Annual Equalities Statement

Transcription

1 Annual Equalities Statement Meeting our Public Sector Equality Duty in Eliminating discrimination and other conduct that is prohibited by the Equalities Act 2010 Promoting equality has always been at the heart of the Trust s mission. Our focus since the earliest days has been on delivering educational excellence to young people particularly those who are suffering from disadvantage in all its guises to maximise their potential, regardless of their starting point. A commitment to equality of opportunity is part of the warp and weft of everything we do. This starts right at the top. In our governance and accountability framework, the duty to ensure the Trust and its schools comply with equalities legislation and fulfil both the general and specific duties is reserved to the Board of Trustees. The Board s specific terms of reference include responsibility for safeguarding, SEND and inclusion. The Academic Board has responsibility for more detailed oversight of the Trust s approach to vulnerable pupils. The Trust s main Equalities Policy and the complementary Equal Opportunities Policy for staff have been approved by Trustees. Local Governing Bodies (LGBs) consider the policies and oversee implementation in their respective schools. Governors receive equalities training. Standard templates for reports to the Board and its Committees (including the LGBs) are being developed in and will include a specific requirement to consider whether an Equalities Impact Assessment (EIA) is required and a requirement to complete the Trust s standard template when one is needed. Equalities considerations are built into the student journey from the outset, with Admissions Policies for all Trust schools subject to individual EIAs. Every student is treated as an individual throughout their school career with Tauheedul. At the point of induction, parents are able to discuss any specific requirements their child may have with regards to any of the relevant protected characteristics. Bespoke attainment targets are set for every student that recognise their starting point and help stretch them to maximise their potential. Every student s performance is reviewed regularly at as part of the Trust s rigorous approach to monitoring and school SLTs keep an overview of performance to ensure that every child s progress is maintained. The Trust will be appointing a Data Director during An early priority will be to develop a corporate data recording and reporting system which will enable the Trust to monitor attainment and progress by all students sharing protected characteristics and comparing with progress by those who do not have it. Similarly, the Trust builds equalities considerations into its staffing policies and practices from the outset. All recruitment advertisements refer to our commitment to equal opportunities. Equalities monitoring information is included as part of the Trust s standard application form. Blind shortlisting will be introduced in , whereby candidates are identified by reference number only until shortlisting has been concluded. The Trust appointed a Head of HR in and one of his early priorities is to develop and implement corporate HR Management Information and Applicant Tracking systems. Training for staff with recruitment and selection responsibilities includes equalities considerations. During , the Trust will be exploring the potential of developing an e learning approach to equality and diversity to enable larger numbers of staff to be trained in a cost and time effective way.

2 The Trust s HR policies and procedures are designed to ensure equality of treatment for all staff, including ensuring equality of access to continuing development and other training opportunities. We offer flexible and family friendly working opportunities. 2. Advancing equality of opportunity between people who share a protected characteristic and people who do not have it The Trust and its schools have a range of policies and procedures in place to advance equality of opportunity between people who share a protected characteristic and those who do not have it. As outlined above, these include our governance and accountability framework, our equalities and related policies, target setting and attainment tracking for students and training for staff and governors. As the Trust has grown, it has identified the need to build urgent capacity to enable better Trust wide monitoring and trend analysis. Although schools currently monitor their data, the Trust does not have a full corporate monitoring system in place. This is a priority for Whilst effective policies, procedures and monitoring arrangements are clearly essential, what matters is what happens on the ground in our schools. A number of specific examples of good practice are set out below: Governance, planning and reporting Termly report to Governors on discrimination and equality Completion of Equality Impact Assessment on key decisions and new policies. School Annual Operating Statements have section on Equality. Equality objectives inform school improvement plan Community Cohesion & Equality Audit completed annually. School admissions policies subject to EIA Training Recruitment training for senior leaders Induction Training Safer Recruitment training Staff training (including PREVENT, WRAP, FGM). Safeguarding Lead training Training by SENCO/professionals from local Special Schools to meet the needs of students with VI and Hearing Impairment needs/physical Disability/cognitive learning difficulties Inset Equality of opportunity in curriculum planning LGBT Friendly CPD Training Improving outcomes for Disadvantaged and SEN pupils Pupil Premium Training

