and reduce any homophobia, sexism and racism by children in school.
• To promote and practise growth mindset and resilience. There will be no public labelling of children by attainment.
• Recognise, respect and celebrate differences.
• Foster positive attitudes and relationships and a shared sense of cohesion and belonging in our diverse community.
• Observe good equalities practice in staff recruitment, retention and development.

We are committed to:

• Keeping detailed records of the academic progress being made by all pupils with protected characteristics.
• Making every effort to ensure that members of the school community with protected characteristics are treated with respect and not bullied.
• Ensuring members of the school community have access to all aspects of school life including trips, visits, participation in extended school activities, access to lunchtime and playtime, information in alternative formats, if required.
• Staff using every opportunity throughout the curriculum to explore how people can challenge stereotypes, to raise awareness and improve understanding of issues amongst pupils and staff.
• Staff taking part in regular training.
• Targeting and utilising resources effectively and efficiently to ensure that all members of the school community fulfil their potential.
• Early identification of pupils with emotional and behavioural difficulties before such difficulties lead to underachievement, disaffection and exclusion.
• Early intervention, target-setting and regular monitoring of pupils with protected characteristics.
• Using Governors’ meetings to highlight ways in which the school has enhanced the opportunities of pupils with protected characteristics.

The impact has already been seen in ensuring equality for all in our school:

• Pupils with specific disabilities have been supported, both through general and specific modifications, to experience the full range of school opportunities.
• The Accessibility Plan has informed premises developments.
• Modifications (when required) have enabled teachers to continue working when faced with disability.
• The gap between boys’ and girls’ progress and achievement is monitored closely.
• Strategies are put in place to target individuals and groups whose progress may be causing concern. This includes both boys and girls.
• Individual subject leaders are aware of the curriculum bias of schemes of work, and where appropriate ensure there is compensatory emphasis. This may be achieved on occasion through specific materials and topics, for example, boy-friendly books in English, studying texts about children with same sex parents and the regular reading of whole class texts that encompass all protected characteristics.
• Continuing Professional Development is enhancing teaching and learning, focusing on classroom strategies which promote effective learning by all pupils. We believe that good practice in engaging boys also has a beneficial impact on girls’ learning.
• The school promotes, and has achieved, the Healthy Schools Award, which encourages emotional and mental well-being as well as good physical health.  At The Pastures Primary School we have a debating programme embedded within our curriculum allowing the children to discuss and understand national and global differences and issues.  A mental health and well-being programme is delivered weekly.
• Pupils who use sexist language or exhibit gender prejudice are challenged about their attitude.
• All staff members are employed on an equal basis within employment legislation and established terms and conditions of work, are entitled to maternity or paternity leave and will be considered for career breaks, job sharing or part-time work on an equal footing.
• Expectations of behaviour, including uniform standards, are not differentiated by gender.
• Appointments to all positions is on the basis of merit.