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Equality Statement and Objectives.

Equality Information and Objectives 2021-2022

Hullavington CE Primary and Nursery School

 

Introduction

Hullavington CE Primary and Nursery School is committed to ensuring that everyone is treated fairly and with respect as we want our school to be a safe and inspiring learning environment for all our pupils.  This school recognises that people have different needs and we understand that treating people equally does not always involve treating everyone the same.  Hullavington CE Primary and Nursery School creates inclusive processes and practices where the varying needs of individuals can be identified and met. 

This document explains how we show our commitment to equality[i] for our school population and how we plan to tackle inequalities that may impact at school.

 

Celebrating our Successes

Some of our successes at Hullavington in terms of equality include;

  • increasing the involvement under-represented groups in extracurricular activities/sport
  • increasing the understanding and confidence of pupils to recognise, address and report bullying - including the use of racist, anti-LGBT and disability-related discriminatory language
  • increasing pupils’ knowledge and understanding of the different faiths and beliefs in Britain today, and supporting individual pupils in the development of their sense of identity and belonging.  At Hullavington we have pupils from all over the world; we use their first-hand experience, knowledge and understanding to enhance our curriculum.

 

Priorities for the Year 2021/2022

 

Sex (Gender) – Boys and Girls

The underachievement of boys compared with girls persists both nationally and in Wiltshire.  In Wiltshire, the attainment gap is marginally under 8 percentage points, with 68% of girls achieving the expected standard in all of reading, writing and mathematics compared to 60% of boys. 

In Wiltshire, the sex (girls/boys) attainment gap for the broad ‘major’ ethnic category All Black Pupils is larger at 10 percentage points with 62.7% of girls and 52.6% of boys achieving the expected standard in Reading, Writing and Maths. 

Two thirds of the gender gap in achieving the expected standard in Reading at age eleven is attributable to the fact that boys have lower levels of language and attention at age five. 

This school knows that intervention targeting early language and attention have potential for improving outcomes for all children. Boys benefit from such interventions because they are more likely to have these problems to begin with. i[ii]

 

At Hullavington in our Key Stage 2 2019 cohort (last SAT’s assessment pre-COVID-19) girls outperformed boys in reading and writing.  In reading, boys had an average score of 108 (National 103) and girls 112.3 (National 1.5.5).  In writing 89% of boys reached the expected standard (72% Nationally) and 100% gained the expected standard (85% Nationally).  Boys achieving the higher standard in writing equalled 22% (15% nationally) whereas 40 of girls reached the higher standard 25% nationally. Girls outperformed boys in the expected standard in maths:  Girls (100%: 79% nationally), Boys (89%; 78% nationally.)  Conversely boys outperformed girl when achieving the higher standard in maths 44% boys, 27% girls – nationally 29% of boys and 24% of girls achieved the higher standard in mathematics. 

 

To improve the percentage results for boys we have:

  • looked at the interests of boys(discussion with boys) and ensure we have text types which appeal to these interests and teachers ensure boys are better engaged in lessons.
  • Included boys when choosing books for the library – asked them to read and review books too so that they are recommended and appeal to more boys. Ensure  new books in classes and library have books which appeal to boys interests.
  • Male teachers remodel reading more.
  • Talking to boys about growth mindset in literacy
  • Looked at girls who are potentially aiming for the higher standard in mathematics and coaching them to have better self-perception and more of a growth mindset.

 

Minority Ethnic Pupils

Many minority ethnic groups of pupils do well but there are also groups where underachievement persists.  Underachievement for the groups highlighted in this report are a national as well as a Wiltshire concern and have been an ongoing issue since ethnic monitoring was introduced. 

LA and national attainment data provides a valuable source of information to identify potential areas of concern. 

All Black Pupils Major Ethnic Monitoring Category

LA data has highlighted concerns about the attainment of the All Black Pupils major ethnic monitoring category and for the Black Caribbean minor ethnic monitoring category.ii

Wiltshire Key Stage 2 data for 2019 shows attainment was lower for pupils in the All Black Pupil major ethnic monitoring category compared with the White British pupils minor ethnic monitoring category.  Fewer boys (8 percentage points lower) in the All Black Pupil category achieved the expected standard in Reading, Writing and Maths compared with boys in the White British ethnic category.  Attainment for Black Caribbean pupils was 14 percentage points lower than the attainment of White British pupils. 

A lower proportion of Wiltshire pupils in the All Black Pupil major ethnic monitoring category achieved a Higher Standard in the Reading, Writing and Maths assessments compared with White British pupils.  Pupils in the All Black Pupil were 3.7 less likely to have achieved the Higher Standard compared to White British Pupils. 

When and as appropriate [name of school] works closely with the LA to implement proven strategies to raise attainment during the primary school years.  

