Contents

1:      Vision and Values  3

2:      School Context 4

3:      Legal Background  9

4:      Roles and Responsibilities  12

5:      Stakeholder Consultation  15

6:      Impact Assessment 16

7:      Our School’s Equality Priorities  17

8:      Action Plan  20

 

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

PasturesWayNursery school and Children’s Centre is committed to an inclusive policy which encourages good relationships, mutual understanding, and the celebration of diversity together with mutual respect and trust.  As a multi-ethnic nursery school and children’s centre we respect and value the linguistic, cultural and religious diversity of the community we serve. The school draws from a wide range of established minority ethnic communities, particularly from Asian, African Caribbean and mixed heritage families, with a small but increasing number of Eastern European families. Nearly one third of our children have English as an Additional Language and are increasing in number. We are committed to raising the attainment of all our children with due regard to their individual, social and personal circumstances.

Staff in our setting respect and nurture the individual identity of all children, and are sensitive to the specific cultural, educational, and emotional needs of children such as those with English as an additional language (EAL), Traveller children, refugees or asylum seekers. Governors and staff are committed to fairness, justice and respect in the way they behave towards each other. Everyone is aware that racism is unacceptable and will not be tolerated.

As a school, we are conscious of the vulnerability of our children at times of transfer between phases. Appropriate support and guidance are provided for parents/carers in relation to the new context in which children will learn. We seek to ensure that all children will be nurtured and supported in a safe environment. The staff and governing body at PasturesWayNursery   School and Children’s Centre are committed to actively promoting equality of opportunity and equality of access for all the stakeholders in our setting including staff, parents / carers and children. We are committed to actively challenging all forms of discrimination due to race, sex / gender, religion or belief, disability, marital status, sexual orientation, gender reassignment and age, and to preparing all our children for life in a culturally diverse society.

 

Aims

Our commitment is demonstrated through:

  • Ø Considering the impact of all our policies on different ethnic groups
  • Ø Fostering respect for all groups and individuals
  • Ø Promoting positive non-discriminatory behaviour
  • Ø Eradicating barriers in order to maximise participation and achievement of all
  • Ø Ensuring high expectations of all
  • Ø Drawing on the diverse skills of all staff and the wider community
  • Ø Ensuring representation of the wide range of heritages in our community across the curriculum, in our resources and displays
  • Ø Children will develop positive self-image and self-esteem

Objectives

  • Ø Staff will act as role models demonstrating respect and consideration for others
  • Ø Staff will be aware of the language they use and the images they could be reinforcing particularly in regard to the hidden curriculum
  • Ø Differences will be respected and celebrated
  • Ø Parents / carers will be invited to contribute to / participate in celebrations
  • Ø Staff will have a consistent approach in their work with families
  • Ø Discriminatory comments and behaviour will be challenged and recorded
  • Ø Personal, Social and Emotional Development (PSED) and the SEAL (Social and Emotional Aspects of Learning) curriculum will be used to promote positive self – image and self – esteem

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

Characteristic
    Total
Breakdown
Number of pupils 3-5 years

Number of pupils under 3 years

 

 

Total no of pupils

126

26

152

41(32%) Female 85(67%) Male

13 (50%) Female

13 (50%) and Male

 

 

Number of staff

49

47 (96%) Female 2 (4%) Male
Number of governors

10

7 (70%) Female 3 (30%) Male
Religious character 0-5   years:Christian – 86Catholic – 7

Muslim – 25

Hindu – 4

No religion – 29

Refused – 1

Total= 152 children

 

Under   3

Christian – 15

Catholic – 7

None – 4

Total = 26

Attainment on entry Info being gathered…
Mobility of school population
Pupils eligible for FME

7

Deprivation factor
Disabled staff

3

3 members of staff
Disabled pupils (SEN/LDD)

17

1 x statement, 8 x statement referral, 9 x Early Years Action plus
Disabled pupils (no SEN)

0

BME pupils3-5

 

 

 

 

 

 

 

 

 

 

