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Single Equality Policy

Rosetta Primary School
Single Equality Policy: Principles and Implementation

School Aims and Implementation
Rosetta School aims to provide children the opportunity to develop towards their full potential; academically, emotionally and socially:

Providing the highest standard of education to enable children to acquire the skills, knowledge and concepts relevant to their future.
Promoting an ethos of care, mutual respect and support, where effort is valued and success celebrated.
Enabling children to become active, responsible and caring members of the school and wider community.

The school works towards these aims by:

Promoting high quality learning and attainment.
Providing a high quality learning entitlement and environment.
Valuing each other and ourselves.
Working in partnership with parents and the community.

Introduction and legal context
a) This Policy recognises and acknowledges our commitment to providing equality of opportunity to all our stakeholders; children and adults; according to needs; and our desire and plans to ensure that all forms of discrimination and harassment within the school community are eliminated, including in those areas for which we have responsibility in law.
b) The Policy is divided into five sections:

Section 1 – Who comes to our School?: this section provides an overview on the children who attend Rosetta School in terms of gender, ethnic background, the languages they speak, whether they are eligible to free school meals (FSM) and their attendance.
Section 2 – How well does the School advance equality of opportunity (between those who share a protected characteristic and those who do not)?: this section provides an overview about how well the children achieve in comparison to similar groups of children nationally and what the School is doing to sustain and improve these outcomes.
Section 3 – How the School seeks to foster and ensure good relations (between those who share a protected characteristic and those who do not): this section provides an overview about what the School does to ensure reciprocally good relations between all members of the school community.
Section 4 – How the School eliminates unlawful discrimination, harassment and victimisation: this section provides an overview of the steps the school has taken to ensure that there is no unlawful discrimination, harassment and victimisation.
Section 5 – How the School gains the views of different members of the School community with regard to participation, engagement and satisfaction with the School’s Equalities practices?

c) Each section contains data followed by analysis and evaluation about the data; which, if appropriate, gives a brief overview of the School’s development plans for the area.

Section 1 - Who comes to Rosetta?
The table below gives an overview of our school population. These are the groups of people we need to plan services for. As a school our main function is to provide outstanding access to educational opportunities and help/support our pupils to do well at school (attain). We have to make sure we do not disadvantage anyone in our school. We use the following information to help us evaluate how well we are doing and to decide what we need to develop.

		Rosetta % (2013)	National % (2013)
Gender	Girls	51%	49%
	Boys	49%	51%
FSM (Free School Meals)		47.1%	26.7%
Minority ethnic groups		77.4%	28.7%
WHITE	British	22.5%	72.7%
	Irish	n/a	0.3%
	Traveller of Irish heritage	n/a	0.1%
	Romany or Gypsy	n/a	0.2%
	Any other white background	12.2%	4.3%
MIXED	White and Black Caribbean	0.3%	1.4%
	White and Black African	0.3%	0.5%
	White and Asian	0.3%	1%
	Any other mixed background	6.6%	1.6%
ASIAN OR ASIAN BRITISH	Indian	1.3%	2.6%
	Pakistani	2%	3.9%
	Bangladeshi	8.6%	1.6%
	Any other Asian background	2.3%	1.6%
BLACK OR BLACK BRITISH	Caribbean	2.8%	1.3%
	African	15.7%	3.3%
	Any other black background	19.5%	0.6%
CHINESE		0.3%	0.4%
Any other ethnic group		5.3%	1.5%
FIRST LANGUAGE	English	46.1%	83.9%
	Other	53.9%	15.9%
SEN	School action	20.2%	9.7%
SEN	School action + Statement	8.7%	7.7%
% stability		77.2%	85.8%
School deprivation indicator		0.56%	0.24%

Analysis and Comments

· The Rosetta School population is rich in diversity.
· The number of pupils from ethnic minority backgrounds and those who use English as an additional language (EAL) are increasing slightly year on year and, in turn, the numbers of British White children is decreasing. Our largest ethnic groupings are British followed by any other Black background, African and then any other white background, There are increasingly greater numbers of children attending Rosetta who are of an ethnic minority background and/or have EAL each year.
· Rosetta has a significant greater number of pupils with special educational needs at School Action and slightly above average number of children at School Action Plus (including statements) against national average. School seeks to identify and assess pupils who are at risk of under achievement early and put interventions in place to support their specific needs, monitoring and evaluating impact through the school’s Accountability structure.
· The number of children who remain at Rosetta for the whole of their school life is lower than national average but higher than local average; the percentage of children who remain at Rosetta between Key Stage 1 and 2 is increasing slightly each year.
· The number of children who are eligible for Free School Meals (FSM) is well over twice the national average.