At Hullavington;

  • Our 1 Black pupil in this specific cohort (2019) achieved the higher standard in reading and the expected level in both writing and mathematics.
  • Our curriculum, teaching, policies and practices are regularly reviewed and updated.  The Black Lives Matter movement has provided a new impetus to this important work.  This school is also receiving regular guidance and information from the LA as well as sharing best practice with other Wiltshire schools. 
  • Our curriculum ensures that we learn about the countries and cultures of our pupils.

 

 

  • Equality Objective: Black Lives Matter

This school will develop a separate action plan to tackle long standing inequalities highlighted by the recent Black Lives Matter movement. 

Gypsy/Roma/Traveller Pupils

Gypsy/Roma and Irish Traveller pupils are the lowest achieving ethnic groups. 

In Wiltshire, just under 18% of Gypsy/Roma pupils achieved the expected standard. ii  Small numbers mean the attainment of Wiltshire Traveller pupils is not being published.  While the overwhelming majority of Wiltshire Gypsy/Roma/Traveller pupils choose to attend primary school until the end of Year 6, it remains a concern that a majority of Wiltshire Gypsy and Traveller families choose to home educate their children during the secondary school years. ii

A House of Commons Briefing Paper (September 2017) reported that education issues for Gypsies and Travellers include prejudice, discrimination and discriminatory attitudes.  The issues also include the schools’ responses to discrimination, and high levels of self-exclusion from mainstream education because of discrimination. iv

National research published in 2018 suggests there has been a significant increase in the number of Gypsy/Roma and Irish Traveller children who are being cared for by local councils.  The data shows an increase of 900% for the numbers of Gypsy/Roma children and 400% for Irish Traveller children since 2009.  One of the reasons suggested is that Gypsy/Roma and Traveller families are less likely to be offered or to access early help and support and this is important as it is an area in which schools are able to help. v

  • As a school we work closely with our Traveller families. We have built up an excellent working relationship and rapport.  We have regular meetings to discuss our curriculum and strategies for teaching and learning.

 

English as an Additional Language

 

In Wiltshire schools, the same proportion, 64%, of pupils for whom English is known to be their first language and those for whom it is an additional language achieved the expected standard. ii

It should be noted that children with EAL have widely varying levels of English proficiency.Some children have no English and some are fluent multilingual English-speakers and may have lived in English-speaking countries or have been educated in English throughout their childhood.Attainment is also affected by first language; for example, there are significant differences between Tamil and Chinese speakers, who, on average, perform better than Pashto and Turkish speakers.

In addition, prior education and arrival time impacts on attainment. vi The Wiltshire Ethnic Minority and Traveller Achievement Service advise on best practice for individual pupils to ensure those most vulnerable to poor attainment are to fulfil their academic potential.

 

  • In reading two EAL pupils achieved the expected standards, with 1 achieving the higher standard.  In writing, both achieved the expected standard, with one achieving greater depth. In mathematics, both achieved the expected standard, with one achieving the higher standard.
  • We have a close working relationship with Wiltshire Council EMPTAS ( Ethnic Minority and Traveller Achievement Service) team. Roshani, our Nepali TA regularly works at the school.

 

Religion and Belief

Data is not collected for monitoring purposes on Religion and Belief, and so there is no information available to compare the attainment of pupils who have/or do not have a religion or a belief.   

Hullavington CE Primary and Nursery School recognises how important faith and belief can be as part of a young person’s developing identity, whether this relates to a specific faith or belief, or whether this relates to wider belief systems, morals and ethics.  Hullavington CE Primary and Nursery School is committed to supporting all our young people as they develop a personal relationship with their own values and beliefs, and to supporting, in the context of the Human Rights agenda, the role this plays in the moral and ethical choices they make in life.

This school takes incidents of prejudice-related bullying seriously and is committed to working closely with parents/carers to create a school environment which is nurturing, friendly and supportive for all our children.  Our school has established a procedure for recording all incidents of prejudice-based bullying, and this includes bullying related to religion and belief.  Comments from young people about bullying include the following, “Encourage and celebrate difference – don’t single us out if we are different, have difficulties, or have different beliefs and views”, the Wiltshire Anti-Bullying Charter.  https://www.wiltshirehealthyschools.org/core-themes/emotional-health-and-wellbeing/anti-bullying-practice/   This school is vigilant in maintaining an awareness of, and appropriate responses to, this possibility.  Hullavington CE Primary and Nursery School is aware that negative faith-based media attention can have an impact on all children, and recognises the importance of ensuring that pupils are provided with accurate and appropriate information. 

Hullavington CE Primary and Nursery School ensures that all pupils gain knowledge of and respect for the different faiths in Britain as part of our role to prepare pupils for modern life in a diverse Britain.  As part of a whole school activity, pupils celebrate different religious festivals and learn from religious representatives from various communities. 

