Equality Objectives

Equality Information and Objectives

Public Sector Equality Duty

Public Sector Equality Duty
The Equality Act 2010 requires us to publish information that demonstrates that we have due regard for the need to:
• Eliminate unlawful discrimination, harassment, victimisation and any other conduct 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 between people who share a protected characteristic and people who do not share it.

Flintham Primary School is an inclusive school where we focus on the well-being and progress of every child and where all members of our community are of equal worth.

We believe that the Equality Act provides a framework to support our commitment to valuing diversity, tackling discrimination, promoting equality and fostering good relationships between people. It also ensures that we continue to tackle issues of disadvantage and underachievement of different groups.

Our approach to equality is based on the following key principles:

1. All learners are of equal value
2. We recognise and respect difference
3. We foster positive attitudes and relationships and a shared sense of cohesion and belonging.
4. We observe good equalities practice in staff recruitment, retention and development.
5. We aim to reduce and remove inequalities and barriers that already exist.
6. We have the highest expectations of all our children.

Advancing equality of opportunity between people who share a protected characteristic and people who do not share it

We advance equality of opportunity by:

• Using the information we gather to identify underachieving groups or individuals and plan targeted intervention
• Ensuring participation of parents/carers and pupils in school development
• Listening to parents/carers
• Listening to pupils at all times

 

Fostering good relations across all characteristics – between people who share a protected characteristic and people who do not share it

We foster good relations by:

• Ensuring that Flintham Primary is seen as a community school within our local community
• Ensuring that equality and diversity are embedded in the curriculum and in collective worship.

Equality Objectives

At Flintham Primary School, 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.

FPS EQUALITY OBJECTIVES 2023-27 and beyond
Objective	Action Steps	Success criteria	Resources	Timescale	Monitoring
To provide opportunities to raise standards for children with protected characteristics (GRT, EAL, SEND etc) and disadvantaged children.	Plan support using pupil premium and SEND funding.   Ensure all children have the same opportunities within the curriculum.   Liaise with outside agencies for supporting children with disabilities, SEND and medical conditions.	All children have the same opportunities within the curriculum. Children meet individual, end of year targets.	External funding   SENDCo time   Pupil premium champion	Ongoing – termly basis and updated every four years in line with statutory requirements.	Termly monitoring of progress data.   Class Teachers   SENCO   Headteacher
Celebrate cultural diversity in Modern Britain and increase pupil awareness and understanding.	Displays about British Values, school values and protected characteristics around school to share and celebrate everyone’s uniqueness. Assemblies that celebrate different cultures e.g. GRT month, Black History month and inclusivity and empathy. Ensure the curriculum develops a cultural capital for all the children. PSHE SCARF curriculum discretely covers difference and diversity. Making children aware that they should speak up and report.	Displays around school increase pupil’s awareness and understanding of their differences. Pupil voice shows increased understanding of different cultures (annual survey). Children can identify different cultures within Britain and how they are represented in our area. Number of incidents reported from children are reduced.	Display materials     Assemblies   Curriculum SCARF PSHE curriculum	Refresh annually and updated every four years in line with statutory requirements. Ongoing Ongoing – staff reviewing the curriculum termly	Subject leaders monitoring of the curriculum. Children are able to correctly identify prejudice -based incidents and how to respond and report. LGB – updated through Head Teacher’s report.
To ensure staff are aware of the school’s procedure for dealing with prejudice-based incidents.	Procedures for adding PBI on CPOMS are shared with staff and are reminded during briefing notes and staff meetings. CPD provided as issues arise. Lunchtime staff who do not have access to CPOMS are aware to report any PBI. These will be added to CPOMS by a DSL. Staff clear of their responsibilities relating to prejudice-based incidents Any recorded incident of PBI will be followed up with an action.	All staff clear on their duty and responsibilities. The number of incidents are reduced.	CPOMS   CPD and training.	Full reminder at yearly training day. Ongoing updates in staff meetings.	Reported back to LGB via HT report
Embed the RSHE curriculum (through SCARF) ensuring we are guided by the principles of equality and recognise and challenge prejudiced behaviours.	Staff awareness of protected characteristics. Staff to teach RSHE curriculum as part of the PSHE curriculum using SCARF. Staff training based on scenarios and agreement on what would an appropriate response be.	All staff clear on what is a prejudice-based incident and the next steps they should take. The RSHE curriculum is taught through SCARF PSHE curriculum. Parents and carers aware of school policy regarding RSHE and able to support their child’s learning. Children better equipped to make and maintain relationships with others and to feel good about themselves and the choices they make. This involves helping children to gain knowledge, develop skills and form positive beliefs and attitudes.	Staff meeting time   Scenarios   RSHE curriculum through SCARF Parent survey RSHE policy	Annual CPD training   Ongoing   Annual parent survey	Repeat at subsequent staff meeting – are staff able to correctly identify prejudice-based incidents? Subject leaders monitoring the curriculum. Head Teacher

