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.
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. They also reflect our longing for each other to flourish, to be the best they can be, to be fulfilled and happy and fully alive, which grows out of the way that God does this for each of us first.
Our approach to equality is based on the following key principles:
- All members of our school community are of equal value - whether or not they are disabled, whatever their ethnicity, culture, national origin or national status, whatever their gender and gender identity, whatever their religious or non-religious affiliation or faith background and whatever their sexual orientation.
- We recognise, respect and value difference, understanding that diversity is an immense strength because it helps us to see the world and to understand the world from perspectives other than our own.
- We believe that diversity must be respected, appreciated and celebrated by all those who learn, teach and visit here because it is a fundamental building block of our School Family.
- We have the highest expectations of our pupils and of our staff and our aim is for each to reach their highest potential.
- We work to raise standards for all pupils, but especially the most vulnerable. We recognise how improving the quality of education for the most vulnerable groups of pupils, raises standards across the whole school.
- We care for one another and we are kind, encouraging positive attitudes and relationships. We promote mutual respect between groups and communities that are different from each other.
- We foster a shared sense of belonging. We want all members of our school community to feel a part of our school and of the wider community and to feel valued, respected and able to participate fully in school life.
- We observe good equalities practice for our staff. We ensure that policies and procedures benefit all existing and potential employees in all aspects of their work, including in recruitment, promotion and continuing professional development.
Our School is committed to eliminating discrimination, whilst increasing understanding of and appreciation for diversity. Creating a prejudice-free environment where individuals feel confident and at ease is a goal of the School. We will not tolerate any form of prejudice-related incident, whether direct or indirect. When an incident is reported, it will be taken seriously thoroughly investigated in keeping with School policies, and swift action will be taken to ensure appropriate support is put in place and a resolution is reached which is both fair and proportionate.
Our pupils are taught to:
- Be caring and kind;
- Embrace difference and diversity;
- Listen to and value the thoughts, ideas and opinions of others;
- Encourage, support and cooperate with one another;
- Contribute positively to the School and wider community.
The staff and governors of the School are expected to behave in the same way towards pupils, colleagues and all other stakeholders and will:
- Promote diversity equality;
- Encourage and adopt an inclusive attitude;
- Lead by example.
Achieve a year on year (over three years) increase in the % of boys achieving the expected standard in reading, writing and mathematics at the end of key stage 2, relative to their starting points.
- Achieve a year on year (over three years) reduction in the attainment gap in Reading, Writing and Maths between disadvantaged pupils and their peers.
- By 2025 the % of disadvantaged pupils who are persistent absentees will have reduced and will be broadly in line with attendance for non-disadvantaged pupils and/or the national average attendance figure.
- All SEND pupils make at least good progress from their relative starting points.
- To train teaching and support staff in Therapeutic Thinking and achieve a year on year (over 3 years) reduction in the % of suspensions for pupils with protected characteristics.