Willow Tree Primary School Equality Statement
At Willow Tree Primary School, we are committed to ensuring equality of opportunity for all pupils, staff, parents and carers irrespective of race, gender, disability, belief, sexual orientation, age or socio-economic background, in line with the Equality Act of October 2010. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and ability to participate fully in school life.
We tackle discrimination through the positive promotion of equality, by challenging bullying and stereotypes and by creating an environment which champions respect for all. Through our work in the classroom, we ensure that pupils understand the importance of equality, what forms discrimination can take and the impact discrimination can have. We also seek to foster within our pupils their own commitment to promoting equality.
We demonstrate this through all aspects of school life and in particular through our commitment to every child fulfilling their potential. This commitment applies to our work in the classroom, our pupil support systems, our recruitment and retention of staff and our work in the local and wider community. We consult with all stakeholders, including pupils, parents and staff, through regular feedback opportunities such as questionnaires, parents forum and staff and pupil consultation sessions.
Diversity Context of our school
Willow Tree Primary School is a one form entry, primary school. The school is situated in St Helens LA, which reflects high levels of deprivation; the school location indicator is quintile 1 (least deprived of all schools), however the pupil population index is quintile 4 (more deprived of all schools).
Over the last three years there has been moderate mobility, with an increasing number of EAL pupils.
The majority of pupils are white British (16% non W/B), with 55% of pupils in receipt of free school meals, and 55% eligible for Pupil Premium funding.
The attainment of pupils on entry is below age related expectations. This is reflected in Baseline assessments scores.
The percentage of pupils on the SEND Register stands at 35%, which is above the national average.
Our Equality Objectives:
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Objective |
Action |
Success Criteria |
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To diminish the difference between boys and girls achieving ARE and GD in reading, writing and maths at the end of KS1 and KS2. |
· Review of the English LTPs to ensure a range of texts are being used to meet all interests · Analysis of assessments to identify keys areas for interventions · Regular interventions to take place and progress monitored · Regular pupil voice, particularly focusing on identified groups of pupils to gain insight into their learning · CPD for all staff in core subjects to ensure that they have the pedagogical knowledge to support accelerated progress |
The gap between the attainment and progress of boys and girls is diminished.
Pupil voice demonstrates that children have appositive view of writing.
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To improve attendance, including the rate of persistent absenteeism, for pupils with SEND, so that it is in line with national averages. |
· Follow school procedures for tracking and monitoring attendance · SENDCO to work closely with families to identify barriers to attendance and look at how these can be removed · Learning plans/EHCPs reviews to have an attendance focus for children with below expected attendance |
Attendance data for SEND pupils will be in line with that of others in school. Attendance data for SEND pupils will be in line with, or better than, national data for SEND.
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To improve the rate of persistent absenteeism for pupils eligible for FSM, so that it is in line with national averages. |
· FSW and SLT to track PP pupils as a focus group · Ensure PP pupils needs' are outlined on the provision map so that school can be proactive in meeting pupils' needs · Regular attendance contract meetings for targeted pupils · Termly prizes to promote attendance |
Attendance data for disadvantaged pupils will be in line with that of others in school. Attendance data for disadvantaged pupils will be in line with, or better than, national data for disadvantaged.
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How will the objectives be met?
- Careful monitoring of the performance of groups
- Attendance monitoring of groups half termly and regular support meetings with FSW and parents/carers
- Monitoring and evaluation of the quality of provision for groups of pupils
- Reporting on performance of groups at least termly to the Governing Body
How are we performing in relation to the three aims of the equality duty?
- Eliminate unlawful discrimination, harassment and victimisation.
We consider we do well against this aim. Our school values and aims support this work as well as our approach to pastoral support and our curriculum which ensures pupils are educated about discrimination and victimisation in its various forms, at an age appropriate level.
- Advance equality of opportunity.
We encourage participation in sport for those with disability through inclusive sports activities and through engagement in residential visits and other activities.
- Foster good relations.
We have a Parents Forum, offer Meet the Teacher and family learning sessions, have an open door approach and also have a senior leader on the playground gate most days. Links with the local community are nurtured eg through links with the local foodbank and pantries, the local churches and care home.
Willow Tree Primary School, as part of our commitment and prioritisation of Equality for all, have an Equality Scheme and action plan, which can be downloaded below.