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.

Accessibility plan

Our Accessibility Plan 2017-2020 can be downloaded here: Accessibility plan 2017-2020.

Equality Information

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 around 210 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:

disability
race

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:

sex
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 an Education Health & Care Plan (EHCP).

We also believe that in relation to disability as a Protected Characteristic, it is important to dis-aggregate 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 an Education Health & Care Plan (EHCP)
- without an EHCP
Physical disabilities
- medical
- visual impairment
- hearing impairment

The following table shows the numbers of pupils in each of the above groups , with an evaluation of the impact on equality of opportunity and provision as measured by pupils’ attainment and progress. Where numbers are below 5% of school population, statistical comparisons are not valid.

Characteristic		Number in school (approx.)	Percentage of school population	Evaluation of equality
Disability
	LD: EHCP	0		N/A
	LD:	36	17%	Children make *better* progress than the general school population

	PD: medical	0		N/A
	PD: Visual impairment	0		N/A
	PD: hearing impairment	1	0.5%	N/A
Race		Non-white: Other Ethnic Group: 3	1.5%	N/A
Sex		Male: 100% Female: 0%		N/A
Religion and belief		Orthodox Jewish: 100% Other faiths: 0%		N/A
Poverty & deprivation		FSM: 3	1.5%	N/A
Looked After Children		0		N/A
Children with EAL		21	10%	Children make better progress than the general school population

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 at or 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.

Our most recent Section 8 Ofsted inspection report (Sep. 2016) stated:

Leaders recognised rightly when some groups of pupils were not making the progress of which they are capable. Teachers know individual pupils well and, in regular meetings about pupils’ progress, identify precisely what extra support they need. Leaders have put in place a range of effective strategies so that pupils who are at risk of falling behind catch up.

The schools’ own assessment information indicates that the additional support given to pupils last year led to pupils from all starting points making better progress in reading, writing and mathematics.

You recognised rightly when you needed to extend the specialist support for increasing numbers of pupils who have special educational needs and/or disabilities or who speak English as an additional language. You responded by appointing the inclusion manager. She works with the pupil support worker to ensure that all pupils receive the support they need to make the progress of which they are capable.

The recently appointed inclusion manager has put in place additional training for staff to develop support for pupils with reading. This includes preparatory work for pupils who speak English as an additional language to extend their vocabulary so that they are ready for a new topic.

The Brent Council Special Educational Needs and Disability (SEND) team last audited the School’s SEND provision in September 2019. Their findings concluded that the school is compliant in almost all respects with only minor amendments required, which have subsequently been fully addressed.

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 were just five recorded racist incidents during the period September 2011 to September 2019 (sic). These were all minor incidents in which pupils made derogatory comments about other people’s skin colour. The incidents were all resolved satisfactorily.

Our Equality Objectives 2017-2020

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 measurable.

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.