Under 3

92

13

3 Indian5 Other Asian16 Pakistani

7 other mixed background

13 white (non British)

2 White Irish

9 White and Black Caribbean

17 Black African

9 Black Caribbean

2 Any other ethnic group

2 Any other Black background

0 Refused

 

1 Indian

2 Any other mixed background

3 Black Caribbean

1 White and Black Caribbean

12 White (non British)

4 Black African

1 Black

1 White and Black African

0 Refused

BME staff

10

5 Asian (2 Indian, 2 Pakastani, 1 Bangladeshi)1 Black African3 Black Caribbean

1 Polish

Pupils 3 – 5 years who speak English as an additional language

 

 

 

 

 

 

 

 

Pupils under 3 years who speak English as an additional language

 

     37

 

 

 

 

 

 

 

 

 

 

2

6 Polish 1 Arabic14 Urdu

2 Lithuanian

2 Albanian

4 Shone

2 Tamil

1 French

2 Punjabi

1 Portuguese / Spanish

1 Filipino

1 German

1 French

1 Gujarati

Average attendance rate NB: EYFS Non statutory attendanceEYFS Flexible offer
Significant partnerships,extended provision, etc. – Extended provision: open 48 weeks per year 8am-6pm, 0-5 years provision, meals cooked on premises- Children’s Centre includes outreach, health, Family Learning, counselling, stay and play-Lewsey Area Partnership

-West EYFS Cluster Group

-Creative Partnerships

– Luton in Harmony

Awards, accreditations,specialist status -Healthy Schools Status-Working towards EcoSchool   award

Current situation

Record here the existing processes and procedures that your school carries out on a day-to-day basis. Amend this part over time as the procedures and achievements change.

For example:
Disability: you could refer to your in-school policy and process used for assessing the needs of pupils with disabilities (with a cross-reference to the relevant policy document). Also record here any initiatives taken, for example, to improve school accessibility, or existing consultation processes.

Gender: record here any initiatives taken by the school which aim to improve gender-based differences in under-achievement or low aspirations. For example, curriculum or careers advice which challenges gender stereotypes and ensures the true fulfilment of potential.

Race: note here any steps your school may have taken, for example, to provide a culturally diverse curriculum that prepares children for life in a diverse society and which is representative of the rich diversity found in Britain.

Community cohesion: your school may have taken steps to better include parents from different faith groups or community groups in whole school life; or curriculum content which provides learning about different faiths. All these initiatives and achievements can be recorded here.

Can schools publish this section of the form? Yes – with care about confidentiality issues

 

The standard procedures and processes of our school – disability

We follow the general and specific duties as set out by the Equality Act 2010. We follow our statutory duty to eliminate discrimination, to advance equal opportunities, and to foster good relations by gathering qualitative and quantitative data, analysing this information through equality impact assessments and setting equality objectives on a four year basis. We will publish our data and objectives in our annual report to governors and parents and comply with relevant Luton L.A and EYFS policies.

 

We ensure gender equality in the job application process and follow council procedures. We have employed two members of staff with disabilities and one volunteer. We look after the physical, emotional and mental health of our employees through the Luton Work Life Support Service and occupational services. We have counselling services available through our children centre for parents / carers and staff to access. Our building offers equality of access, has full wheelchair access, toilet facilities for the disabled, changing facilities for children with disabilities, a Clean Room, a text phone, a hearing loop in the main office and a sensory room. We are a resourced provision for children with severe and complex needs and offer a summer holiday play scheme for children under 5 with disabilities. Parents of children with SEN parents have a weekly support group. Makaton and PECs are used around the nursery. We use a detailed developmental checklist to monitor progress of our children with severe and complex needs as the Luton EYFS assessment tracker is not adequate. We liaise with a range of schools to provide an effective and supportive transition for our children with SEN.

 

Please refer to the following policies:

  • Accessibility plan
  • SEN policy
  • Manual handling and lifting plan
  • Policy for physical interventions

 

We have the following specialist staff in place:

SENCo

Specialist teacher

LSA

Learning mentor

Part time speech and language therapist

We liaise with advisory staff from the Inclusion Team including the specialist advisory teacher for  SEN, the Social and Communication Disorders Team and the Educational Psychologist.

