Our Equality Statement

Pastures Way Nursery School

School Equality Scheme

Our Equality Statement

Promoting Equality and Community Cohesion

Pastures Way Nursery School is committed to ensuring equality of education as well as equality of opportunity to achieve the highest of standards for all children, staff, parents and carers receiving services from us. We do this by:

  • Taking account of children’s varied life experiences and needs
  • Offering a broad and balanced curriculum
  • Having high expectations for all children

The achievements, attitudes and well-being of all our children matter. We have an equality policy to ensure that this nursery promotes the individuality of all our children, irrespective of ethnicity, attainment, age, disability, gender or socio-economic background. 

We aim to develop a culture of community cohesion, inclusion and diversity, in which all those connected to us feel proud of their identity and able to participate fully in nursery school life.

The achievement of pupils will be monitored by race, gender and disability and we will use this data to support children, raise standards and ensure inclusive teaching. We will tackle discrimination by:

  • The positive promotion of equality, challenging stereotypes and harassment
  • Creating an environment which champions respect for all

We believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here.

We follow the Equality Act 2010 with regard to disability where two core duties apply to our early years setting:

Not to treat a child or an adult with a disability “less favourably”

To make “reasonable adjustments” for children and adults with a disability

This Equality Statement is published on our website.  

School Equality Scheme

Part 1: Information about the pupil population

Characteristics

Characteristic Total Breakdown                  
Number over 3 years 114 56(50%) Female58 (50%) Male
Under 2s  12 4           Female8            Male

 

2 year olds 29 16          Female13          Male
Total no. of children 155
No of children FME 28
Number of staff 45 44 (98%) Female 1(2%) Male
Number of Governors 10 7 (70%) Female 3 (30%) Male
Number of disabled staff 0
No of disabled children (with SEN) 19 4 x Resourced. 3 children Resourced place requested. 8 children EYA+. 4 children EYA 
No of children (No SEN) 0

Languages

Language No of Over 3s No of 2 yr olds No of Under 2s Total
Bengali 1 0 0 1
French 2 0 0 2
Polish 15 1 0 16
Portuguese 1 0 0 1
Russian 1 0 0 1
Filipino 4 0 0 4
Urdu 5 0 0 5
Lithuanian 3 0 0 3
Pahari 1 0 0 1
Shona 3 1 0 4
Wolof 2 0 0 2
English 76 21 12 109
Ibo 0 1 0 1
Hungarian 0 1 0 1
Tamil 0 1 0 1
Swahili 0 1 0 1
Twi 0 1 0 1
German 0 1 0 1
No of respondents 155
Totals    

English = 109    Others = 46

29% of children have EAL.

 

 

Religious Character

Religious Character No of Over 3s No of 2 yr olds No of Under 2s Total
Christian 57 22 9 95
Muslim 19 1 0 20
Hindu 2 1 0 3
No religion 29 5 3 37
Refused 0 0 0 0
No of respondents 155

Ethnicity

Ethnicity No of Over 3s No of 2 yr olds No of Under 2s Ethnicity Total
Bangladeshi 1 0 0 1
Black African 20 7 1 28
Black Caribbean 6 3 1 10
Other Asian 6 1 1 8
Pakastani 13 1 0 14
White British 29 8 6 43
White Irish 1 0 0 1
White / Asian 3 0 0 3
White / Black African 1 1 0 2
White / Black Caribbean 6 3 2 11
Other White 21 2 0 23
White Western European 1 0 0 1
Other Black 1 0 0 1
Other Mixed 5 3 1 9
Total No Children 114 29 12 = 155 children
72% Non-White British

 

Part 2: The Public sector equality duty

This section will provide an overview of our policies, practices and activities that indicate the school has due regard of 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.