Equality Information (Updated Annually)

At Flintham Primary School, we use a range of information to ensure we are meeting our duties under the Equality Act 2010 and supporting all pupils to achieve well. This information is reviewed annually by the Senior Leadership Team and shared with the Local Governing Body.

School Context

• Total number of pupils on roll: 57
• Percentage of pupils with SEND:  %
• Percentage of pupils eligible for Pupil Premium:   %
• Percentage of pupils with English as an Additional Language (EAL): 2%
• Ethnic diversity of the school: Predominately White British, with a small number of children from other ethnic backgrounds, including Eastern European and Gypsy, Roma Traveller.

Attainment and Progress

We analyse attainment and progress data for different groups of pupils, including:

• Pupils with SEND
• Pupils eligible for Pupil Premium
• Boys and girls
• Pupils from different ethnic backgrounds

Summary of current position:

• Pupils with SEND: Children with SEND make expected progress from their starting points, with targeted support and individual curriculums in place where required.
• Disadvantaged pupils: Children are making progress from their starting point.
• Gender: There are no significant gaps across subjects.

Where gaps are identified, targeted interventions and support strategies are implemented and reviewed termly.

Attendance

We monitor attendance for different groups to ensure equity:

• Whole school attendance:  94.3%
• Pupils with SEND:   %
• Disadvantaged pupils:  %

Actions are taken to support families where attendance is below expected levels in line with our attendance policy.

Behaviour and Inclusion

• Number of recorded prejudice-based incidents (PBI):  0%
• Number of suspensions/exclusions:  0%

All incidents are recorded, monitored and followed up. Patterns or trends are analysed, and appropriate actions are taken, including support for pupils and staff training.

Participation and Wider Opportunities

We review participation in:

• Clubs and extracurricular activities
• Educational visits and residentials
• Pupil leadership roles

Summary:

• All groups are well represented in extracurricular activities.
• Pupil premium funding provided ensures disadvantaged pupils can access trips and clubs.

Staffing and Training

We ensure:

• Staff receive regular training on safeguarding, equality and inclusion.
• Staff understand how to identify and respond to prejudice-based incidents.
• Recruitment and retention processes follow equal opportunities principles.

Review

This information is reviewed annually to:

• Identify any emerging gaps or trends
• Inform school improvement planning
• Shape future equality objectives

Accessibility Information and Objectives 2025-2028

Vision Statement

Under the Equality Act 2010 schools should have an Accessibility Plan. The Equality Act 2010 replaced all existing equality legislation, including the Disability Discrimination Act. The effect of the law is the same as in the past, meaning that “schools cannot unlawfully discriminate against pupils because of sex, race, disability, religion or belief and sexual orientation”. According to the Equality Act 2010 a person has a disability if:

• He or she has a physical or mental impairment, and
• The impairment has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.

 

The Accessibility Plan is listed as a statutory document of the Department for Education’s guidance on statutory policies for schools. The Plan will be reviewed every 3 years or where operational needs dictate and approved by the Governing Body. The review process can be delegated to a committee of the Governing Body, an individual or the Head. At Flintham Primary School the Plan will be monitored by the Head teacher and evaluated by the Governing Body. The current Plan will be appended to this document.