Hullavington CE Primary and Nursery School recognises that discrimination on the grounds of religion or belief is a global concern.  This school is aware that Islamophobia and anti-Semitism (discrimination or prejudice against people because they are Muslim or Jewish) is increasing and that it displays many of the same traits as racism.  This school will continue its work to inform and actively promote acceptance and respect.  Nationally, between 2015/6 and 2016/7 there was an increase of 37 per cent in the numbers of faith or belief-based incidents reported to the Police either on school property or near to school property.vii

11% of Islamophobic incidents happen in educational institutions viii, including name-calling, jibes about so-called Islamic State, violence, and victimisation when wearing a hijab ix. Many Muslim young people say abuse is so commonplace it is normalised x. Childline has recorded a spike in race- and faith-based bullying with victims reporting that they feel isolated, withdrawn and lack self-esteem xi.

This school is benefiting an education resource designed for work with primary school children to educate them about Islamophobia.  The development of this resource was funded by the Home Office xii

 

At Hullavington CE Primary and Nursery School we ensure that pupils are taught about religion and belief in a safe environment. We have also;

  • Ensure pupils have visited the Church and other religious buildings – Synagogue, Hindu Temple, Sikh Temple, Mosque and talked with people from other religions.
  • We start by learning from our children and their beliefs – we ensure parents present lessons about their religions and beliefs with pupils having the opportunities to ask questions to extend their knowledge and understanding.

 

 

Gender Identity and Sexual Orientation (LGBT)

 

 

Hullavington CE Primary and Nursery School has benefited from the work undertaken by the Church of England and published in the document “Valuing All God’s Children”. xv This excellent document provides a framework that helps our school to address all issues of bullying behaviour and discriminatory language, and includes homophobia, biphobia and transphobia.

 

At Hullavington CE Primary and Nursery School;

 

  • When approached by a pupils and their parents we will discuss the need of the pupils and how others’ reactions will be dealt with to ensure all pupils feel safe and loved.
  • All instances of bullying behaviour will be dealt with in accordance with our Behaviour and Anti-Bullying Policy.

 

 

 Disability (Special Educational Needs and Disability)

 

SEN pupils are categorised as 'SEN with a statement or Education, health and care (EHC) plan' and 'SEN support'. In Wiltshire in 2019, 16% of pupils at the end of key stage 2 have a special educational need and 4% have a statement or education, health and care plan. ii

 

Of all reported characteristics, pupils with SEN have the largest attainment gap when compared to those without any identified SEN. ii   In 2019, 25.6% of Wiltshire pupils with SEN support reached the expected standard in reading, writing and mathematics, compared with 75% of Wiltshire pupils with no identified SEN, resulting in an attainment gap of 49 percentage points. ii

Hullavington CE Primary and Nursery School is required to publish information on the attainment of SEN pupils.The focus of this section of this Equality Information document is disability.The disability areas being highlighted in this report have been adapted to reflect our current pupil profile.Please note that as schools must adhere to data protection protocols in order not to breach the confidentiality of individual or small groups of pupils, this may mean that our school is limited in the data it is able to publish in this section.

 

  • At Hullavington CE Primary and Nursery School;
  • In 2019 KS2 SAT’s (Last SAT’s results pre-COVID,  2 SEN pupils achieved the expected standard (100%) with 1 achieving the higher standard. In writing, 1 achieved the expected standard and in mathematics 1 achieved the expected standard.
  • We believe at Hullavington that all pupils can achieve and have high expectations for all.

 

 

SEND Pupils and the link with Poverty

This school is aware that there is a strong link between poverty and disabilities that negatively impact on educational attainment. xvi  Children from low-income families are more likely than their peers to be born with inherited special educational needs and disabilities (SEND), are more likely to develop some forms of SEND in childhood, and are less likely to move out of SEND while at school.  Also, children with SEND are more likely than their peers to be born into poverty, and, in addition, more likely to experience poverty as they grow up. 

Hullavington CE Primary and Nursery School has made the achievement of pupils with SEND a whole school priority and is supported with expert advice from our SEND education specialists.  Hullavington CE Primary and Nursery School also knows that a strong partnership with parents/carers is important, and will continue to work collaboratively to support parents/carers as they seek to provide their children with a stimulating home-learning environment.

 

  • We ensure parents are signposted to the nearest food bank.
  • We ask parents to notify us if they need financial help with trips.
  • Pupils are able to lend books from our school library.

 

Pupils with Mental Health Concerns

There is an increasing understanding of the negative impact of social, emotional, and mental health difficulties (SEMH) on the educational attainment of pupils.  The incorporation of mental health into the Equality Act 2010 has helped to highlight this important issue. i

 

  • We are able to provide ELSA support by staff.
  • We are able to support pupils and ensure they have time to talk.
  • We are able to signpost parents and pupils to external services and charities.
  • We work with our pupils and parents to source help, providing referrals if necessary.