Attendance

	School % (2011-12)	Newham % (2011-12)	National % (2011-12)
Overall	4.7%	4.8%	4.4%
Authorised	3.7%	3.5%	3.7%
Unauthorised	1.0%	1.2%	0.7%
Persistent Absence	3.7%	4.1%	3.1%

*2012-13 attendance data not available currently
Analysis/comments:

Attendance and punctuality have improved at Rosetta in the last few years due to the children being increasingly keen to come to School, the good relationships between children and their parents/carers and School staff and the School’s clear procedures for monitoring attendance and punctuality. Our authorised absences are slightly lower than the national average; the unauthorised absences are above national level and the percentage of persistent absence levels are below the national percentage.

Areas for Development:

To continue to reduce the levels of unauthorised absences by strengthening our parental engagement through maintaining regular contact between Parents/Carers and Staff; including key members of the Senior Leadership Team (SLT). We will aim to achieve this through: maintaining a strong staff presence in playgrounds before and after the school day; using our School Councillor to support children and their parents/carers with attendance issues; providing drop in sessions for parents/carers who need to discuss attendance issues; specific SLT members focussing on improving individual children’s attendance; and the restructuring of administration staff roles.

Section 2 – How well does the School advance equality of opportunity (between those who share a protected characteristic and those who do not)?

The key function and feature of Rosetta School with regard to advancing equality of opportunity is to provide outstanding access to education and to promote achievement and attainment for everyone who comes to the School. We use information (data) to help us do this.

KS2 data analysis of Reading, Writing and Maths Combined
%

Group	No. of pupils	Rosetta Level 4 Data	National Level 4 Data
Overall	60	90%	75%
Girls	32	86%	79%
Boys	28	94%	72%
White British	14	93%	76%
Any other Black background	10	90%	70%
Black African	12	92%	75%
Any other White background	5	60%	68%
FSM	36	94%	64%
EAL	30	87%	72%
Non - EAL	30	93%	76%
SEN – School Action	11	64%	42%
SEN – School Action+	4	50%	31%
SEN – Statemented	0	N/A	14%

Analysis/comments:

Overview:

The vast majority of pupils who attend Rosetta do really well at the School; with most groups achieving higher than national average overall and for their particular group e.g. Black African pupils achieve more than the average for Black African pupils in England and Wales and also higher than the national average for all pupils.
Traditionally the one group that is most vulnerable of under achievement at Rosetta (and likewise across the country in inner city areas) is White British boys; clearly this group of pupils are carefully considered within our overall provision as we look for ways to improve.
Outcomes in Reading, Writing and Mathematics combined were significantly above national average in 2013 and above national average for Reading, Writing and Mathematics individually; significantly so for Reading and Mathematics.
Outcomes for pupils in Reading and Mathematics at Level 5 were above national average but below national average for Writing which also meant that the combined figure was also below national average; the development of more able writers is clearly an area for development.

Progress on Key Development Areas (2012-13)

The key areas school has developed last year:
These were outlined in our School Development Plan (SDP):

To continue to develop children’s learning through developing teaching by embedding the Pedagogical Overview and extending this to include teaching and supporting children to develop effective learning behaviours.

School leaders and staff use the Pedagogical Overview to good effect; with the document being crucial in making judgements about teaching; identifying areas for developments and the core indicator in the school’s appraisal structure. The documents use in promoting and sustaining good or better teaching and therefore has high impact on pupil achievement.

To continue to develop children’s progress in writing across the curriculum through strategic staffing to enable all children in years 3-6 being taught English in smaller group sizes and that there are focussed interventions for children of all ability ranges in years 1-6.

The vast majority of pupils across the school made good or better progress in Writing with outcomes at the end of Key Stage 2 (at Level 4 and above) being above national average; however outcomes at Level 5 were below average.

To continue to develop children’s progress in reading through encouraging home reading, further developing the accuracy and use of assessment of reading and the provision of well-matched reading texts across the School.

Outcomes in Reading; both in end of Key Stage assessments and across the school; were good and improved on previous years. Staffs’ assessment practices have become more accurate and this has helped to enable well focussed teaching and therefore to enhance pupil’s learning.

To continue to develop children’s progress in Mathematics through contextualising the learning activities and ensuring that teaching is well matched to both the children’s next steps in learning and their interests and experience i.e. that Maths is made real.

Pupils made good progress in Mathematics across the school with outcomes at the end of Key Stage 2 at both Level 4 and 5 were significantly above national average.