 

At Flintham Primary School we are committed to working together to provide an inspirational and exciting learning environment where all children can develop an enthusiasm for life-long learning. We believe that children should feel happy, safe and valued so that they gain a respectful, caring attitude towards each other and the environment both locally and globally.

Aims: 

 

Our Aims are: 

• Increase access to the curriculum for pupils with a disability, medical condition or other access needs.
• To improve the physical environment of the school to increase the extent to which pupils, staff and other members of the school community with a disability, medical condition or other access needs can access education and associated services.
• Improve the delivery of information to pupils, staff, parents/carers and other members of the school community.

 

• The Accessibility Plan will be used to advise other school planning documents and policies and will be reported upon annually in respect of progress and outcomes.

The Accessibility Plan should be read alongside the school’s Equality Information and Objectives (2023–2027), with both documents working together to reduce barriers and improve outcomes for pupils with disabilities and other protected characteristics. Both of these documents will be published on our school website.  We understand that the Local Authority will monitor the school’s activity under the Equality Act 2010 (and in particular Schedule 10 regarding Accessibility) and will advise upon the compliance with that duty. The Accessibility Plan will be published on the school website. The Accessibility Plan will be monitored through the Local Governing Body meetings. The school will work in partnership with Equals Trust in developing and implementing this Accessibility Plan. The Accessibility Plan may be monitored by Ofsted during inspection processes in relation to Schedule 10 of the Equality Act 2010.  Particular attention is given to pupils with disabilities as defined under the Equality Act 2010, ensuring that barriers to access are identified and reduced through reasonable adjustments and inclusive practice.

 

• Flintham Primary School is committed to providing an environment that enables full curriculum access that values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to adhering to the principles of the Equality Act 2010 with regard to disability and to developing a culture of inclusion, support and awareness within the school.

The Flintham Primary School Accessibility Plan relates to the key aspects of physical environment, curriculum and written information:

• Increase access to the curriculum for pupils with a disability, adapting the curriculum as necessary. This includes teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or schools visits – it also covers the provision of specialist or auxiliary aids and equipment, which may assist these pupils in accessing the curriculum within a reasonable timeframe (If a school fails to do this they are in breach of their duties under the Equalities Act 2010).
• Improve and maintain access to the physical environment of the school, adding specialist facilities as necessary – this covers improvements to the physical environment of the school and physical aids to access education within a reasonable timeframe;
• Where needed, adapt the delivery of written information to pupils, staff, parents and visitors with disabilities; examples might include adaptations to hand-outs, timetables, textbooks and information about the school and school events; the information should be made available in various preferred formats within a reasonable timeframe.

• Whole school training will recognise the need to continue raising awareness for staff and governors on equality issues with reference to the Equality Act 2010.
• This Accessibility Plan should be read in conjunction with the following school policies, strategies and documents:
  • Health & Safety Policy
  • Special Educational Needs Policy
  • Medical Needs Policy
  • Off site visits and journeys guidance

• The Accessibility Plan for physical accessibility relates to the Access Audit of the School, which remains the responsibility of the governing body. It may not be feasible to undertake all of the works during the life of this accessibility plan and therefore some items will roll forward into subsequent plans. An accessibility audit will be completed by the school prior to the end of each period covering this plan in order to inform the development of a new Accessibility Plan for the ongoing period.
• Equality Impact Assessments will be undertaken as and when school policies are reviewed. The terms of reference for all governors’ committees will include the need to consider Equality and Diversity issues as required by the Equality Act 2010.

 

The priorities within this plan are informed by ongoing analysis of pupil needs and equality information.

 

Current good practice – We gather information about any disability or health condition in early communications with parents and carers of children who are new to school. For parents and carers of children already at the school, we ask parents to keep the school informed of any changes to the information they have provided.

Physical Environment  – Disabled pupils participate in extra-curricular activities. Some aspects of extracurricular activities present particular challenges, for example lunch and break times for pupils with social/interaction impairments, afterschool clubs for pupils with physical impairments and school trips for pupils with medical needs, however all reasonable adjustments are made to support as full an involvement as possible.

Curriculum – Through planning for individual need, we aim to provide as inclusive an approach as practically possible. Some areas of the curriculum present particular challenges, for example: PE for pupils with a physical impairment, however all reasonable adjustments are made to support as full an involvement as possible. We seek advice and support from the relevant professionals in order to ensure that we have made adequate and reasonable adjustments.