  • We are aware that under the Equality Act 2010 it is unlawful to discriminate, harass and victimise a person because of their age, sex, race, disability, religion or belief, gender reassignment, pregnancy and maternity or sexual orientation
  • Our Governing Body has had training on the Equality Act 2010. When Governors consider equality issues in relation to policies, decisions and services a record of this is kept in the minutes and papers of Governing Body meetings
  • We try to keep an accurate record of the protected characteristics of our pupils and employees
  • Our home-school agreement sets out the standards of behaviour we expect from all pupils including respect for others
  • We deal promptly and effectively with all incidents and complaints of harassment related to disability or special educational need, ethnicity and race, gender reassignment, pregnancy or maternity, religion and belief and sexual orientation. We keep a record of all such incidents and notify those affected of what action we have taken
  • We have a special educational needs policy that outlines the provision the school makes for pupils with disabilities and special educational needs
  • Our Accessibility Plan increases the extent to which all pupils can participate in the curriculum, improves the physical environment of the school and increases the availability of accessible information to disabled children
  • Our admission arrangements ensure equality of opportunity for everyone
  • Our complaints procedure sets out how we deal with any complaints relating to the school
  • We aim to observe and implement the principles of equal opportunities and non-discrimination in our employment practices
  • We have procedures in place for addressing staff discipline, conduct and grievances
  • We have a staff code of conduct that sets out the standards of professional behaviour expected from all members of staff

The following section outlines how we have due regard for the need to advance equality of opportunity and foster good relations for each of the protected characteristics:

Disability

How we advance equality of opportunity:

  • We support disabled learners and staff by meeting their individual needs.
  • We take steps (reasonable adjustments) to ensure that children with disabilities are not put at a disadvantage compared to other pupils.
  • 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 data, analysing this information through equality impact assessments and setting equality objectives on a three year basis.
  • We will publish our data and objectives in our annual report to Governors and parents and comply with relevant Luton LA and EYFS policies.
  • We look after the physical, emotional and mental health of our employees through having regular Supervision meetings, as required by the EYFS. We also buy into the Luton Work Life Support Service and occupational services which all staff can access.

Our building offers equality of access, has full wheelchair access, toilet facilities for the disabled, changing facilities for children with disablilities, 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. We can now request resourced places for children who are two, as long as we have places. Makaton and PECs are used around the Nursery. We use a detailed Developmental Profile, which is updated termly to monitor the progress with severe and complex needs as the Luton EYFS Assessment Summary is not adequate. We liaise with a range of schools across Luton to provide an effective and supportive transition for our children with SEN.

We also have a number of Care Plans in place for children with allergies or medical needs.

Please refer to the following policies:

  • Accessibility Plan
  • SEN Policy
  • Manual Handling Policy
  • Policy for the Use of Physical Interventions
  • Intimate Care Policy

We have the following specialist staff in place:

  • SENCo
  • SENCo Support Worker
  • Family Worker

We liaise regularly with advisory staff from the Special Educational Needs Service Team in Luton. This includes the Specialist Advisory Teacher, The Autism Team and the Educational Psychologist. We also liaise with the Speech Therapy Department, The Occupational and Physiotherapy Teams, The Special Educational Needs Nurses and School Nursing Team and Continence Service. The Edwin Lobo Centre which is where our children have their Multidisciplinary appointments and reviews. The Health Visiting Team, G.P.’s, Social Care, The Common Assessment Framework Team and the Disability Social Care Team and Meadows Children’s Centre. We also believe very strongly in working very much in partnership with all of our parents who have children with additional needs.

How we foster good relations and promote the spiritual, moral, social and cultural (SMSC) development of pupils:

  • We use our talking and thinking time to explain about any children with disabilities in a thoughtful and sensitive way when appropriate
  • We explain to groups or individual children when the need arises about the needs of individual children
  • We follow school procedures to tackle any incidents relating to disability

Gender

How we advance equality of opportunity:

  • We are able to use the LATS tracking system to produce reports on the attainment of all our pupils by gender
  • We take a ‘Which boys? Which girls?’ approach to address underachievement; neither boys nor girls are treated as homogeneous groups
  • We set targets to improve the attainment and rates of progress of particular groups of boys and girls as needed
  • We are identifying and addressing barriers to the participation of boys and girls in activities. We are developing particular initiatives to engage with Fathers and engage them in school life.
  • Both male and female parents, carers and grandparents are encouraged to be involved in school life and contribute to their children’s progress

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, to foster good relations by gathering data, analysing this information through equality impact assessments and setting quality objectives on a four year basis. We publish our data and objectives in our annual report to Governors and Parents and comply with relevant Luton LA and EYFS policies.  We acknowledge that 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 ensure we follow council procedures. Despite encouraging applications from under-represented groups, we find it difficult to recruit men into our workplace; we have however supported a few male Teaching students. We work with children, staff and parents to challenge stereotypes across the curriculum. Our activities, equipment and displays reflect gender equality and positive role models. Our family learning groups are open to both men and women.

