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BurlingtonJunior School

Equality

Equality Statement - The Public Sector Equality Duty

We aim to promote pupils' spiritual, moral, social and cultural development, with special emphasis on promoting equality and diversity, and eradicating prejudicial incidents for pupils and staff. 

Our school is committed to not only eliminating discrimination, but also increasing understanding and appreciation for diversity. Burlington Junior School is opposed to all forms of prejudice and recognises that children and young people who experience any form of prejudice-related discrimination may fare less well in the education system. 

Our School Context:

Burlington Junior School is a large, four-form entry junior school in New Malden, Kingston Upon Thames. It serves a diverse community with the majority of our pupils being from ethnic minority backgrounds (72%). This figure is higher than the national average (33.9%). 45% of our pupils speak English as an additional language; again, this figure is higher than the national average (20.9%).

In addition, 17% of pupils attend Burlington Junior School with a special educational need or disability (SEND). Pupils with SEND, including those with a medical need, are fully supported by our Inclusion Leader, and external specialist professionals where appropriate, to ensure access to all aspects of school life. 

The percentage of pupils at Burlington Junior School in receipt of the pupil premium grant is 20%. This is broadly in line with the national average (21%) and is higher than the average for Kingston Upon Thames (15%). We have strong links with our local infant school and with the local secondary schools to ensure that transition is smooth for our most vulnerable pupils. Our Pupil Premium Strategy contains information about how we aim to advance equality of opportunity for these pupils throughout their school life. 

The Equality Act (2010)

The Equality Act (2010) was introduced to ensure protection from discrimination (direct or indirect), harassment and victimisation on the grounds of protected characteristics:

  • Sex;
  • Age;
  • Race;
  • Disability;
  • Religion or belief;
  • Sexual orientation;
  • Gender reassignment;
  • Pregnancy or maternity;
  • Marriage or civil partnership.

For schools, this means that it is unlawful to discriminate against individuals, or treat them less favourably, because of their sex, race, age, disability, religion or belief, gender reassignment, sexual orientation, pregnancy or maternity. The Equality Act (2010) makes it unlawful for responsible body of a school (governing body or local authority) to discriminate against, harass or victimise a pupil or potential pupil:

  • In relation to admissions;
  • In the way it provides education for pupils;
  • In the way it provides pupils access to any benefit, facility or service, or;
  • By excluding a pupil or subjecting them to any other detriment. 

Public Sector Equality Duty

Under the Equality Act (2010), the school is expected to comply with the Public Sector Equality Duty (PSED). This requires us to have due regard to the need to:

  • Eliminate discrimination and other conduct that is prohibited by the Equality Act;
  • Advance equality of opportunity between people who share a protected characteristic and people who do not share it;
  • Foster good relations across all characteristics - between people who share a protected characteristic and people who do not share it.

As a public organisation, we are required to:

  • Have due regard to the PSED when making decisions, taking actions or developing policy and practice, 
  • Publish information annually to show compliance with the Public Sector Equality Duty,
  • Publish objectives which are specific and measurable. 

Our Equality Policy has been written in line with national guidance and contains information about how the school complies with the Public Sector Equality Duty. We also give guidance to staff and the wider school community on our approach to promoting equality. 

Equality Objectives

Our equality objectives reflect the school's priorities and draw upon available data and other evidence. Careful analysis of this is undertaken in order to ensure that we are working to achieve improved outcomes for different groups. 

For 2021 - 2022, our equality objectives are as follows:

Objective 1 To establish a positive, inclusive and consistent behaviour policy around the principles of 'ready', 'respectful' and 'safe'. These principles will develop a greater understanding of what it means to be respectful and tolerant of others. 
Objective 2 To monitor pupil progress and attainment in order to ensure that pupils in vulnerable groups achieve their potential. This will involve analysing assessment data and identifying underlying factors that affect imbalances of attainment in order to provide appropriate support.
Objective 3 To provide a variety of enrichment opportunities which give the opportunity for all children to become rounded individuals both physically and psychologically. This may include access to sports' clubs, extra-curricular activities, trips and visits, and multicultural weeks. Emotional support will be provided through a whole school approach to emotion coaching and zones of regulation. 

Specific tasks relating to these objectives can be found within our school development plan. 

Related Policies

Definitions

Direct discrimination: occurs when one person treats another less favourably, because of a protected characteristic, than they treat - or would treat - other people. 

Indirect discrimination: occurs when a 'provision, criterion or practice' is applied generally but has the effect of putting people with a particular characteristic at a disadvantage when compared to people without that characteristic. 

Harassment: unwanted conduct related to a relevant protected characteristic which has the purpose or effect of violating a person's dignity or creating an intimidating, hostile, degrading, humiliating or offensive environment for that person. 

Victimisation: occurs when a person is treated less favourably than they otherwise would have been because of something they have done ('a protected act') in connection with the Act. 

 

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