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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
- Promote cultural understanding and awareness and tolerance of different religious beliefs between different ethnic groups within our Academy community.
- 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.
- 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.
- Continue to improve accessibility across the school for students, staff and visitors with disabilities, including access to specialist teaching areas.
- 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 |