 

The standard procedures and processes of our school – sex / gender

We follow the general and specific duties as set out by the Equality Act 2010. We follow our statutory duty to eliminate discrimination, to advance equal opportunities, and to foster good relations by gathering qualitative and quantitative, analysing this information through equality impact assessments and setting equality objectives on a four year basis. We will publish our data and objectives in our annual report to governors and parents and comply with relevant Luton L.A and EYFS policies.

 

We acknowledge that as we are a mainly female workforce we have to work harder to identify and actively eliminate unlawful sex discrimination and eliminate harassment related to sex / gender. We record unlawful events and respond in an appropriate manner. We ensure gender equality in the job application process and follow council procedures.   Despite encouraging applications from under-represented groups, we find it difficult to recruit men into our workplace but have had more success recruiting volunteer fathers. All staff have equal rights to continuing professional development and performance management.

 

We work with children, staff and parents to challenge stereotypes across the curriculum. Our equipment and displays reflect gender equality and positive role models. Our family learning groups are open to both men and women. Our Keep Fit class is for women only for cultural reasons; our Dads and Co group attracts men into the nursery, which is traditionally viewed as a female dominated institution, and where dads are often reluctant to stay. In our assessments of children’s learning we have looked at the involvement levels and attainment of both boy and girls. On an involvement level scale 1-5 we have noticed the attainment and involvement levels of boys increase from 3.17 to 3.60 in a year. One reason for this is that we have changed our method of planning and now plan from children interests as set out in the EYFS document.

 

The standard procedures and processes of our school – race

We follow the general and specific duties as set out by the Equality Act 2010. We follow our statutory duty to eliminate discrimination, to advance equal opportunities, and to foster good relations by gathering qualitative and quantitative, analysing this information through equality impact assessments and setting equality objectives on a four year basis. We will publish our data and objectives in our annual report to governors and parents and comply with relevant Luton L.A and EYFS policies.

 

We seek to actively eliminate unlawful discrimination and monitor any racist incidents. The Headteacher is responsible for logging racist incidents on a racist incident form which is sent termly to Luton LA. The staff receive annual training on race equality and know how to recognise and report  racist incidents.

 

We profile children with EAL on admission to our nursery, log languages spoken and whether the child is new to English or an advanced bilingual. We use this information to ensure children with EAL are adequately supported with their learning, and to ensure translation is available to ease the transition process for the child and family. We collect and monitor group and individual data of attainment by ethnicity. We analyse and assess this data to measure the schools performance, our effectiveness, and to examine trends in progress and development.

 

We ensure curriculum content, resources, the classroom environment, and children centre and family learning spaces present and value a culturally diverse society. We develop students’ understanding of the wider world through our PSED and KUW curriculums. We aim to develop personal, social and cultural identities in all our children and use group time activities to support this.

 

The school recognises the value of diversity in the school staff and governing body and ensures that its recruitment policy does not discriminate against minority ethnic groups. We have set up a Polish parents support group and an Asian parents support group. We have a bilingual book library and offer bilingual support for parents from our staff who speak a range of languages or our parent volunteers who have been recruited because they speak a language not available from our diverse staff team. This year we have re-designated one of our staff as a dedicated EAL support worker providing learning support for children with EAL as we noticed that we had a dip in attainment levels of children with EAL alongside a significant increase in the number of children starting in our nursery who were new to English.

 

The standard procedures and processes of our school – community cohesion

We are aware of the importance of community cohesion in the school and as part of the wider community. We promote community cohesion and equality with regard to the Education and Inspections Act 2006, and comply with relevant Luton L.A policies and support their vision of strength in diversity and strength in unity. As a Nursery School and Children’s Centre, our aim is to support the community to achieve economic well being and make a positive contribution. Our school ethos is one of supporting people according to their need. We aim to be proactive and responsive to stated issues and to those that may be part of the hidden agenda. We have good links with the police, and the community police officer drops in regularly to support our families. We are aware of our responsibility to vulnerable children, have a safeguarding policy in place and provide our staff with regular and updated safeguarding CPD.

