Our equality duties
We aim to be a community where everyone is treated fairly and with respect. We want everyone to reach their potential, and recognise that for some pupils extra support is needed to help them to achieve and be successful. We take our legal duties on equality seriously.
We welcome our general duty under the Equality Act 2010 to eliminate discrimination, to advance equality of opportunity and to foster good relations.
We are required to publish equality information as well as equality objectives, which show how we plan to reduce or remove particular inequalities.
Information about the school population
Information relating to employees who share protected characteristics
This school has fewer than 150 employees and is therefore exempt from publishing this information in relation to employees.
The School is a boys-only primary school with 220 pupils. All pupils are of the orthodox Jewish faith. The Protected Characteristics as stipulated in the Equality Act 2010 that could potentially apply to pupils in the School, in comparison to other pupils in the School, are as follows:
In addition, the following Protected Characteristics could potentially apply to the pupils in the School in comparison to pupils in other schools or in the broader population:
- religion and belief
While not Protected Characteristics under the Act, we are conscious of the following other status categories that could lead to potential inequalities of opportunity or achievement among sectors of the pupil population within the School, and we are committed to monitoring and where necessary addressing these:
- poverty and deprivation (as measured by eligibility for free school meals)
- looked after children
- children with English as an Additional Language
We believe that in a small school such as this, with a small population, analysis of differences in attainment, progress and participation of groups representing less than 5% of the whole school population (i.e. fewer than 10 pupils in the school as a whole), or less than 10% of a single class (i.e. fewer than 2 or 3 pupils in a typical class), needs to be treated with extreme caution for statistical purposes. We have therefore not included analysis of attainment and progress by groups smaller than these threshold sizes on this page, with the exception of pupils with a Statement of Special Educational Needs.
We also believe that in relation to disability as a Protected Characteristic, it is important to disaggregate this into the various types of disability as represented among the school’s pupil population, as these can have very different impacts upon children’s attainment and progress:
- Learning disabilities
- with a Statement of Special Educational Needs
- at School Action Plus or Early Years Action Plus
- at School Action or Early Years Action
- Physical disabilities
- visual impairment
- hearing impairment
The following table shows the numbers of pupils in each of the above groups (2014-15 main school census data), with an evaluation of the impact on equality of opportunity and provision as measured by pupils’ attainment and progress:
|Characteristic||Number in school||Percentage of school population||Evaluation of equality|
|LD: Statement||5||2.4%||Children make better progress than the general school population|
|LD: SA+/EYA+||31||14.9%||Children make better progress than the general school population|
|LD: SA/EYA||12||5.8%||Children make better progress than the general school population|
|PD: Visual impairment||1||0.5%||N/A|
|PD: hearing impairment||1||0.5%||N/A|
|Race||Non-white: Other Ethnic Group: 3||0.5%1.5%||N/AN/A|
|Religion and belief||Orthodox Jewish: 100%
Other faiths: 0%
|Poverty & deprivation||FSM: 1||1%||N/A|
|Looked After Children||1||1%||N/A|
|Children with EAL||0||0%||N/A|
Information which shows or indicates the school has due regard for the aims of the general equality duty
The aims of the general equality duty, established by the Equality Act 2010, are to:
- eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under the Act
- advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it
- foster good relations between persons who share a relevant protected characteristic and persons who do not share it
Pupils of the School constitute a group sharing Protected Characteristics of religion and belief and of sex compared to the broader population. Attainment and progress by pupils at the School is above the national benchmark average for schools classed as “similar” in Literacy and Numeracy outcomes as measured by the KS2 National Curriculum (SATs) tests. This indicates that the School is effective at ensuring equality of opportunity for its pupils compared to the broader population.
Ofsted (Nov. 2011) stated: The school has a very clear ethos based on values that are shared and strongly supported by staff, pupils and their parents and carers. Consequently, pupils’ spiritual, moral, social and cultural development is outstanding. A parental comment stated: ‘Despite the narrow range of ethnicities represented within the school, they effectively instil an amazing tolerance and respect for those who appear different to us. I have noticed this in my children on several occasions.’ … They acquire deeply held values, in line with the school’s exceptionally strong Jewish ethos. Their cultural development is more limited; pupils mostly have contact with the Jewish community, but they do learn about people from other faiths and cultural backgrounds. The school is involved in fund raising for both Jewish and non-Jewish charities. … The school is effective in closing any gaps in performance between different groups, including those with special educational needs and/or disabilities. This reflects its good promotion of equality of opportunity.
The Brent Council Special Educational Needs and Disability (SEND) team audited the School’s SEND provision in June 2013. Their findings included that:
- “Funding is appropriately spent and added to from other areas”
- “Inclusive teaching and learning support SEND pupils to achieve well”
- “Parents are well informed and involved”
- “Provision, intervention and support are all strong”
Information about gaps in attainment, differences in outcomes or poor relations (including prejudice and poor understanding)
The information above indicates that pupils sharing Protected Characteristics or other status categories that could lead to inequality, are not disadvantaged in relation to attainment and/or progress in comparison to the whole school population. This is as a result of the good provision for children with Special Educational Needs and other Protected Characteristics.
There was just three recorded racist incidents during the period September 2011 to September 2016. This were all minor incidents in which pupil made derogatory comments about other people’s skin colour. The incidents were all resolved satisfactorily.
Our Equality Objectives
Objectives should aim to focus attention on priority equality issues and real improvements that we intend to deliver.
Equality objectives are required to be specific and measureable.
- To maintain progress by children with Special Educational Needs / Learning Disabilities that exceeds that of the general School population.
- To maintain overall attainment and progress by pupils of the School, who constitute a group sharing Protected Characteristics of religion and belief and of sex compared to the broader population, at or above benchmark figures for the broader population.
Please contact us if you require any further information.