Equality Objectives & Policy/Procedure Impact Assessment
Introduction
Carshalton High School is totally committed to promoting equal opportunity and inclusion. These equality objectives underpin our work and demonstrate our commitment to providing an environment that is free from prejudice or discrimination.
Policies
The school holds an equal opportunities policy. This statement is to clarify how we establish equality objectives, how we assess the impact of our policies and procedures and the process of decision.
Equality Duty Consultation
In April 2011 the Public Sector Equality Duty came into force in England, Scotland and Wales. This duty replaces the existing race, disability and gender equality duties.
The Equality Act says that schools and other public bodies must:
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Encourage good relations and ensure everyone has equality of opportunity.
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Eliminate unlawful discrimination, harassment and victimisation.
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Help make sure everyone has an equal chance to make the most of their lives and talents.
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The Equality Act also aims to make sure that people with certain characteristics are protected from discrimination. The protected characteristics/groups are:
| Sex | Disability | Age (as an employer |
| Race | Gender reassignment | Pregnancy and maternity |
| Religion or belief | Sexual orientation | Marriage and civil partnership |
In line with our duties under the Equality Act, we assess our existing practices in relation to equality and consider objectives to help us improve further.
The objectives proposed for the period of time from April 2012 until April 2016 are to be found in Appendix A where they form part of a consultation notice sent to all parents/carers and staff. In addition, student council members are also given a copy for any comments.
Appendix B confirms the objectives set for this period . Actions to achieve these form part of the School Improvement Plan, and their impact is reviewed each year. However, a summary of the overall success criteria against each of the objectives can also be found under Appendix B. Finally, the school’s access plan forms part of the Equality Objectives; information under Appendix C provides the context and clarifies the review period needed.
How the objectives have been identified:
The school has existing systems which collect a range of information from students, staff and visitors as well as systems which analyse a range of data to check that we are doing the best for our students. These are supplemented by external analysis provided by the Department for Education or Ofsted on a range of different progress measures. We also take advice from various professionals, agencies and advocates on particular needs. Staff Performance Management processes for all teaching and support staff also provide a formal opportunity to identify any potential equality related issues.
Outcomes of these analytical and information gathering processes are used to identify objectives. Objectives are then sent out for consultation (parents/carers, staff and school council representatives) and further proposals or suggestions invited.
Monitoring and reporting
The school will report on the scheme implementation as part of its annual development plan. The objectives chosen are intended to last for four years. However, the methods of achieving the objectives will be refined each year and the outcomes reported to the governing body as part of the development plan process. These are also available to any interested party.
The school’s methods for assessing the impact of its policies and practices on equality
The school has a wide range of different self-evaluation and feedback processes which it uses in order to scrutinise provision, as well as inform itself of any issues or concerns. This regular assessment of provision forms part of the school methods of assessing the impact of its policies and procedures.
In considering the impact of any current provision and/or significant changes to provision for students, staff or parents/carers, the school asks the following questions:
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How would the work impact on the
following groups?
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Negative Impact | Positive Impact | No Impact |
| Minority ethnic groups | |||
| Gender | |||
| Disability including SEN | |||
| Religion, faith or belief | |||
| Sexual Orientation | |||
| Transgender | |||
| Age (n/a to students) | |||
| Those pregnant or on maternity leave | |||
| Married or Civil Partners | |||
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Any other group identified by governors
e.g. FSM/CLS
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If any group is actually or potentially disadvantaged, then the school would provide an evaluation of the extent of the impact, using existing data sources, for example, elf-evaluation processes; external sources of data; feedback from stakeholders; advice from external consultants) The school would also evaluate the potential advantage to other groups identified. The evaluation would include any feedback from stakeholder groups. This evaluation would also check that there were no actual or potential issues that may be illegal.
We are very happy for you to comment or make suggestions with regard to our Equality Objectives outlined below. Should you wish to do please make any suggestions in writing to the Clerk to the Governing Body, Mrs Susan Strong.
Appendix A
Equality Analysis
These statements are based on an evidence base held by the school. The school analyses its provision in order to make sure that it promotes equality and helps everyone to make the most of their talents.
