Form Option 1: Pro-Forma Content with Portrait Action Plan

1:Vision and Values

Refer to Toolkit Part 5.1
Copy the schools vision/mission/values statements from the SEF or other relevant documents and amend as necessary. Ensure disability, gender, race and community cohesion are explicitly mentioned.

Can schools publish this section of the form? Yes

Our equality vision and the values that underpin school life

Principle 1: All learners are of equal value

We see all learners and potential learners, and their parents and carers, as of equal value:

■whether or not they are disabled

■whatever their ethnicity, culture, national origin or national status

■whatever their gender and gender identity

■whatever their religious or non-religious affiliation or faith background

■whatever their sexual identity.

Principle 2: We recognise and respect difference

Treating people equally (Principle 1 above) does not necessarily involve treating them all the same. Our policies, procedures and activities must not discriminate but must nevertheless take account ofdifferences of life-experience, outlook and background, and in the kinds of barrier and disadvantagewhich people may facein relation to:

■disability, so that reasonable adjustments are made

■ethnicity, so that different cultural backgrounds and experiences of prejudice are recognised

■gender, so that the different needs and experiences of girls and boys, and women and men,are recognised

■religion, belief or faith background

■sexual identity.

Principle 3: We foster positive attitudes and relationships, and a shared sense of cohesionand belonging

We intend that our policies, procedures and activities should promote:

■positive attitudes towards disabled people, good relations between disabled and non-disabledpeople, and an absence of harassment of disabled people

■positive interaction, good relations and dialogue between groups and communities different fromeach other in terms of ethnicity, culture, religious affiliation, national origin or national status, andan absence of prejudice-related bullying and incidents

■mutual respect and good relations between boys and girls, and women and men, and an absenceof sexual and homophobic harassment.

Principle 4: We observe good equalities practice in staff recruitment, retention and development

We ensure that policies and procedures should benefit all employees and potential employees, forexample in recruitment and promotion, and in continuing professional development:

■whether or not they are disabled

■whatever their ethnicity, culture, religious affiliation, national origin or national status

■ whatever their gender and sexual identity, and with full respect for legal rights relating topregnancy and maternity.

2:School Context

Refer to Toolkit Part 5.2
Where possible include disaggregated information, showing number and percentage for gender, race and disability.

Can schools publish this section of the form? Care should be taken when sharing information from this section. We suggest – the brief initial description and certain basic facts, e.g. numbers of pupils, staff, governors broken down by gender; school achievements; extended schools activities etc.

The characteristics of our school

A brief description of our school and its community setting

Total

• Local Partnership Arrangement with our former Extended Schools Consortium. This is successful in supporting our most vulnerable families with pupil and parenting support and counselling.
• The St. Albans Schools’ Sports Partnership enables us to provide a wide variety of sporting opportunities for our pupils
• University of Hertfordshire. We are a partnership school for trainee teachers. One member of staff is currently a trained mentor. This keeps us up to date with teacher training and furthers staff skills in monitoring and evaluating teaching and learning.
• We are part of the Wroxham Transformative Alliance. This allows us to share practice with other schools and learn from one another. Wroxham is also a teaching school that support initial teacher training and we are one of their partners in this. We are part of the School Direct Programme and our first trainee has completed her course. (completed June 2015)
• Another partner is Beechwood Park Independent Prep School. During 2013/14 a GTP trainee from Beechwood spent some time at our school and our School Direct trainee will be spending some time at Beechwood to experience a different education setting.

3:Legal Background

Refer to Toolkit Part 5.3.
Amend the wording below as necessary.

Can schools publish this section of the form? Yes

The duties that underpin our scheme

Our school is committed to meeting its public sector statutory duties as detailed below. We understand that the duties apply to service delivery and employment and staff management as well as policy development and implementation.

General Duty under the Equality Act 2010:

The purpose of this policy is to set out how our practice and policies have due regard to the need to:

-

• eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under this Act.
• advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it
• foster good relations between persons who share a relevant protected characteristic and persons who do not share it.

The Specific Duties of the Act enable schools to meet their obligations under the Public Sector EqualityDuty ( PSED)

The specific duties require schools to:

• Publish annually information quantitative and qualitative, showingcompliance with the public sector equality duty (PSED) set out in clause 149 of the Equality Act 2010.
• To set every four years one or more specific measurable equality objectives that further the aims of the equality duty.

Protected Characteristics

The Equality At 2010 protects pupils from discrimination and harassment based on protected characteristics. The protected characteristics for school provisions are:

• age (for staff only)

• disability
• ethnicity and race
• gender (sex)
• gender identity and reassignment
• pregnancy, maternity and breast feeding
• religion and belief
• sexual orientation

Disability

At Park Street we implement accessibility plans which are

aimed at:

- increasing the extent to which disabled pupils can participate inthe curriculum;

- improving the physical environment of schools to enable disabled pupils to take better advantage of education, benefits, facilitiesand services provided;

- improving the availability of accessible information to disabled pupils.

Community Cohesion

• Community Cohesion supports good practice in educating pupils/students about equality and diversity. It contributes to the school’s efforts to provide a broad, balanced curriculum.

4:Roles and Responsibilities and Publish Information

Refer to Toolkit Part 5.3.
Amend the pro-forma as necessary.