How we foster good relations and promote the spiritual, moral, social and cultural (SMSC) development of pupils:

  • We ensure we respond to any harassment in line with school policies
  • We encourage children (at the appropriate level of their development) to develop an understanding of the experiences of different genders in society and challenge sexism and negative stereotypes
  • We ensure the inclusion of positive, non-stereotypical images of women and men, girls and boys across the curriculum

Ethnicity and Race

How we advance equality of opportunity:

  • We are able to monitor the attainment and progress of all our children by ethnicity using the LATS program
  • We set targets to improve the attainment and progression rates of particular groups of children
  • We identify and address barriers to the participation of particular groups in learning and other activities
  • We are developing particular initiatives to tackle the motivation and engagement in learning of particular groups
  • We link with groups, organisations and projects in the local community

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 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 report to Governors and parents and comply with relevant Luton LA and EYFS policies.

We seek actively to eliminate unlawful discrimination and monitor racist incidents. The Headteacher is responsible for logging racist incidents on a racist incident form which is sent termly to Luton LA. 

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 support the children settling into Nursery and on their transition into a new school. 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 in the classroom and family learning activities represent and value a culturally diverse society. We develop children’s understanding of the wider world through our PSED and UW curriculums. We aim to develop positive personal, social and cultural identities in all our children and use Talking and Thinking Group Time, and Talking and Thinking Books to support this.

The school recognises the value of diversity in the school staff and governing body and ensures that in its recruitment policy it does not discriminate against minority ethnic groups. We offer bilingual support to parents from staff, students and parent volunteers who speak a range of other languages. We have a dedicated EAL support worker providing support for children with EAL as we are aware that we have a dip in attainment levels of children with EAL. In addition, we have noticed an annual increase in the number of children starting nursery who are new to English.

How we foster good relations and promote the spiritual, moral, social and cultural (SMSC) development of pupils:

  • ·         We provide all children with opportunities to learn about experiences and achievements of different communities and cultures
  • ·         We ensure our curriculum challenge stereotypes
  • ·         We organise celebrations and special events e.g. Black History Month celebrations
  • ·         The curriculum is supported by resources that provide positive images that reflect the diverse communities of Modern Britain

Religion and Belief

How we advance equality of opportunity:

  • Our school approach enables all pupils to develop positive attitudes to difference and diversity
  • The school has policies and procedures in place to effectively tackle harassment on the basis of Religion or belief
  • We support all our pupils to build their sense of identity and belonging which helps them flourish within their communities and as citizens in a diverse society.

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 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 report to Governors and parents and comply with relevant Luton LA and EYFS policies.

Children learn about RE from an early age through first hand experiences so children will be given opportunities in Nursery to develop a wide understanding of RE in a meaningful way.

We recognise the importance of stories, songs and imaginative play in developing children’s knowledge and understanding of their community. These first hand experiences in key skills will help them to develop confidence, tolerance and understanding in this subject. 

How we foster good relations and promote the spiritual, moral, social and cultural (SMSC) development of pupils:

  • Our curriculum supports pupils to be accepting of each other’s lifestyles and beliefs as well as to explore shared values
  • The Religious Education Policy ensures children develop respect for others, including people with different faiths and beliefs, and helps challenge prejudice and discrimination
  • We tackle prejudices relating to racism and xenophobia, including those that are directed towards religious groups and communities such as anti-Semitism and Islamophobia

Sexual Orientaion

How we advance equality of opportunity:

  • Diversity and inclusion are threaded through the curriculum. Books and resources include pictures of a range of different kinds of families
  • We support gay, lesbian and bisexual staff, parents and other stake holders to feel able to be open about their sexual orientation

How we foster good relations and promote the spiritual, moral, social and cultural (SMSC) development of pupils:

  • We support children to develop the skills to be confident learners and accepting of one another’s lifestyles and beliefs through the PSED curriculum and the SEAL programme
  • We use opportunities such as Talking and Thinking Time to talk about difference and different families. We ensure all children feel included and respect difference
  • Photographs and pictures around the Nursery are selected to reflect the full range of families

Community Cohesion

How we advance equality of opportunity:

  • 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 Inspectors Act 2006
  • We comply with relevant Luton LA policies and support their vision of strength in diversity and strength in unity, including Luton in Harmony
  • As a Nursery School, our aim is to support the community to achieve economic well-being and make a positive contribution
  • We are aware of our responsibility to vulnerable children. We have a Safeguarding Policy in place and provide our staff with regular and updated safeguarding CPD
  • We are working towards being awarded the International Schools Award which promotes community cohesion

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. As a Nursery School, 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 e.g. a suggestion box, family learning evaluations, our Parent Forum, contacting a Governor or becoming a Parent Governor. We are the lead agency for Meadows Children’s Centre which is based on the Pastures Way Nursery School site and offers a full range of services, including health and education, to children under 5 and their families. In nursery we ensure curriculum content, resources and classroom environment present and value a culturally diverse society. 

How we foster good relations and promote the spiritual, moral, social and cultural (SMSC) development of pupils: 

  • ·         We develop students understanding of the wider world through PSED and UW curriculums
  • ·         We aim to develop personal, social and cultural identities in all our children and use Talking Time activities to support this
  • ·         We celebrate festivals from a range of faiths with our nursery community
  • ·         We have an RE policy in place

 

Part 3: Our Equality Objectives

The Equality Act 2010 (Specific Duties) Regulations require public bodies, including schools to:

  • Prepare and publish one or more objectives they think they should achieve in order to show due regard for any of the three main aims of the general public sector equality duty, by 6th April 2012 and at least every four years thereafter
  • Ensure those objectives are specific and measurable
  • Publish those objectives in such a manner that they are accessible to the public

Our school is committed to meeting its public sector statutory rights as detailed below. We understand that the duties apply to service delivery, employment and staff management, as well as policy development and implementation. The Equality Act 2010 replaced nine 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

In addition to addressing the duties outlined above, our school is committed to taking action in other equality strands (e.g. socio-economic, vulnerable children etc.). We will help our children to learn to understand others, and value diversity and human rights. We ensure we apply and defend these values and develop 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
  • ·         Curriculum activities that promote common values and help pupils to value differences, and challenge prejudice and stereotyping
  • ·         A programme of curriculum based activities whereby children’s understanding of community and diversity is enriched through educational visits, visitors from a range of communities, and links with other schools in the UK and abroad
  • ·         Support for children with English as an additional language, to enable them to reach their potential

Our Action Plan Priorities 2013-2014

1.  
Priority issue and 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 / Community Cohesion
Tasks
  • Develop more parent outdoor project days like twigloo day.
  • Audit parents and find out if any have skills to offer children or for family learning activities
  • Increase the number of parents reading stories in home languages.
  • Develop WOW Wednesdays
  • Increase the no of parents sharing aspects of their culture in nursery
Review/impact assessment Evaluate numbers of parents and local visitors participating in nursery events

 

2.  
Priority issue and objective To ensure children from minority ethnic groups particularly those with EAL make progress particularly in the areas of PSED and Literacy.Responsibility: Sue Moss and Helen Mumford
Diversity strand Race
Tasks To improve outcomes for all our children with EAL.
Review/impact assessment To ensure the children from minority ethnic groups move at least one age boundary by the end of the school year.

 

3.  
Priority issue and objective To develop a global curriculum in order to enhance children’s learning and raise awareness of their national and international identity.
Diversity strand Race, gender and disability.
Tasks
  • To establish regular contact with children and adults living in different countries  and share good practice
  • To provide children, staff, parents and governors with an informed awareness of countries, cultures and languages other than our own and so improve community cohesion
  • To embed global education into our environment and curriculum

Responsibility: Sue Moss

Review/impactassessment To be awarded the International Schools Award.
4.  
Priority issue and objective To strive for outstanding inclusive practice across our nursery school
Diversity strand Disability
Tasks To submit evidence to show we are an inclusive setting across each of the eight elements of The Inclusion Quality Mark:Element 1, The Inclusion Values of the SchoolElement 2, The Learning Environment, Resources and ICTElement 3, Learner Attitudes, Values and Personal Development

Element 4, Learner Progress and the Impact on Learning

Element 4, Learner Progress and the Impact on Learning

Element 5, Learning and Teaching

Element 5, Parents and Guardians

Element 6, Parents, Carers and Guardians

Element 7, Governing Body and Management, External Accountability/Support

Element 8, The School in the Community

Responsibility: Helen Mumford

Review /impact assessment To be awarded the Inclusion Quality Mark