 

We offer a wide range of services to the community and parents are invited to contribute their views in order to help us improve our practice through a variety of mediums: a suggestion box; family learning evaluations, contacting a governor or becoming a parent governor; joining our parent forum, or joining our eco school working party. We ensure curriculum content, resources, the classroom environment, and children centre and family learning spaces present and value a culturally diverse society. We develop students understanding of the wider world through our PSED and KUW curriculums. We aim to develop personal, social and cultural identities in all our children and use group time activities to support this. We celebrate, with all our families, festivals from a range of faiths and have an RE policy in place.

 

Based on our knowledge of the context of our school we decide on 3 year action plans to promote community cohesion. These actions will be analysed on a yearly basis to ensure impact.

 

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.

The Equality Act 2010 replaced 9 major acts of parliament and almost 100 sets of regulations which had been introduced over several decades. It provides a single consolidated source of discrimination law.

The general duties are:

1. to eliminate discrimination

2. to advance equal opportunities

3. to foster good relations

 

To comply with general duty the specific duties are:

1. equality information

2. equality analysis

3. equality objectives

 

The protected characteristics in relation to schools are:

1. race

2. gender

3. disability

4. religion or belief

5. sexual orientation (in our setting most likely linked to parents or staff)

6. gender reassignment (in our setting most likely linked to parents or staff)

7. pregnancy and maternity (employment and parents – not pupils)

8. marriage and civil partnership (employment and parents – not pupils)

9. age (employment and parents – not pupils)

 

Community cohesion duty – Education and Inspections Act 2006

In addition to addressing the duties outlined above, our school is committed to taking action on other equality strands (e.g. socio-economic, ‘vulnerable’ children etc) and we will also work hard to meet the duty to promote community cohesion. We will increase our focus on helping children and young people to learn to understand others, to value diversity whilst also promoting shared values, to promote awareness of human rights and to apply and defend them, and to develop the skills of participation and responsible action. We are committed to following DfE guidance in providing:

  • teaching and curriculum provision that supports high standards of attainment, promotes common values, and builds pupils’ understanding of the diversity that surrounds them
  • lessons across the curriculum that promote common values and help pupils to value differences and challenge prejudice and stereotyping
  • a programme of curriculum-based activities whereby pupils’ understanding of community and diversity is enriched through fieldwork, visits and meetings with members of different communities
  • support for pupils for whom English is an additional language to enable them to achieve at the highest possible level in English

 

 

 

 

 

Community Cohesion Acton Plan

Priority     1 – Our School Action
Objective To plan for a culturally inclusive     curriculum by planning for culturally inclusive activity areas /     activities
Diversity strand Race
Tasks To put a checklist at the front of each     planning folderTo use this checklist when planningThe activity should:

  •     draw on children’s experiences
  •     put what we teach in a global context
  •     reflect the ethnic and linguistic     composition of children in our nursery
  •     reflect languages, knowledge and skills from     a diversity of cultures
  •     stand as part of the curriculum and not as a     separate ‘exotic’ and unusual section or add on
  •     reflect positive images of various groups
  •     raise awareness of different cultures and     challenge prejudice and stereotypes
  •     Look at similarities and differences –     highlight shared values across cultures and celebrate difference

 

