This is our published data about our school population and differences of outcome for groups with protected characteristics.
The school has data on its composition broken down by year group, ethnicity and gender, and by proficiency in English.
Our school is one-form entry and in the academic year 2012/13 changed from being a first school to a primary. In that academic year, the school had two year 6 and one year 5 classes. Year Six joined us from the Bedlington Junior High School, and remained on the site of the Junior High for the duration of the year. This had an impact on staffing, the curriculum. From 2013-14 the school is single form entry and all of the pupils of all ages are on the same site.
We currently have one year group where boys are significantly in the minority (33%). Teaching and learning has a focus on engaging and responding to the needs of all pupils, and engaging harder to reach groups with themes they may not have previously been engaged; e.g. Girls and STEM subjects, boys and literacy themes.
Fewer than 10 children are from Black, Minority, Ethnic (BME) backgrounds and 1 child speaks English as their second language. There are no current trends in underachievement for these pupils.
Our disadvantaged pupils in respect of whom we receive the Pupil Premium Grant are reported on as a discrete group in order to demonstrate the effect of the PPG funding on closing gaps in attainment.
The school has data on its composition broken down by types of impairment and special educational need.
A high proportion of our pupils are on the SEND register, and our school has clear protocols and targeted provision to support these pupils. Our SENCO role is shared by two members of staff: One teacher monitors, supports and delivers interventions for this group, and the other is responsible for liaison. Further staff also deliver targeted interventions to this group.
Provision plans are in place for all SEND pupils. Provision mapping enables us to illustrate and map the interventions a child has had, the expenditure of the targeted interventions, and their impact on attainment.
The school’s Behaviour for Learning strategy supports our SEND pupils to develop strategies and to self-regulate in order to get most from their time in lessons.
The school is an accessible building, with ramps, accessible toilets and wheelchair accessible routes. There is a current and recently updated accessibility plan.
There are no EAL pupils on roll at the moment, our BME heritage children achieve in line with their peers.
Boys achieve less well than girls in most areas of the curriculum and in all age groups, especially in literacy. Initiatives are in place and the school uses data on inequalities of outcome and involvement when setting itself objectives for achievable and measurable improvements.
The objectives we set that relate to attainment and closing gaps for vulnerable groups of children are set within the school’s development plan. Objectives relating to disadvantaged children eligible for Free School Meals are similarly given a high priority, although financial disadvantage is not a protected characteristic, it is a significant priority for schools.
We record and report instances of discriminatory language or bullying, and set equality objectives accordingly when we identify a need to incorporate anti-discriminatory practice into our teaching and learning.
Documentation and record-keeping
Our school has a statement of overarching policy which is published to the web site, and there are references in the school improvement plan to gap closing and achieving equality of outcome for vulnerable learners.
There are references to the school’s responsibilities under the Equality Act in the minutes of governors’ meetings, staff meetings and senior leadership team meetings.
Before introducing important new policies or measures, the school carefully assesses their potential impact on equalities, positive or negative.
A senior member of staff has special responsibility for equalities matters.
A member of the governing body has a watching brief for equalities matters.
The school’s programme for continuing professional development (CPD) includes reference to equalities matters, both directly and incidentally.
There is good equal opportunities practice in the recruitment and promotion of staff, both teaching and administrative.
Behaviour and safety
There are clear procedures for dealing with prejudice-related bullying and incidents. The school annually returns a report on the number of racist incidents to the Local Authority. Surveys and focus groups show that most pupils feel safe from all kinds of bullying. Our Local Authority has close working relationships with Stonewall (through the Education Champions Programme) and Show Racism the Red Card, our partners for anti-racist education.
Focused attention is paid to the needs of specific groups of pupils, for example those who are registered as SEN, and there is extra or special provision for certain groups, as appropriate.
There is coverage in the curriculum of equalities issues, particularly with regard to tackling prejudice and promoting community cohesion and mutual understanding.
There are activities across the curriculum that promote pupils’ spiritual, moral, social and cultural development.
The school takes part in nationally recognised initiatives and award schemes, for example: Anti-bullying week, Northumberland Healthy Schools Award, Philosophy for Children; Mantle of the Expert and Show Racism the Red Card
In curriculum materials in all subjects there are positive images of disabled people; of gay and lesbian people; of both women and men in non-stereotypical gender roles; and of people from a wide range of ethnic, religious and cultural backgrounds.
Consultation and involvement
The school has procedures for consulting and involving parents and carers, and for engaging with local groups and organisations, and has regard in these for the concerns and requirements of the Equality Act.
The school has procedures for finding out how pupils think and feel about the school, and has regard in these for the concerns of the Equality Act.
Part Two: objectives
With few exceptions, girls’ achievement is generally higher than that of boys. We have a year group where girls significantly outnumber boys. Whole school projects in will be developed and delivered each year to engage all pupils and stimulated the engagement of boys with STEM subjects. Engagement levels in boys will greatly increase and we will see accelerated progress in the focus subject. The impact of this initiative should be evident in the Y6 SATS.
Fostering Good Relations
To reduce the incidence of prejudice-related bullying, hostility and suspicion throughout the school, with a particular focus on homophobia and extremism.
To promote and enhance community cohesion and a sense of shared belonging in school, and in the school’s neighbourhood. We will be vigilant and continue to challenge extremist and racist perspectives expressed by pupils and family members in order to achieve this objective. We also plan to incorporate further opportunities to learn about the broader multicultural context of the UK of which our pupils have limited experience.
To promote spiritual, moral, social and cultural development through the teaching of English, with particular reference to issues of equality and diversity. We will continue to incorporate and develop the work and resources of Show Racism the Red Card and Stonewall to broaden awareness and build resilience and awareness of equality principles in our pupils and wider community.