Information –  Different forms of communication are made available as needs are identified to enable all disabled pupils to express their views and to hear the views of others. Access to information is provided in a range of different formats available for disabled pupils, parents and staff as needed.

Access Audit – The school is housed in a one storey building. All entrances to the school are either flat or ramped and all have wide doors fitted. The main entrance features a secure lobby and is fully accessible to wheelchair users. The school does not have any dedicated visitor parking, although a disabled parking space is in our school car park. Visitors to the school use on-street parking. There are disabled toilet facilities and a disabled shower available in the foyer of the main building. These are fitted with a handrail and a pull emergency cord. The school has internal emergency signage and escape routes are clearly marked. Personalised evacuation plans are put in place as required.

Management, coordination and implementation and review

• We consult with other professionals and services when new situations regarding pupils with disabilities are experienced.
• The Governors and Senior Leadership Team will consult closely with Equals Trust.
• We work closely with parents to consider their children’s needs.
• The policy is reviewed annually and/or as children’s needs change.
• The annual review is then shared with staff.
• We make links with other schools to share best practice through regular SEND Springboard meetings and other communications as needed.

 

Complaints – The school works, wherever possible, in partnership with parents to ensure a collaborative approach to meeting pupils’ needs. If there are any complaints relating to the provision for pupils with access needs these will be dealt with in the first instance by the Headteacher. The SEND governor or Chair of Governors may be involved if the complaint is not resolved satisfactorily.

 

Current good practice – We gather information about any disability or health condition in early communications with parents and carers of children who are new to school. For parents and carers of children already at the school, we ask parents to keep the school informed of any changes to the information they have provided.

Physical Environment  – Disabled pupils participate in extra-curricular activities. Some aspects of extracurricular activities present particular challenges, for example lunch and break times for pupils with social/interaction impairments, afterschool clubs for pupils with physical impairments and school trips for pupils with medical needs, however all reasonable adjustments are made to support as full an involvement as possible.

Curriculum – Through planning for individual need, we aim to provide as inclusive an approach as practically possible. Some areas of the curriculum present particular challenges, for example: PE for pupils with a physical impairment, however all reasonable adjustments are made to support as full an involvement as possible. We seek advice and support from the relevant professionals in order to ensure that we have made adequate and reasonable adjustments.

Information –  Different forms of communication are made available as needs are identified to enable all disabled pupils to express their views and to hear the views of others. Access to information is provided in a range of different formats available for disabled pupils, parents and staff as needed.

Access Audit – The school is housed in a one storey building. All entrances to the school are either flat or ramped and all have wide doors fitted. The main entrance features a secure lobby and is fully accessible to wheelchair users. The school does not have any dedicated visitor parking, although a disabled parking space is in our school car park. Visitors to the school use on-street parking. There are disabled toilet facilities and a disabled shower available in the foyer of the main building. These are fitted with a handrail and a pull emergency cord. The school has internal emergency signage and escape routes are clearly marked. Personalised evacuation plans are put in place as required.

Management, coordination and implementation and review

• We consult with other professionals and services when new situations regarding pupils with disabilities are experienced.
• The Governors and Senior Leadership Team will consult closely with Equals Trust.
• We work closely with parents to consider their children’s needs.
• The policy is reviewed annually and/or as children’s needs change.
• The annual review is then shared with staff.
• We make links with other schools to share best practice through regular SEND Springboard meetings and other communications as needed.

 

Complaints – The school works, wherever possible, in partnership with parents to ensure a collaborative approach to meeting pupils’ needs. If there are any complaints relating to the provision for pupils with access needs these will be dealt with in the first instance by the Headteacher. The SEND governor or Chair of Governors may be involved if the complaint is not resolved satisfactorily.