Commitment to implementation: Don’t forget to insert Headteacher name, reporting deadlines and the names and job titles of key people responsible for each area.

Commitment to action: This list is not a model list and should be amended as appropriate.

Can schools publish this section of the form? Yes, summarised as necessary.

Chain of accountability

The Board of Governors, supported by the Headteacher and staff, is responsible for ensuring the implementation of this scheme.

Commitment to implementation

Headteacher Mrs Facer retains overall responsibility for ensuring that the action plan is delivered effectively.

Every 12 months, managers and key staff will report to the Headteacher on actions and progress.

Every 12 months there will be a report on equality and diversity to the Governors meeting.

All staff are responsible for delivering the scheme both as employees and as it relates to their area of work.

Commitment to review

The school equality scheme will be aligned with the School Development Plan. Its implementation will be monitored within the school’s self-evaluation and other review processes

At Park Street we will publish information annually through providing information in the annual census to the DFE for inclusion on their website.

Commitment to action

All pupils and parents will support the school’s procedures and policies and agree to this in the home school agreement.

The school operates equality of opportunity in its day to day practice inthe following ways:

■Equality and Staff

We comply fully with legislation which protects our staff (includingteachers, teaching assistants, supervisors and student teachers) fromdiscrimination on the grounds of gender, transsexual status, race,disability, sexual orientation, religion or belief, or age. With regard todisability, we make such reasonable adjustments as are necessary to prevent a disabled person being at a substantial disadvantage incomparison with a person who is not disabled.

This includes discrimination in relation to recruitment, terms andconditions, promotions, transfers, dismissals, training and employmentpractices (such as dress codes) and disciplinary procedures.

■ We make efforts to ensure that the diversity of our workforcereflects that of our local community and wider society.

■ We will ensure the safety and well-being of our staff and act onincidents of harassment and discrimination recognising that ourstaff may be either victims or perpetrators.

■ We will provide regular training for staff to enable them to dealeffectively with prejudice-related incidents

■ Tackling discrimination and anti–bullying reporting and recordingall forms of prejudice-related incidents for example racism,homophobia, negative views of disabled people or sexism.

5:Engagement

Refer to Toolkit Part 5.5.
This section should include details of the school’s plans to consult on disability, gender and race.

Don’t forget to mention that there is a stakeholder consultation objective in the Action Plan.

Record any stakeholder consultation already carried out.

Can schools publish this section of the form? Yes

Involving our learners, parents/carers and others

Engagement – Participation and Involvement

We have welcomed the participation and involvement of people frombroad and diverse backgrounds and of different abilities.

When deciding what to do to tackle equality issues, we will consult and engage both with people affected by our decisions - parents, pupils, staff, members of the local community – and with people who have special knowledge which can inform the school’s approach, such as disability equality groups and other relevant special interest organisations.

Our school is committed to encouraging everyone to contribute to the development and review of all policies and practices affecting the life of the school and its impact within the wider community. We have involved a number of staff, pupils, parents and others with particular interests in the development of this scheme. We will continue to consult various stakeholders on this scheme and on our policies (see our Action Plan).

We have consulted widely as part of our Local Partnership of schools and amend the services we offer in response to community demand.

We encourage active involvement through:

Regularly seeking views through questionnaires, School Forum, pupil interviews and questionnaires. We provide feedback on the outcomes of the consultations.

Written communication such as newsletters, the school website and curriculum information guides.

Open evenings

Consultation evenings

Attendance at and participation in assemblies, concerts, productions and sports events

Parent, church and community representation on the Governing body.

PSSA events

Parental and community help in school, at clubs and on school trips.

6:Using information – Equality Impact Assessment, data and other information

Refer to Toolkit Part 5.6.
This section should include details of the school’s plans to measure the impact of its policies on disability, gender and race and other equality strands.

Don’t forget to mention that there is an impact assessment objective in the Action Plan.

Can schools publish this section of the form? We suggest sharing the broad statement as well as a summary of impact assessment plans and results as available.

Evaluating the impact in terms of the outcomes

Equality Impact Assessment(EQIAs)

EQIAs help us to ensure that there is no unlawful discrimination against certain individuals or groups and that the positive duties are promoted. It is a way to ensure we meet diverse needs of our pupils/students and staff and that diversity, equality and inclusion run through all areas of school life.

All school policies will be equality impact assessed at the time of review and issues arising will be carried forward into the equality action plan.

• We continuously self evaluate the impact of our actions through analysis from pupil progress meetings, tracking in Assessment Manager 7 and through analysis of RAISEonline.

• We collect a range of data relating to incidents of harassment and bullying including those related to racism, homophobia, disability and gender.

• We value more qualitative information which may be given to us through a variety of mechanisms. We conduct pupil voice activities on a regular basis.

• All school policies will be equality impact assessed at the time of review and issues arising will be carried forward into the equality action plan.

• We continuously self evaluate the impact of our actions through analysis from pupil progress meetings, tracking in Assessment Manager 7 and through analysis of RAISEonline.

• We collect a range of data relating to incidents of harassment and bullying including those related to racism, homophobia, disability and gender.

• We value more qualitative information which may be given to us through a variety of mechanisms. We conduct pupil voice activities on a regular basis.

7:Our School’s Equality Objectives