 

EQUALITY OBJECTIVES

Schools are required to update their published Equality Information each year, and in addition, must have at least one Equality Objective that the school can focus and work on for a period of up to four years.  Below are some suggested Equality Objectives that you may wish to pursue.  The suggested objectives have been developed to reflect current priorities, however, schools can choose an equality objective that meets the needs of their particular school community. 

An objective is about change. It should be specific, measurable, achievable, relevant (realistic) and time-bound (SMART), expressed in terms of people and outcomes, and set towards achieving a long-term goal. This means objectives focus on outcomes - real, practical change that can be expressed in terms of improvements. 

 

  1. Equality Objective: Ethnicity/GRT

To tackle racism and discrimination against Gypsy/Roma/Traveller pupils regardless of whether the school has Gypsy/Roma/Traveller pupils on roll and to promote positive representation of GRT communities and their histories.  It is known that many GRT families do not disclose their ethnicity to the school as they fear discrimination and prejudice.  Research (see endnote iii) has shown that 70% of GRT families have experienced anti-GRT racism in education.  The aim of this objective is to reduce racism and prejudice, and increase understanding of GRT communities, families and histories, with the long-term objective of increasing the numbers of GRT children who feel they would benefit from attending secondary school in Wiltshire. 

  • We work with EMTAS and our Traveller families – we have regular meetings to talk about our curriculum.
  • This school will ensure that Gypsy/Roma and Traveller families have access to the same level of early help support as other families and, in partnership with the Ethnic Minority and Traveller Achievement Service, will work to develop trusting relationships with families in the best interest of our pupils. 

Equality Objective: Black Lives Matter

This school will develop a separate action plan to tackle long standing inequalities highlighted by the recent Black Lives Matter movement. 

 

  1. Equality Objective: Gender (Church Schools)

 

  • This school is committed to addressing all issues of bullying behaviour and discriminatory language and this includes homophobia, biphobia and transphobia. 

 

  1. Equality Objective: Disability/SEND

This school has decided that one of our new Equality Objectives will address pupil mental health and wellbeing as part of our commitment to preventing mental health difficulties that may start in childhood but have a greater impact in adult life.  This is particularly the cases since the COVID-19 lockdowns.

 

This school is committed to addressing all issues of bullying behaviour and discriminatory language.  This school is aware that social media and on-line gaming exposes children to language that describes people with disabilities in a negative way.  This school understands the impact of these words and has therefore decided that one of our new Equality Objectives will be to educate our pupils about disability-related discriminatory language to ensure all our pupils understand why

 

iii Understanding the Gender Gap in Literacy and Language Development: Professor Gemma Moss and Dr Liz Washbrook, University of Bristol 2016 https://www.bristol.ac.uk/media-library/sites/education/documents/bristol-working-papers-in-education/Understanding%20the%20Gender%20Gap%20working%20paper.pdf

 

iv Gypsies and Travellers, House of Commons Briefing Paper Number 08083, 28 September 2017 http://researchbriefings.files.parliament.uk/documents/CBP-8083/CBP-8083.pdf

 

v The Fragility of Professional Competence, A Preliminary Account of Child Protection Practice with Romani and Traveller Children in England, January 2018, University of Salford, Manchester http://usir.salford.ac.uk/46146/1/the-fragility-of-professional-competence-january-2018.pdf

 

vi Educational Outcomes for Pupils who have English as an Additional Language: The Education Policy Institute, The Bell Foundation, Unbound Philanthropy by Jo Hutchinson, Director for Social Mobility and Vulnerable Learners (February 2018)  https://www.bell-foundation.org.uk/research-report/educational-outcomes-of-children-with-english-as-an-additional-language/

 

vii https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/652136/hate-crime-1617-hosb1717.pdf

 

viii Tell Mama, 2017

 

ix NSPCC, 2018

 

x British Youth Council, 2016

 

xi NSPCC, 2018

 

xii https://www.equaliteach.co.uk/wp-content/uploads/2018/04/FAITH-IN-US.pdf

Funded by the Home Office Hate Crime Communities Project Fund

 

xiii LGBT History Month, https://www.stonewall.org.uk/lgbt-history-month-education  celebrated in February each year. 

 

xiv Stonewall School Report, 2017, The Experiences of Lesbian, Gay, Bi and Trans Pupils in Britain’s Schools https://www.stonewall.org.uk/school-report-2017

 

xv Valuing All God’s Children, 2017, https://www.churchofengland.org/sites/default/files/2017-11/Valuing%20All%20God%27s%20Children%27s%20Report_0.pdf

 

xvi Joseph Rowntree Foundation, Special Education Needs and their Links to Poverty, 26 February 2016 https://www.jrf.org.uk/report/special-educational-needs-and-their-links-poverty

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