Action Plan

Aim 1: To increase the extent to which disabled pupils can participate in the school curriculum. Our key objective is to reduce and eliminate barriers to access to the curriculum and to ensure full participation in the school community for pupils, and prospective pupils, with a disability, medical condition or other access needs. Provision may include: Liaison with specialists, CPD for staff, a differentiated curriculum, specialist resources to support learning and access to the curriculum, a range of support staff including trained teaching assistants and access arrangements in place for statutory testing
Targets	Strategies	Timescales	Responsibilities	Success Criteria
To liaise with parents to prepare for the new intake of children into Early Years and Foundation Stage each year	To identify pupils who may need adapted or additional provision	Termly for Early Years Spring-Summer for reception intake	EYFS Team and SENCo	Provision set in place ready for when the child/ren start school
To liaise with educational establishments to prepare for the intake of new children who transfer within year	To identify pupils who may need adapted or additional provision	On going as need rises	HT and SENCo	Provision set in place ready for when the child/ren start school
To review policies to ensure that they reflect inclusive practice and procedure	To comply with the Equality Act 2010	On going	SLT and Governors	All policies clearly reflect inclusive practice and procedure
To establish and maintain close liaison with parents	To ensure collaboration and information sharing between school and families.	On going	SLT and all teaching staff	Clear collaborative working approaches through regular meetings, risk assessment reviews, provision reviews and action planning
To establish and maintain close liaison with outside agencies for pupils with additional needs	To ensure collaboration between all key personnel.	Ongoing	SLT/SEND lead, all teaching staff and outside professionals	Clear collaborative working approaches through regular meetings, risk assessment reviews, provision reviews and action planning
To include pupils with a disability, medical condition or other access needs as fully as possible in the wider curriculum including trips and residential visits as well as extra-curricular provision.  Create personalised risk assessment for individuals.	Ongoing assessments and access plans for individual children. Liaise with external agencies, identifying training needs and implementing training where needed. Ensure that actions, including emergency evacuation procedures, are clear and that staff are capable of carrying them out.	On going	SLT, SENCo  and all      , teaching staff and extra-curricular service providers, educational visits settings	Evidence of increased participation of pupils with disabilities in trips, clubs and wider curriculum activities.
Aim 2: To improve the physical environment of the school to increase the extent to which pupils with a disability, medical condition or other access needs can access education and associated services.
To keep all children safe within the boundaries of the school and eliminate the possibility of pupils leaving the school unsupervised Security measures in place: –       Key pads for rooms identified for staff e.g. kitchen and access routes, such as main entrance doors Monitor perimeter fencing to ensure children are secure.	–       Walk around the site and make a list of all potential flight areas –       Contact NCC Access Officer from ICDS to survey the grounds and write report –       Consider costings and grants available	On going	Head Teacher and Business Manager	Adaptions to perimeter fencing and gates ensure all  children have no access out of school expect for recognised entrances and exits
To improve the physical school environment	The school will take account of the needs of pupils with physical difficulties and sensory impairments when planning and undertaking future improvements and refurbishments of the site and premises, such as improved access, lighting and colour schemes, clear signage and more accessible facilities and fittings.	On going	SLT, Cleaner in charge, Governors	As full as possible inclusion for all pupils. Safe evacuation in an emergency.
Ensure that reasonable adjustments are made for pupils with a disability, medical condition or other access needs	Create personalised risk assessments and access plans for individual pupils. Liaise with external agencies, identifying training needs and implementing training where needed. Ensure that actions, including emergency evacuation procedures, are clear and that staff are capable of carrying them out.	On going	SLT, SENCo, all teaching staff and cleaner in charge	As full as possible inclusion for all pupils. Safe evacuation in an emergency.
Aim 3: Improve the delivery of information to pupils, staff, parents/carers and other members of the school community
To enable improved access to written information for pupils, parents and visitors	Create and offer information in alternative formats Access arrangements are considered and put into place for statutory testing	On going	SLT, teachers, admin team, SENCo	Evidence that information is accessible in a range of formats and that pupils and parents with disabilities can access communication effectively.
Ensure that reasonable adjustments are made for parents with a disability, medical condition or other access needs so as they can fully support their child’s education	Adopt a proactive approach to identifying the access requirements of parents and make reasonable adjustments where possible	On going	Whole school team	Evidence that appropriate considerations and reasonable adjustments have been made so that parents can fully support their time in education