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Single Equality Scheme

East Wichel Primary School & Nursery
Single Equality Scheme


Contents of our Single Equality Scheme
1. Our Distinctive Character, Aims and Priorities
2. Purpose of the Single Equality Scheme (SES)
3. Meeting our Duties
4. Responsibilities
5. Information Gathering
6. Types of Information Gathered
7. Outcomes
8. Equality Impact Assessment
9. Action Plans
10. Publication and Reporting
11. Review

1. Our Distinctive Character, Aims and Priorities
Characteristics of our school
East Wichel Primary School and Nursery is a relatively new school set in a residential area on the outskirts of Swindon which is part of the south Swindon development.
The majority of our intake transfer from our nursery into our Early Years Foundation Stage classes at the age of four. We currently have 389 children on roll.
The large majority of our families (61%) are from white British heritage and are of mixed social and economic backgrounds.
Pupils with English as their first language - 289.
Pupils that speak another language other than English - 100

The number of pupils eligible for free school meals is 57

SEND Provision: The total number of pupils with SEND – 28
Education, Health Care Plans – 3
SEND Support – 25

The above data is from November 2018 figures.
Attendance for 2017-18 - 95.1%

East Wichel Primary School & Nursery has strong community engagement and a well-established programme of activities that are well supported, including family learning, in the form of 'Saturday Learning Bugs'.

Characteristics Total Breakdown number 
Number of pupils  389

210 female

179 make 

Number of teachers  22 19 x female,  2 x male (3 out of class CTH, CLH, AR) 
Number of non-teaching staff  15 1 x male, 14 x  female 
Before and after school club  9 All female 
Number of Governors  12 + 3 Vacancies

9 x female

3 x male 

Religious characters    none
Pupils eligible for FSM 57  
Disables staff 1 1 x female 
Disabled pupils (SEND)  6

3 x FS2

1 x Y3

1 x Y5 

1 x Y6

Disables pupils (no SEND)  0  

1 x FS1

1 x Y3 

SEND  28 of which 3 with EHCP 9%
White British 238 pupils  61%
BME Pupils  88 pupils 23%
BME staff   
Pupils who speak English as an additional language 100 26%
Average attendance  95.1% 2017-2018
Significant partnerships, extended provision, etc 

Ridgeway cluster of schools

Swindon Sports Partnership

Kaya Drums (Saturday Learning Bugs) 

East Wichel School Breakfast and After School Clubs 

Awards, accreditations, specialist status 

Ofsted - Good Providers March 2017

Healthy School Award - Bronze 

International School Award - Intermediate

Eco School Award – Silver
Food For Life Partnership Award – Silver
School Games Award – Silver
IPC School

Our School Aims
Our aims are encapsulated in our school motto: 'Learning today, for tomorrow’s future'. This reflects the value we place on children starting a lifelong journey at our school and the partnership we build with our families.

Our equality vision and the values that underpin school life
Teachers, support staff and governors aim to create an environment for learning which will encourage all children to achieve the highest standards through the provision of a broad, balanced and imaginative curriculum, high expectations, praise for a task well done, and through committed, enthusiastic and effective teaching.
Staff will work hard to help children to develop into confident, responsible and caring adults through clearly articulated parameters and in an atmosphere of tolerance and mutual respect.
Teachers, support staff and governors promote fundamental British Values through the curriculum, school events and in assemblies. The spiritual, moral, social and cultural aspects of learning are developed through all areas of school life. Pupils are prepared for responsibilities and experiences to support them in later life.

To achieve this we will:

  • Respect the equal human rights of all our pupils and educate them about equality.
  • Work to promote positive attitudes to disability by enabling all pupils involved in the school community to contribute to and gain full access to all activities.
  • Create an environment where respect and racial harmony mean that all pupils are able to achieve personal goals.
  • Promote gender equality in all aspects of school life by challenging stereotypes, achievement gaps and self-limiting aspirations.
  • Take account of difference (for example, disability, gender, race, religion, sexual orientation, social context and vulnerable child status) and help overcome any barriers to learning in order to promote achievement and fulfilment in all our pupils.
  • Respect the equal rights of staff and other members of the community.
  • In particular we will comply with relevant legislation and implement school policies and plans in relation to race and religious equality, disability equality, gender equality and community cohesion.

2. Purpose of the Single Equality Scheme (SES)
Our SES and action plan covers a two year period from 2018-20. Governors and senior leaders recognise our duty and responsibility to establish equality for all pupils, staff and people using the services of the school such as parents, regardless of their ethnicity, gender, disability, sexual orientation, age, religion or beliefs as defined within existing equalities legislation.
Our SES and action plan enables teachers, support staff and governors to achieve a framework for action which covers all six equality strands and ensures we meet our responsibilities in an inclusive way.
The purpose of the SES is to fulfil duties to promote equality for members of all these ‘equality strand’ groups, embed fairness and equality at the heart of our school community and in all aspects of our policies, procedures and practices.
Governors and senior leaders will meet our statutory duties by reporting on the progress of the SES and action plan. This will be reviewed by the Governing Body and will cover activity undertaken in relation to the six equality strands and community cohesion.

3. Meeting our duties
Under the statutory duties all schools have responsibilities to promote race, disability and gender equality.
Race equality
The general duty to promote race equality, means that we must have due regard to:

  • Eliminate unlawful racial discrimination
  • Promote equality of opportunity
  • Promote good relations between people of different racial groups

All racist incidents should be reported to the Headteacher who will investigate. A record incidents will be maintained and the number will be reported to the Governors in the Headteacher’s Report.