3 Student support SEND Code of Practice Equality objectives to inform school improvement plan Curriculum awareness to ensure accessibility of all activities including school trips and certain curriculum activities Strategies for Speech and Language Problems Transition meetings with primary partners EHCP meetings with external professionals School Maternity Policy followed. Risk Assessment undertaken for pregnant members of staff meeting held to discuss concerns or any assistance needed Specialised equipment and support for children who have physical, hearing or visual impairments Peer assistance, staff mentors, homework and lesson support for students with mild autism Attendance data monitored to ensure that trends do not indicate any group attending less than any other Rewards and sanctions monitored to ensure that there is equality of opportunity for all children Non gender specific toilet allocated for identified pupils who are experiencing gender identities School anti bullying policies create zero tolerance of bullying people on the grounds of race, ethnicity, gender, sexual orientation etc. Strategies for supporting victims restorative justice approaches Lunchtime adjustments for children with severe allergies Personal Evacuation Plans (PEPs) for pupils with disabilities Separate transition arrangements for SEND pupils Regular analysis and comparison of progress of SEND pupils with non SEND cohort Special access arrangements for exams pupils with SEND All children/parents/carers asked re access needs when joining school and how they would like to receive information All children/parents/carers asked re language needs when joining school and how they would like to receive information Special consideration given to families who have a particular need that could be considered to give them a disadvantage, financial, or extra time or resources Support to students with who become pregnant or young mothers Enhanced intervention programmes delivered for all learners with learning difficulties. Enhanced delivery of bespoke qualifications for learners with complex needs. Ensure leadership positions in the school are accessible to students of all backgrounds. Staff support School Maternity Policy followed. Risk Assessments for pregnant staff meetings to discuss concerns or any assistance needed Changes to lighting, equipment and working conditions etc. for members of staff with disabilities Monitor staff recruitment and retention procedures to ensure equality of opportunity for all Monitor promotion procedures to ensure equality of opportunity for all Monitor staff disciplinary, grievance and competency procedures to ensure an equal process for all

4 School Maternity Policies in place. Risk Assessment undertaken for pregnant members of staff meetings to discuss concerns or assistance needed Monitor staff exit surveys to ascertain any equal opportunities issues All staff asked re access needs when joining school and how they would like to receive information All staff asked re language needs when joining school and how they would like to receive information Line management meetings between SLT and team leaders to minimise negative impact or disadvantages for staff who share protected characteristics. Risk assessments undertaken for staff in particular need Special consideration is always given to staff who have a particular need(s) that could be considered to give them a disadvantage 3. Fostering good relations across characteristics between people who share a protected characteristic and people who do not share it The Trust has always been committed to fostering good relations amongst different groups. We believe that humanity has more in common that unites rather than divides. Schools prioritise activities that promote an inclusive ethos. Activities have included: Intergenerational activities Foodbanks Homelessness initiatives Community Sports Raising funds for local and national charities over 31,000 raised in for charities including: Save the Children Sport Relief Barnado s Children in Need National Autistic Society RNIB The Alzheimers Society Anti Bullying Weeks and Anti Bullying programmes Citizenship Days Primary Literacy Project Student Leadership Roles KS3 Citizenship Interfaith visits, trails and events WW1 Commemorations Holocaust Memorial Commemorations

5 4. Pupil Profile and performance The table below shows the performance of the trust and the two schools where pupils achieved Key Stage 4 results in 2015/16. School absence rates are well below national average across all key vulnerable groups, illustrating the success seen across our schools in ensuring all pupils attend regardless of background Attainment and progress at Key Stage 4 is equally strong and is evidence of the success seen in our schools to ensure a pupil s background is no barrier to achievement Cohort % of establishment population Attendance: % Absence Progress: Progress 8 Average score Attainment: Attainment 8 Average score National Establishment National Establishment National Establishment Performance breakdown: Tauheedul % 2.5% Education Trust TIGHS % 2.5% TIBHS % 2.6% SEN Support 7.5% 3.6% NP 1.29 NP SEN (with statement or EHC 1 7.3% SUPP NP SUPP NP SUPP plan) Disadvantaged 43 22% NP 3.5% Gender Male 74 37% 5.2% 2.1% Female % 5.2% 2.4% Sources: The data shown above is sourced from RAISEonline and from the DfE s Statistical First Release (specifically Key Stage 4 and School Absence) NP Not published SUPP Data is suppressed where the cohort is less than 5 pupils (or where there is any risk to the identification of pupils)

6 5. Staff profile Drawing from the latest School Workforce Census figures made available by the DfE, the table below shows the profile of staff across the schools in the trust. % from non white British background TET School Total staff Teachers Teaching Assistants Support Staff Auxillary staff Tauheedul Islam Boys' High School Tauheedul Islam Girls' High School Eden Girls' School Waltham Forest Eden Boys' School, Birmingham SUPP Eden Girls' School Coventry SUPP Eden Boys' School Bolton Eden Girls' School, Slough Eden Boys' School, Preston SUPP Primary Schools The Olive School Hackney The Olive School, Birmingham The Olive School, Bolton SUPP 100 The Olive School, Preston SUPP The Olive School Blackburn Sponsored Academies Highfield Leadership Academy 131 SUPP SUPP 0 SUPP Laisterdyke Leadership Academy