The Public Sector Equality Duty 2011 has three aims under the general duty for Academies:
- Eliminate discrimination, harassment, victimisation and other conduct that is 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 across all protected characteristics – between people who share a protected characteristic and people who do not share it.
The need to advance equality of opportunity is defined further in the Equality Act 2010 as having due regard to the need to:
- Remove or minimise disadvantages
- Take steps to meet different needs
- Encourage participation when it is disproportionately low.
We have considered how well we currently achieve these aims with regard to the protected groups under the Equality Act (race, disability, gender, gender re-assignment, age, pregnancy and maternity, marital status, sexual orientation, religion and belief and sexual orientation). Hence our current objectives and success criteria are as follows:
To rigorously monitor the achievement of all students and analyse their performance in groups, including recognising those with protected characteristics and ensure measures are implemented to close any gaps so all students achieve and succeed.
- We will routinely produce and analyse outcome data with regard to the progress and achievement of all students throughout the year, focussing on groups such as gender, EAL, Disadvantaged/Pupil Premium and SEND and comparing these results to in school and national figures.
- We will continue to have routinely updated Quality Assurance systems by Senior Leaders, Middle Leaders and Governors in the form of lesson observations, learning walks, and student voice.
To monitor and support students from disadvantaged backgrounds through pastoral systems and roles including Key Stage progress leaders, SEN/Learning Support, Student Support Services, and the Pupil Premium co-ordinator.
- We will have identified barriers to progress; provided resources, interventions, (educational, emotional, social), enrichment activities; and monitored impact and outcomes. The whole process will have been monitored on a Disadvantaged/Pupil Premium tracker.
To foster positive relations across protected characteristics.
- We will have utilised our PSHE curriculum and assemblies to educate the increasingly diverse student body about different ethnicities, origins and backgrounds, sexuality, and the need to respect British Values.