- Our examination results indicate that students from a range of different groups generally perform well and make better than expected progress compared to national figures. There are a few instances where this is not the case, notably those coming to the school with above average attainment, this is currently addressed in the whole school development plan
- Our curriculum is judged as good. It includes options at KS4 and KS5 which maximise student choice. Extra curricular opportunities are encouraged for all students, and those involved represent the cross section of students that we have in the school.
- Our support structures provide very strong support for students with Special Educational needs as well as for students needing particular mentoring for other pastoral or academic reasons. We offer a wide range of courses to support students to overcome barriers to their learning.
- We continue to take a strong stance on bullying; this includes harassment or victimisation on any grounds. We address the issue of homophobic language, and continue to have a zero tolerance on racist or other discriminatory behaviours or language.
- We are proud that we are increasingly attracting a wide range of different ethnic groups and those with diverse religious beliefs and/or cultures and that these students thrive within the school.
- Our students get on very well with each other and with staff; staff work very well as a team, both in departments and across the school.
- The vast majority of students behave very well, and have a commitment to their future. Where students need to modify their behaviour, they receive advice and strategies to help them do so.
- Our staff are well qualified and take pride in their work in the school. They include many of the different protected characteristics above, and relationships between staff and line managers are very positive.
We want, however, to do even better for our students and staff. We therefore propose the following equality objectives:
Proposed Equality Objectives
Protected characteristics
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To develop further the literacy skills of students focusing on those students whose lower literacy skills impact on the final grades achieved in their chosen subjects. Many of these students do much better than similar children nationally; however, we want them to do better still.
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To develop further access to the site for students, staff, parents/carers and visitors who have disabilities. We have made significant progress in this area, but we want to keep looking for ways to develop this further
Non-protected characteristics
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To focus on the particular needs of the students who receive Free School Meals or who are Children Looked After (i.e. in the care of a Local Authority). Students in these categories do much better than the national group of such students, but we want to concentrate on ways to improve their attendance and achievement still further.
Appendix B
Equality Objectives 2012 – 2016 including Accessibility Objectives 2012 - 2015
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Protected characteristics
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Success Criteria
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To develop further the literacy skills of students, focusing on those students whose lower literacy skills impact on the final grades achieved in their chosen subjects.
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To develop further access to the site for students, staff, parents/carers and visitors who have disabilities.
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Non-protected characteristics
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To focus on the particular needs of the students who receive Free School Meals or who are Children Looked After (i.e. in the care of a Local Authority).
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FSM/CLA students:
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Appendix C
School accessibility plan
Carshalton High School for Girls does not discriminate against disabled pupils for reasons relating to their disability. Our statement in the school brochure clarifies this for all prospective students and their families. We promote inclusion of disabled pupils in all aspects of school life.
In this school, the school accessibility plan forms part of the Equality Objectives, and focuses on improvements to the physical environment, given that other adjustments are often related to individual student needs and made on a case by case basis.
We are aware that there is a duty to review the accessibility plan every three years, and the Equality Objectives every four years; however, the school reviews the objectives and plan every year to ensure that targets are appropriate and that objectives are still current. The detail of steps taken to support the objective is also within the annual school development plan which is annually reviewed.
Whilst the accessibility plan focuses on students, the school recognises that work undertaken for students in terms of access also benefits, staff, visitors (including parents/carers) and volunteers. The school also makes reasonable adjustments to support individual cases relating to staff, visitors, volunteers or trainees and students where this is needed.
The following is a check list used when the school is considering individual adjustments or more structural changes:
Improvements to the physical environment:
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Lighting and paint schemes to help visually impaired children;
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Lifts, ramps to help physically impaired children;
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Carpeting and other acoustic changes to help hearing impaired pupils
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Systems to support movement round the school
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Disabled toilets and other facilities
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PE related facilities
Increased access to the curriculum including improvements in the provision of information:
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different timetable, including ground floor provision for physically impaired children where there are no lifts available;
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using large/colored background print or other differentiated strategies for the usual written handouts (books; worksheets, etc);
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targeted support from staff
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assistive technology (e.g. laptop or netbooks, specialised furniture or keyboards etc)