To continue to develop the School’s Accountability Structure so that it increasingly enables school leaders and individual staff to best affect children’s learning through ensuring the School’s self-evaluation strategies and structures, strategic interventions and Performance Management are closely allied and impact on children’s learning and progress.

Pupils benefited from the continued development of the school’s Accountability structure through each child’s attainment and progress being robustly reviewed and evaluated with effective interventions; including the development of teacher’s individual and overall capabilities and capacities; to support pupils learning, including those who are vulnerable of under achievement.

Key Development Areas (2013-14)

The key areas school will develop this year:
These are outlined in the School Development Plan (SDP); a full copy of which is available in the School Office to view:

To ensure that pupils develop the required knowledge in grammar, punctuation and spelling (GPS) and are able to apply this across the curriculum.
To continue to develop provision and outcomes for more able writers in order that all of these pupils make good or better progress.
To enable pupils to better apply four rules of number in real life contexts both mentally and using formal methods; both their own and teacher directed.
To ensure pupils have the necessary skills, motivation and opportunities to read widely, often and for pleasure both across the curriculum and outside of school.
To continue to develop the school’s curriculum in order to ensure that it both engages and meets the learning needs of the pupils and takes the new national curriculum into account.
To further develop school governance to ensure that all governors are fully involved in self- evaluation and use this knowledge to challenge the school, understand its strengths and weaknesses and contribute to shaping its strategic direction.

Promoting opportunities for our School Community:

Examples	Steps the School has Taken (Case Studies)
Teaching and Learning:	· Developments to support and ensure high quality learning and teaching in each class. · Children in years 3-6 are taught English in smaller groups in order to enhance each individual child’s learning. · Improving opportunities for children to have fun and learn during break and lunch times e.g. resurfacing playground, appointment of Sports Leaders · High quality on-going staff training and induction programmes · On-going improvements in pupil resources · There are a large number of After School Clubs; changed termly to enable good access for all. · Every child’s progress is rigorously monitored and evaluated by class teachers and Senior Leadership Team termly.
Admissions and Transfer:	· Effective mid-phase admissions procedures and tracking of these pupils for initial term · Parent workshops · Parent mornings in EYFS · Transition programme for children moving between phases
Participation :	· Emphasis on high interest curriculum across core subjects e.g. English and Maths, other subjects through the International Primary Curriculum, specialist Art and PE teaching etc. · Focussed interventions for groups who are potentially vulnerable of under achievement e.g. gender groups, break time and lunchtime clubs, pre-school activities · Wave 1, 2 and 3 interventions and ‘catch up programmes · Music lessons · Use of the Children Centre activities in Edith Kerrison Nursery
Student progress:	· The School’s Accountability Process is the structure and activities the School uses to evaluate how well we are doing; this includes an evaluation of how each of our pupil’s is doing each term by the class teacher and Senior Leadership Team · Focussed interventions by Learning Support teachers, Learning Mentors and School Councillor · Year 6 tuition, booster classes and Easter school · Parents/carers meeting each term and annual report · On-going discussions with parents/carers about their child’s participation and progress
Flexible curriculum arrangements	· Homework clubs for Key Stage 1 and 2 children · Reasonable adjustments for children with ASD and other SEN.

Analysis/comments:

Three areas school has developed last year (2012/2013):
1. Development and use of the TechZone; which is similar to the old ICT room but so very much more...
2. Contextualising the learning in Maths sessions
3. Smaller group sizes for the teaching of English across Key Stage 2

Three areas we would like to improve this year (2013/2014):

‘Book Swap’ areas in each Phase area to enable pupils to easily access interesting reading material outside of structured curriculum material.
Seamless provision of extra curriculum activities from September through to July with pupils being given access to their first choice clubs at one or more points across the year.
Pupils in years 5 and 6 being taught in smaller class groups to ensure overall good or better achievement by all.

Section 3. To foster good relations between those who share a protected characteristic and those who do not

We want our school community to be a welcoming and comfortable environment for all who come here. We want to foster an open environment where people feel they are being treated with dignity and respect.

