Jenkin Avenue, Brightside, Sheffield S9 1AN

0114 243 0925

Equality and Accessibility

Introduction

Limpsfield Junior School have developed this Equality Statement to help us to meet our Public Sector Equality Duty under the Equality Act 2010.

The Equality Act’s provisions cover all aspects of school life such as the treatment of:

  •  pupils and prospective pupils
  •  parents and carers
  •  employees
  •  local community

The Equality Act 2010 has simplified anti-discrimination laws by having a single equality Act. This makes it easier for people to understand and comply with the law. The 2010 Act has also strengthened protection in some situations.

The act covers nine protected characteristics, which cannot be used as a reason to treat people unfairly. Every person has one or more of the protected characteristics, so the act protects everyone against unfair treatment. The protected characteristics are:

  • age
  • disability
  • gender reassignment
  • marriage and civil partnership
  • pregnancy and maternity
  • race
  • religion or belief
  • gender
  • sexual orientation

The Equality Act makes it unlawful to treat someone differently, either through direct or indirect discrimination, harassment, and victimisation and by failing to make a reasonable adjustment for a disabled person.

Since 6 April 2011 all public bodies including:

  •  local authorities
  •  Schools, colleges and other state-funded educational settings, including academies

have been bound by the Public Sector Equality Duty.

Age applies to a school as an employer, but not with regard to the treatment of pupils and prospective pupils.

We are bound by the Public Sector Equality Duty to have due regard to the need to:

  • eliminate unlawful discrimination, harassment, and victimisation
  • advance equality of opportunity; and
  • foster good relations

The general duty is supported by specific duties, these are to:

  • Publish information which demonstrates our compliance with the duty to have due regard for the three aims of the general duty and to annually repeat this.
  • Prepare and publish our specific and measurable objectives to achieve the three aims of the duty and undertake this no later than in four years time.

Leadership

Within our school all staff and Governors at the school are responsible for ensuring the school meets its duties under the Equality Act 2010.

Eliminating harassment and bullying

The school will not tolerate any form of harassment and bullying of pupils or our staff

Training

We will provide relevant training by using all suitable delivery methods.

Procurement and Contractors

We will take steps to ensure that contractors working at the school operate within the requirements of our Equality Statement.

Visitors to the School

We will take steps to ensure that all visitors to our school including parents act within the requirements of our Equality Statement.

Publishing the Statement

We will publish our statement as a separate policy within school, within the Induction pack for new staff and on the school’s website.

Reporting our progress

We will use report progress against the Duty through our regular reporting mechanisms to the Full governing Body.

Reviewing and Revising the Equality Statement

We will review and revise the Statement no later than four years from publication of this statement.

How we will meet the General Duty & Specific Duty

We are required to meet the three aims under the General Duty as set out by the Equality Act 2010 and our approach ie information and objectives set out in Annex 1 and 2.

Annex 1

Equalities Information

We have reviewed how we currently perform as a school in the context of the requirements of the General Duty and the Protected Characteristics.

In collating equality information we have:

  • Identified evidence of what policies and practice are already in school and identified gaps.
  • Explored how we engage with protected characteristics.
  • Analysed the effectiveness of our approach to equality.

Our equality evidence highlights:

Age

Our workforce profiling data highlights that in September 2017 25% of our staff are aged 50 or over.

Disability

  • In September 2016 we have a small number of children with a range of disabilities.
  • In September 2016 we have 25% of children who are SEND.
  • In September 2016 we have no staff who have declared a disability, although we are mindful that staff can be reluctant to declare a disability.
  •  Limpsfield Junior School is a single storey building built on a very steep slope. Within the building there are steps however the school has installed a lift that complies with disability legislation. Additional to the main building are two temporary mobile classrooms which are accessed via a ramp. Although the car park is on a slope the disabled parking bay and access from these are on level ground.
  • We take a flexible approach towards making adjustments to support any disabled staff including supply and temporary staff.
  • Our curriculum includes activities designed to increase pupils’ awareness of disability issues, and to promote disability issues positively.

Gender Reassignment 

  •  All of our policies and procedures are based on the model policies of Sheffield City Council.

Marriage and Civil Partnership

  • All of our policies and procedures are based on the model policies of Sheffield City Council.

Pregnancy and maternity

  • All of our policies and procedures are based on the model policies of Sheffield City Council.

Race

In September 2016:

  • 61% of our pupils are from a BME background.
  • 29% of our pupils have English as an Additional Language (EAL). We have a designated EAL Lead.
  • 10% of our pupils are from an Eastern European background.
  • We have identified issues around our BME pupil population. These include settling into school, communication with parents, attainment and the relevance of the curriculum.
  • We carefully analyse pupil achievement with regard to ethnic and cultural groupings, and develop action points for the school accordingly.
  • 10% of our staff are BME and includes both teaching and support staff.
  • 10% of our governors are BME.

Religion or belief

  • Within the academic year we support and recognise the religious observance of other faiths. For religious holidays that fall during term time we follow the local authority policies and practices recording missed days accordingly.

Gender

  • 6% of our staff are male. This profile is consistent with staffing profiles in our sector.
  • Our governing body is 50% male and 50% female with a male chair and female vice-chair.
  • Within our school, and where possible and practical we encourage flexible working.
  • We carefully analyse pupil achievement with regard to gender, and develop action points for the school accordingly.

Sexual orientation

  • Though we do not collect or retain information in this regard, as a school all of our policies and procedures are based on the model policies of Sheffield City Council and any member of staff or the Governing Body would be supported as necessary.

Cohesion

  • As a school we have used a variety of approaches, including SEAL, to tackle bullying, and to enable pupils to recognise and manage their own and other pupils’ emotions and feelings. We have worked to actively make our governing body representative of the communities that we serve.
  • We have various events in school to celebrate diversity and to encourage interaction.
  • We have a range of events where the culture and heritage of children are celebrated.

Inclusion

  • We carefully analyse pupil achievement with regard to a number of different vulnerable groupings within the school (gender, BME, EAL, Disadvantaged, prior attainment and SEN) and develop action points for the school accordingly.
  • 46% of children have claimed Free School Meals (in the last 6 years).