Equality Objectives - Queensbury Academy

Equality Objectives

Queensbury Academy is proud to have achieved the Equalities Award during 2019, but continues to strive for improvement in meeting the following objectives:

Equality Objectives 2018-2022

  1. Promote cultural understanding and awareness and tolerance of different religious beliefs between different ethnic groups within our Academy community.
  2. Promote and monitor the involvement of all groups of students in the extra-curricular life of the Academy, including leadership opportunities, especially students of ethnic minorities or with special educational needs and disabilities and those eligible for Pupil Premium funding.
  3. Actively close gaps in attainment and achievement for all groups of students; especially students eligible for Pupil Premium, students with special educational needs and disabilities, looked after children, boys and students from minority ethnic groups.
  4. Continue to improve accessibility across the school for students, staff and visitors with disabilities, including access to specialist teaching areas.
  5. Monitor the incidence of the use of homophobic, sexist and racist language by students in the Academy.

Equalities

Objectives

Actions Required

Timescale

Outcomes

Monitoring

Promote cultural understanding and awareness and tolerance of different religious beliefs between different ethnic groups within our Academy community.

·   A programme of assemblies and events organised and special days celebrated.

·   Invite visitors from different groups to enhance the curriculum and broaden the children’s understanding of the local and global community.

·  Create opportunities for students to share information about themselves and their backgrounds

Ongoing

·   All cultures and communities are respected and celebrated within the Academy

·  Students show consistent respect for those who are different to themselves

·  No incidents of racial or ethnic bullying, language and incident are reported

·  The school is seen as a tolerant and respectful community where all staff and students feel free to be themselves

·   SOL

·  Student Voice

·  CPOMS/SIMS incident analysis

 

Promote and monitor the involvement of all groups of students in the extra-curricular life of the Academy, including leadership opportunities, especially students of ethnic minorities or with special educational needs and disabilities and those eligible for Pupil Premium funding.

·  Publish timetable of all after school activities

·  Promote student leadership activities to all students

·  Ensure students eligible for additional support receive personalised interventions to support their well-being and progress

·  Analyse data of student attending extra-curricular activities to ensure opportunities are accessed by all

September 2018 Termly

·   Timetable of activities published on website and Edulink

·         80% student attend at least one extra -curricular activity

·  All student groups are equally represented in activities and trips

·  Sensitive and personalised support and challenge in place to include all student groups

·   Timetable

·  Activity registers

·   Student Voice Survey

·  Analysis of attendees

Actively close gaps in attainment and achievement between students for all groups of students; especially students eligible for Pupil Premium, students with special educational needs and disabilities, looked after children and students from minority ethnic groups.

·   Ensure all context sheets held by staff clearly identify FSM/PP/SEN/EAL students

·   Seating plans to ensure there is no isolation of FSM/PP/SEN/EAL students

·  Those students who receive personalised provision to receive tuition in small groups for English and maths in close liaison with class teachers

·   Ensure access to resources such as IT or library available when setting homework

·  Ensure active learning techniques employed in lessons and use student voice to ensure students find lessons resources engaging

Easter 2019

·  All teachers know their classes including those students who are in receipt of FSM

·  Seating plans are in place for all classes that mix friendship groups and support good learning

·   Small group teaching in place and teaching follows course specifications; marking and feedback is shared to enable effective moderation and challenge.

·   Homework completion is monitored and tasks set come with appropriate resources or provision is made for access to appropriate resource

·   Student voice shows that 80% students find resources and lessons engaging and relevant; 80% of lessons involve active learning techniques

·  Teaching file monitoring  and formal lesson observations

·  Tracking of student progress across all years and in particular students on alternative packages

·   Teacher records of homework; parent feedback and student work scrutiny

·  Student voice survey feedback

Continue to improve accessibility across the school for students, staff and visitors with disabilities, including access to specialist teaching areas.

·  Review accessibility plan

·  Consult on new accessibility plan with key stakeholders

·  Ensure increased access to curriculum and information for all stakeholders

·   Review physical environment and plan changes according to stakeholder need

December 2018

·  Accessibility plan in place and published on website

·  Students, staff and parents consulted on new Accessibility plan

·  IT solutions in place to support curriculum and information access

·   Adaptions made to physical environment based on need and finances

·  Accessibility plan

·   Consultation documents and notes

·  IT in place

·   Financial Planning/Budget documents

·  Building plans

Monitor the incidence of the use of homophobic, sexist and racist language by students in the Academy.

·  Increase staff awareness of issue and provide training and guidance for staff

·  Raise awareness of students of issue through assemblies, tutor time activities and through PHSE/Citizenship lessons

·  Ensure expectations with regard to use of homophobic language established

·  Inform parents of intentions and keep updated of progress

·  Review method for recording prejudice incidents and ensure understood by staff

·   Through visual posters and resources maintain momentum;

·   Ensure support for students in place through Brook clinic and through resources in the library and outside agency leaflets

Ongoing

·  Staff confidently tackle any use of homophobic language

·  Students have increased understanding about homophobia and know our expectations

·  Support in place for students who request it

·  Parents updated and understand the school’s position

·  Visual support available round school

·  Monitoring of prejudice incidents

·  Learning walks

·  Staff and student surveys