Review / impact assessment Review annually – has it made a     difference in curriculum policy and environmental / resource impact     assessments?
Priority     2 – Our school
Objective To ensure there are more positive images     of race and gender in our displays, resources and activities
Diversity strand Race, gender
Tasks To look at our environmental / resources     EIA and audit and complete the actions
Review / impact assessment Review annually – has it made a     difference to our environment and resources?
Priority     3 – Our locality
Objective To use the skills, experiences and     expertise of parents and members of our local communities to promote local     pride and a sense of belonging
Diversity strand All
Tasks
  •     Re-establish links with the local emergency     services and book visits
  •     Develop more parent outdoor project days     like the twigloo day
  •     Audit parents and find out if any have     skills to offer children or for family learning activities
  •      Develop the parent self help sewing group
  •     Develop the parent self help gardening     project
  •     Increase the number of parents reading     stories in home languages
Review / impact assessment To have     monitored numbers of parents attending and to have used impact assessment     review to monitor that all sections of the community are includedTo have followed     up audit findings to find where there are gaps and create an action plan
Priority     4 – National
Objective To become a rights respecting school
Diversity strand All
Tasks To register with UNICEFTo achieve the recognition of commitment     in 6 months by Oct 2011To complete the following actions to     achieve this:

– To have     set up a representative RRSA steering group composed of adults and pupils,     to guide, promote and develop the initiative throughout the school

– To have     completed the RRSA action plan which has then been signed off by the head     teacher

– To show     we have put in place procedures for monitoring the impact of becoming a     Rights Respecting School

To have     introduced children’s rights and the RRSA initiative to the school community     – all staff, pupils, governors and parents

 

Review / impact assessment To have achieved the recognition of     commitment
Priority     5 – International
Objective Make links with nurseries in other     countries (possibly Spain)     to enable our children and staff to learn about the early years education system     in other countries and bring good practice back to our setting
Diversity strand Race, gender, disability
Tasks Find nurseries to link up withFind out if there are funding     opportunities through the British Council
Review / impact assessment To have established linksTo have exchanged ethos, philosophy and     best practice ideasTo have implemented at least one new     idea from the partnership

 

 

 

 

 

 

 

 

4:  Roles and Responsibilities

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 Jan Allen retains overall responsibility for ensuring that the action plan is delivered effectively.

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

Every term 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.

 

Responsibility for Key person
Single equality scheme Jan Allen Headteacher
Disability equality (including bullying   incidents) Helen Mumford SENCo
SEN/LDD (including bullying incidents) Helen Mumford  SENCo
Accessibility Helen Mumford  SENCo
Gender equality (including bullying   incidents) Jan Allen Headteacher
Race/ religion   and belief equality (inc racist )     incidents)cist incidents) Jan Allen Headteacher
Equality and diversity in curriculum   content Sue Moss Deputy Head / EAL cOORDINATOR
Equality and diversity in pupil   achievement Sue Moss Deputy Head / EAL
Equality and diversity – behaviour and   exclusions Jan Allen Headteacher
Participation in all aspects of school   life Jan Allen Headteacher
Impact assessment Jan Allen Headteacher
Stakeholder consultation Jan Allen Headteacher
Policy review Jan Allen Headteacher
Communication and publishing Debra King Children Centre Coordinator

Commitment to review

The school equality objectives will be aligned with the School Plan. Its implementation will be monitored within the school’s self-evaluation and other review processes as well as being updated at least annually. Following this regular impact assessment, the whole equality scheme will be reviewed at least every four years.

Commitment to publish

We are committed to sharing information about our equality data and objectives as broadly as appropriate. To this end, we will publish a summary document, plus an annual update (to governors and parents) consisting of impact assessment results, progress made, refinements, amendments and new actions. We will also publish the results of a full scheme review every four years – in which we will make proposals for future action.

 

Commitment to action

Governors will:
Policy Development
  •   Provide leadership   and drive for the development and regular review of the school’s equality objectives   and other policies
Policy Implementation
  •   Provide leadership   and ensure the accountability of the Headteacher and senior staff for the   communication and implementation of school policies
  •   Highlight good   practice and promote it throughout the school and wider community
Behaviour
  •   Provide appropriate role models for all   managers, staff and pupils
  •   Congratulate examples of good practice from   the school and among individual managers, staff and pupils
  •   Ensure a consistent response to incidents,   e.g. bullying cases and racist incidents
Public Sector Duties
  •   Ensure that the school carries out the letter   and the spirit of the statutory duties (and ensuring the provision of   ‘returns’ to the local authority)

 

