Equality Statement

Equality Statement

Lionel Walden Primary School is an inclusive school where we focus on the wellbeing and progress of every child and where all members of our school community are of equal worth.

We believe that the Equality Act 2010 provides a framework to support our commitment to valuing diversity, tackling discrimination, promoting equality and fostering good relationships between people. It also ensures that we continue to tackle issues of disadvantage and underachievement of different groups.

We recognise that these duties reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998.

Legal Duties

As a school we welcome our duties under the Equality Act 2010. The general duties are to:

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

 We understand the principal of the act and the work needed to ensure that those with protected characteristics are not discriminated against and are given equality of opportunity.

 A protected characteristic under the act covers the groups listed below:

  • age (for employees not for service provision)
  • disability
  • race
  • sex (including issues of transgender)
  • gender reassignment
  • maternity and pregnancy
  • religion and belief
  • sexual orientation
  • Marriage and Civil Partnership (for employees)

 Our approach to equality is based on the following key principles: 

  1. All learners are of equal value
    This includes those that are disabled, whatever their ethnicity, culture, national origin or national status, whatever their sex and gender identity, whatever their religious or non-religious affiliation or faith background and whatever their sexual orientation.
  2. Recognising, respecting and valuing difference and understanding diversity
    We take account of differences and strive to remove barriers and disadvantages which people may face, in relation to disability, ethnicity, sex, religion, belief or faith and sexual orientation. We believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here. 
  3. Fostering positive attitudes and relationships
    We actively promote positive attitudes and mutual respect between groups and communities different from each other.
  4. Fostering a shared sense of cohesion and belonging
    We want all members of our school community to feel a sense of belonging within the school and wider community and to feel that they are respected and able to participate fully in school life.
  5. Observing good equalities practice for our staff
    We ensure that policies and procedures benefit all employees and potential employees in all aspects of their work, including in recruitment and promotion, and in continuing professional development. 
  6. Having the highest expectations of all our children
    We expect that all pupils can make good progress and achieve to their highest potential
  7. Working to raise standards for all pupils, but especially for the most vulnerable  We believe that improving the quality of education for the most vulnerable groups of pupils raises standards across the whole school.
Equality Objectives
Undertake half termly analysis of attendance data for disadvantaged pupils and trends in regard to attendance and take steps to improve this if it is below attendance for non-disadvantaged pupils.
Why we have chosen this objective: Nationally pupils from disadvantaged backgrounds have lower attendance than pupils who are non-disadvantaged.
To achieve this objective we plan to: Regularly monitor attendance, contact parents and encourage attendance if the pupil is absent, monitor cases with the Educational Welfare Officer, fine parents for unauthorized attendance, request evidence of medical issues if the pupil is regularly not attending, meet with parents and pupil to find out the causes for non-attendance.
Provide SEMH support for children in care to help them to better engage with lessons and improve relationships with other pupils.
Why we have chosen this objective: Looked after and post-looked after children are more likely to struggle to behave appropriately in school, form healthy relationships with others and can have unmet needs if appropriate SEMH support is not provided.
To achieve this objective we plan to: Undertake staff training to raise awareness, knowledge and skills of teachers in supporting adopted pupils, analyse the behaviour data of adopted children to identify possible issues, analyse attainment data of adopted pupils against non-adopted pupils
Increase attendance of vulnerable pupils in extra-curricular clubs.
Why we have chosen this objective: Extra-curricular clubs provide opportunities to socialize, develop an interest and be more active. Pupils with SEND and other vulnerable groups are the least likely groups to attend extra-curricular clubs. 
To achieve this objective we plan to: Provide free or discounted places at clubs, encourage pupils to attend by providing a trial session, allocating support from additional members of staff for pupils who require this, meet with parents to establish reasons for not attending.