Examples	Steps the School has Taken (Case Studies)
Social and Emotional Wellbeing:	Use of Peer Mediators in Key Stage 1 and 2 playgrounds Focussed Personal, Social, Health and Citizenship (PSHCE) programme Focussed Social and Emotional Aspects of Learning (SEAL) programme Focussed Sex and Relationships programme Use of Sports Leaders before School and at break and lunch times Use of ‘Lego Club’ to support children at lunchtimes
Student Voice:	School council promotion Pupil conferences School Councillor The ‘Chatterbox’ to help identify any forms of unpleasant behaviour
Positive Imagery:	A positive curriculum through core subjects and all other subjects e.g. International Primary Curriculum Use of Rewards Room to acknowledge those children who always do the ‘right thing’ Boom Cup for good citizenship ‘Maths Superstars’ Display policy Books SEAL Award winners activities Achievement certificates Reading champions Focussed deployment of the School Councillor, Learning Mentor and Sports Leaders Increasing diversity of Staff to reflect the local community
Community Links:	Cultural events; Chinese New Year, Easter etc. events Carol singing at Christmas in community Links with French schools Fundraising days Children Centre Activities Parent/carers workshops
Cultural ideas, Religion and Belief	Celebration and achievement assemblies Visits to places of worship across the year Assembly themes programme Planned RE scheme covering the diversity of the community Culturally inclusive curriculum Use of the International Primary Curriculum
Removing Barriers and Reasonable Adjustments:	Personalised timetables for pupils with ASD and other SEN. Individual Educational Plans for pupils at School Action and School Action Plus. Use of the School Behaviour plan Modification of the Behaviour Plan to meet specific needs Personalised targets for all learners
Links with wider communities	Annual (free) trip for year 5 pupils to Lille International visitors Links through International Primary Curriculum themes Staff opportunities to visit other countries
Partnerships with Parents/Carers:	Parent workshops and coffee mornings Children Centre activities After School activities Reading Records Parents/Carers Open evenings Parent/carer assemblies and concerts e.g. Achievement assemblies Homework Easy access of staff, including senior leaders, to parents at the beginning and end of the School day

Analysis/comments:

Three areas school has developed last year (2012/2013):
1. Encouraged home reading through introduction of new Reading Log, purchase of new resources and ‘marketing’ reading to parents/carers via the newsletter and website
2. Developed range and number of parent/carer support workshops/information sessions etc. that are delivered
3. Developed the School website to be more informative and supportive for parents and carers to support their children’s learning.

Three areas we would like to improve this year (2013/2014):

Increased capacity for school’s Councillor to enable greater number of pupils and families being supported.
Introduction of ‘new curriculum’ whilst maintaining personalised curriculum to match context of school’s population.
Improved provision for pupils with specific special educational needs to enable school’s inclusive practice to be assured.

Section 4. Eliminate unlawful discrimination, harassment and victimisation – as defined by Equalities Act 2010 (www.homeoffice.gov.uk/equalities/equality-act/)

Analysis/comments:

Three things school has developed last year (2012/2013):
1. Review current procedures for E-Safety and act upon findings.
2. Review the policy and procedures for Child Protection with safeguarding as an agenda item within Senior Leadership Meetings.
3. Sought to extend Safer Recruitment training to all members of SLT and some School Governors.

Three things we would like to improve this year (2013/14):

All six senior leaders to be Child Protection trained.
School Council to review how well the school deals with any bullying and/or harassment both if and when this might occur and in the structures and programmes that the school runs to seek to ensure that this does not happen.
Training for all mid-day staff relating to anti-bullying and harassment; followed by half termly updates and discussion.

Section 5. Participation, Engagement and Satisfaction with our Equalities Practices
How we have involved people in developing equalities at our school.

Examples	Steps the School has Taken (Case Studies)
School Council:	Meeting twice each half term to discuss issues about the School and the wider community Planned anti bullying activities Charity fund raising events Meetings between School Council representatives and senior leaders
Pupil voice:	General class discussions with and with School Council representatives School Council including class representatives voted in by the pupils.
Parents/Carers /Guardians:	Involvement with school activities and celebrations. Achievement assemblies in each phase on Fridays Parents invited into full School assemblies which recognise and acknowledge their children specifically Pupil achievement certificates (post-cards home) given to Parents/Carers Use of the school website
Staff:	Staff CPD – planned and linked to school priorities, performance management and staff evaluations.
Local community:	Involvement with community events e.g. carol singing, development of community gardens etc. Links to other schools Attending organised events e.g. sporting, arts, and eco-garden.
Governors:	Visits to School Governing Body meetings focussed on School improvement Ratifying policies.
Satisfaction with our service:	On-going discussions with parents/carers Availability of senior leaders at the beginning and end of each day Parent, pupil and staff questionnaires. Pupil conferences. Open access policy Annual Report feedback form

Monitoring and Review
The Head teacher, Inclusion manager and other members of the Senior Leadership Team will monitor the effectiveness of this policy on a regular basis. The Head teacher will report to the governing body on the effectiveness of the policy at least annually and, if necessary, makes recommendations for further improvements; this would normally happen in November after the publication of RAISEonline; where most of the data contained in this Policy is taken from.

Agreed by governors: November 2013
Implementation date: November 2013
Review date: November 2014