Headteachers and senior staff will:
Policy Development
  •   Initiate and oversee   the development and regular review of equality objectives, policies and   procedures
  •   Consult pupils,   staff and stakeholders in the development and review of the policies
Policy Implementation
  •   Ensure the effective   communication of the policies to all pupils, staff and stakeholders
  •   Ensure that managers   and staff are trained as necessary to carry out the policies
  •   Oversee the   effective implementation of the policies and objectives
  • Hold line managers accountable for effective policy   implementation
Behaviour
  •   Provide appropriate role models for all   managers, staff and pupils
  •   Highlight good practice from departments,   individual managers, staff and pupils
  •   Provide mechanisms for the sharing of good   practice
  •   Ensure a consistent response to incidents,   e.g. bullying cases and racist incidents
Public Sector Duties
  •   Ensure that the school carries out its   statutory duties effectively

 

Line managers will:
Policy Development
  •   Respond to consultation requests by creating   opportunities for pupils and staff to share their comments, suggestions and   feedback, ensuring that all voices are heard
Policy Implementation
  •   Implement the school’s equality scheme,   holding staff accountable for their behaviour and providing support and   guidance as necessary
  •   Be accountable for the behaviour of the staff   team, individual members of staff and pupils
  •   Use informal and formal procedures as   necessary to deal with ‘difficult’ situations
Behaviour
  •   Behave in accordance with the school’s   policies, leading by example
  •   Respond appropriately to the behaviour of   pupils and staff, as a whole, and individuals (praising/challenging as   necessary)
Public Sector Duties
  •   Contribute to managing the implementation of   the school’s equality scheme

 

 

All staff: teaching and non-teaching   will:
Policy Development
  •   Contribute to consultations and reviews
  •   Raise issues with line managers which could   contribute to policy review and development
Policy Implementation
  •   Maintain awareness of the school’s current   equality policy and procedures
  •   Implement the policy as it applies to staff   and pupils
Behaviour
  •   Behave with respect and fairness to all   colleagues and pupils, carrying out the letter and spirit of the school’s   equality scheme
  •   Provide a consistent response to incidents,   e.g. bullying cases and racist incidents
Public Sector Duties
  •   Contribute to the implementation of the   school’s equality scheme

 

 

5:  Stakeholder Consultation

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 other stakeholders

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).

 

o  Disability

Governors

Parents Forum

Staff consultation

Parents of children with SEN support group

Observations / discussions with children

Speech and Language therapist

Specialist advisory teacher for SEN

Social and Communication disorders team

Educational Psychologist

o  Gender / Sexual orientation / gender reassignment

Governors

Parents Forum

Staff consultation

Dads and Co

Observations / discussions with children

o  Race / religion or belief

Governors

Parents Forum

Staff consultation

Polish parents group

Asian parents group

Observations / discussions with children

o  Community cohesion

Governors

Parents Forum

Staff consultation

Observations / discussions with children

Eco schools working party

Dieticians

A suggestion box for parents and other stakeholders to contribute ideas

Evaluation forms at the end of family learning sessions

Evaluation board for comments at the end of a nursery event

A comments book in reception

  • Pregnancy and maternity / marriage and civil partnership / age

Governors

Children’s Centre Management Committee

Staff / HR consultation

Ante natal / post natal groups including bumps to babes, baby massage, peep etc

6:  Impact Assessment

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

Impact assessment statement

All school policies will be equality impact assessed with regard to the protected characteristics at the time of review and issues arising will be carried forward into the equality action plan. Additionally, in Section 4 (Roles and responsibilities) of our equality scheme a detailed table can be found showing staff responsibilities for gathering and monitoring data on an ongoing basis. A full report of outcomes will be sent to the governors each term. An overview of the policies will be conducted on a 4 year basis with specific in depth equality impact assessments carried out when a negative impact is highlighted (see equality impact –our policies – overview sheet). Any new policy or practice will require an equality impact assessment to be done at the time and will be added to the overview sheet.

 

7:  Our School’s Equality Objectives

Refer to Toolkit Part 5.7.
This section should include information about which areas the school has identified as priority areas – and why. You must include actions for disability, race and gender, plus the four additional areas, policy review, stakeholder consultation, impact assessment and communication and publishing.

Can schools publish this section of the form? Yes, taking care to safeguard confidentiality.

Key priorities for action 2011 – 2015

Achievements to date

Disability

  • Parents support group for parents with children with SEN
  • Building improvements to our 3-5s outdoor access
  • Plans underway for a unit for pre-school children with autism
  • Dads and co  – regular monthly group / includes fathers returning with school-age children
  • Male volunteers
  • Improvements in boys attainment: On an involvement level scale 1-5 :

Gender

-2008/9: boys’ involvement levels was 3.17 average across the year

-2009/10: boys’ involvement levels increased to: 3.60 average across the year

-2008 / 9: youngest boys’ involvement levels were 2.70 average across the year

-2009/10: youngest boys’ involvement levels increased to 3.44

– One reason for this is that we have changed our method of planning and now plan from children interests as set out in the EYFS document.

Race

  • Asian parents group
  • Polish parents group
  • Bilingual book library
  • Bilingual support for parents
  • Re-designated one of our staff in September 2010 to become an EAL support worker to raise attainment in children with EAL due to a drop in involvement levels – possibly because of a significant increase in the admission of children who are new to English.

–  2008/9 Children with EAL involvement levels were: 3.67

– 2009/10 Children with EAL involvement levels dropped to: 3.36

Areas the school has identified as priority areas – and why

Priority Objective Equality Strand BackgroundWhy are we doing this? (from data /   impact assessment / curriculum equality walk etc)
1 INSET for all staff For all staff to receive equality and racist incident   training on an INSET dayFor Sue M to receive training to update, and publish the   equality policy Race To update staffStaff developmentRaising awareness
2 Monitoring attainment data relating to race To ensure children from minority ethnic groups,   particularly those with EAL make progress particularly in the areas of PSED   and CLLD Race Improve outcomes for our children with EAL
3 Monitoring attainment data relating to sex / gender To ensure both boys and girls make progress particularly   in the areas of PSED and CLLD Sex / gender Environment and resources walk
4 To ensure that all our classrooms move from neutral to   positive in the areas of race and sex / gender To improve the quality and quantity of positive images on   our walls and in our resources RaceSex / gender Environment and    resources walk
5 To ensure that our crèche and family room move from   neutral to positive in the areas of race and sex / gender To improve the quality and quantity of positive images on   our walls and in our resources RaceSex / gender Environment and resources walk
6 To make links with groups in the local community serving   minority ethnic groups To find out where local groups for our minority ethnic   groups meet and make contact with the staff / leaders to increase and improve   links with our community RaceSex Due to lack of attendance at our drop –ins for Polish   speakers and Asian parents group have been stoppedParents expressed an interest in groups that had a focus   in some kind of skill – they felt that they did not need groups just to meet   new people / drink coffee as they already do this in their own community   groups.

Children’s Centre Management Group Committee asked for   further action to explore where these local community groups are to make   links with them if possible – on the understanding they may be informal   friendship groups

7 Policy review To ensure policy is relevant and compliant All Review scheduled annually Feb 2012
8 Stakeholder consultation To find out views of stakeholders in order to progress our   action plan All Focus group on stakeholder views on race, disability, gender   / sexTo bring together as part of the process- whenever needed
9 Impact assessment To ensure that our policies and practice pursue equality All Review scheduled annually Feb 2012
10 Communication and publishing Brought to governors meeting  / publish in annual report to governors /   parents All Review scheduled annually Feb 2012

 

 

8:  Action Plan

Refer to Toolkit Part 5.8.
Identify objectives for each priority area. List your planned tasks, when they will be completed and the members of staff responsible. Make sure there are objectives for at least, disability, gender and race.

Can schools publish this section of the form? There is no requirement to publish the details of your Action Plans – just to demonstrate that action has been taken. So, sharing your objectives and, later on, your achievements, will normally be enough.

Including   equality objectives1
Priority issue and objective – For all staff to receive equality and racist incident   training on an INSET day- For Sue M to receive training to update, and publish the   equality policy
Diversity strand Race
Tasks Detail Responsibility: Sue Moss
4.1.11 INSET for all staff on race equality and racist   incidents provided by Rosalind Paul (Equality and diversity team)
21.10. 10 and 9.3.11 support from Rosalind Paul (Equality and diversity team)
to write and publish school equality scheme
Review/impact assessment Evaluation at the end of each training sessionPolicy to be written and published

 

2
Priority issue andobjective To ensure children from minority ethnic groups,   particularly those with EAL make progress particularly in the areas of PSED   and CLLD
Diversity strand Race
Tasks Detail Responsibility Jan Allen / Team     Leaders
Team Leaders to upload children’s progress information   from trackers on to progress data spreadsheet. Jan to analyse, share results and   actions to be taken
Review/impact assessment End of each term team leaders to upload dataBeginning of each term Jan to share analysis of previous   term’s data

 

3
Priority issue and objective To ensure both boys and girls make progress particularly   in the areas of PSED and CLLD
Diversity strand Sex / gender
Tasks Detail Responsibility: Jan Allen / Team Leaders
Team Leaders to upload children’s progress information   from trackers on to progress data spreadsheet. Jan to analyse, share results   and actions to be taken
Review/impact assessment End of each term team leaders to upload dataBeginning of each term Jan to share analysis of previous   term’s data

 

 

4
Priority issue and objective To ensure that all our classrooms move from neutral to   positive in the areas of race and sex / gender
Diversity strand Race and sex / gender
Tasks Detail Responsibility: Sue Moss
To improve the quality and quantity of positive images on   our walls and in our resources
Thought shower session on how / where to obtain materialsBudget considerations to be discussed
Review/impact assessment June 2011 – Environment and resources walk review  / SLT, Team Leader and Staff Meeting review   meetings

 

5
Priority issue and objective To ensure that our crèche, family room and work spaces   move from neutral to positive in the areas of race and sex
Diversity strand Race and sex / gender
Tasks Detail Responsibility: Family Worker
To improve the quality and quantity of positive images on   our walls and in our resources
Information to be shared with SLT and team leaders.Thought shower session on how / where to obtain materialsBudget considerations to be discussed
Review/impact assessment June 2011 – Environment and resources walk review  / SLT, Team Leader  review meetings

 

6
Priority issue and objective To find out where local groups for our minority ethnic   groups meet and make contact with the staff / leaders to increase and improve   links with our community
Diversity strand Race and sex / gender
Tasks Detail Responsibility: Sue M and Ezra
To survey Polish speakers and Asian parents to find out   what type of group they would be interested in attending hereTo find out if there are any local community groups that   already support these groups of parents that we could make a link with. To   report back to the Children’s Centre Management Group Committee

 

Review/impact assessment June 2011 – To report back to the Children’s Centre   Management Group Committee

 

7
Priority issue and objective To review the equality policy
Diversity strand All
Tasks Detail Responsibility: Jan Allen
Ensure policy is relevant and compliant
Review/impact assessment Review scheduled annually Feb 2012

 

8
Priority issue and objective Stakeholder consultation
Diversity strand All
Tasks Detail Responsibility: Jan Allen
Find out views of stakeholders in order to progress our   action plan
Review/impact assessment -Focus group on stakeholder views on race, disability,   gender / sex-Bring together as part of the process- whenever needed

 

9
Priority issue and objective Impact assessment
Diversity strand All
Tasks Detail Responsibility: Jan Allen
To ensure that our policies and practice pursue equality
Review/impact assessment Review scheduled annually Feb 2012

 

 

 

 

 

 

 

10
Priority issue and objective Communication and publishing
Diversity strand All
Tasks Detail Responsibility: Jan Allen
Brought to governors meeting  / publish in annual report to governors /   parents
Review/impact assessment Review scheduled annually Feb 2012