Disability equality
The general duty to promote disability equality, means that we must have due regard to:

  • Promote equality of opportunity between disabled and other people
  • Eliminate unlawful discrimination
  • Eliminate disability related harassment
  • Promote positive attitudes towards disabled people

There is specific disability legislation in relation to disabled pupils and accessibility which means we must plan strategically over time to:

  • Increase access to the curriculum
  • Make improvements to the physical environment to the school to increase acces
  •  Make written information accessible to pupils in a range of different ways

Teachers, support staff and governors must ensure that disabled pupils do not receive less favourable treatment and to do this the school has a duty to make reasonable adjustments.

The general duty to promote gender equality means, that we must have due regard to:

  • Eliminate unlawful discrimination and harassment
  • Promote equality of opportunity for boys and girls, men and women.

The duty also includes the need to address the causes of any gender pay gap. Swindon Borough Council, the employing body, consider that this has been addressed though the implementation of Single Status and unified conditions and pay for school teachers.

Transgendered people are explicitly covered by the gender equality duty. The term transgender refers to people who do not feel comfortable with their birth gender. The school will respect the confidentiality of those seeking gender reassignment and will provide a supportive environment within the school community.

Community cohesion
Teachers, support staff and governors also have responsibility to promote community cohesion, developing good relations across different cultures, ethnic, religious and non-religious and socio-economic groups. We promote community cohesion by developing positive relationships between school and the community it serves.
Age, sexual orientation, religion and belief
Teachers, support staff and governors must ensure that we do not discriminate on these grounds. The SES includes our priorities and actions to eliminate discrimination and harassment for these equality areas.
Through our SES we make links to all our actions and commitments to:

  • Narrow the attainment gap in outcomes between children;
  • Promote community cohesion.

4. Responsibilities
Governing Body
The Governing Body has a duty to promote equality of opportunity and eliminate discrimination. The Governing Body discharges this responsibility through the Senior Leadership Team.
The Senior Leadership Team
The Senior Leadership Team (SLT) promotes equality and eliminates discrimination by:

  • Raising awareness of the duties within the whole school community;
  • Referring to relevant and up to date documentation from the Equality and Human Rights Commission (EHRC);
  • Ensuring understanding of the broad definition of disability within the DDA;
  • Ensuring that action plans are undertaken for all equality strands and that they meet the specific requirements;
  • Provide appropriate training for staff and governors;
  • Monitor the outcomes and impact of policies, procedures and practice on all groups and respond with appropriate actions;

All members of school staff
The school regards equality for all as a responsibility for all. All members of teaching and support staff contribute to ensuring that our school is a fair and cohesive community by:

  • Contributing to the SES implementation and review process;
  • Raising issues with line managers which have an impact or potential impact on the school’s policies, procedures or practices;
  • Implement policies, procedures or practices in accordance with agreed protocols and standards;
  • Behaving with respect and fairness to all members of the school community
  • Information Gathering

The collection of information supports us in deciding what actions to take to improve equality and eliminate discrimination within the school community. The information helps us review our performance and therefore needs to be detailed enough to measure how we are delivering on equality duties. The information also helps us to do accurate impact assessments and identify which of the school’s aims have been achieved and what we need to do better.
For further information see East Wichel Community Primary School and Nursery Privacy Notice (How we use pupil information) General Data Protection Regulation (GDPR) 2018 which is located on the school website.

6. Types of information gathered
The wide range of information gathered to support our planning and actions to promote equality and eliminate discrimination includes the following:

  • Identification of children, parents/carers, staff and other users of the school representing the different equality strands;
  • Pupil attainment and progress data relating to different groups;
  • Views of children sought and incorporated in a way that values their contribution;
  • Sports and activity choices of all groups;
  • Records of bullying and harassment on the grounds of any equality issue;
  • Data on the recruitment, development and retention of employees;
  • Outcomes of activities promoting community engagement and community cohesion;
  • Parental surveys.

All information gathered by the school is stored and used in a way that is GDPR compliant.

7. Outcomes
Of all the information collected, the most important indicators of how successful we are in promoting equality and eliminating discrimination, are the outcomes for various individuals and groups. Senior leaders record our outcomes using a wide range of criteria for the various equality strands. Our outcomes are recorded in summary form on our SES Action Plan. Where a robust analysis of outcomes reveals poorer outcomes for any particular group, further assessment will take place and new actions planned as part of the equality assessment process.

8. Equality Impact Assessment
Impact assessment refers to the review of all current and proposed policies, procedures and practices in order to help us act to promote equality and to ensure no person is disadvantaged by school activities through discrimination. Impact assessments are an ongoing process to ensure that the school’s policies, procedures and practices are developed in an increasingly and equitable way.
Senior leaders and governors undertake our impact assessment in a systematic way. In addition to using the ‘Review of Progress towards Actions’ on the action plan as a focused starting point, impact assessments are incorporated into the school’s planned review and revision of every policy.

9. Action Plans
Senior leaders and governors have an action plan covering all relevant equality strands. These describe how we are taking action to fulfil duties of the relevant legislation.

The Action Plan shows:

  • Objective
  • Actions
  • Lead person
  • Time-scale
  • Resources/cost
  • Measurement of Impact
  • Evaluation

The school evaluates the effectiveness of the SES with the Governing Body and with Ofsted when the school is inspected.

10. Publication and reporting
The school makes the SES available to parents/carers on the school website and is referred to in the school prospectus. The school will report annually to the Governing Body on the progress made on the action plan and the impact of the SES itself on school life.

11. Commitment to Review
As part of the review of the SES, the school commits to:

  • Revisiting and analysing the information and data used to identify priorities for the SES Action Plan.
  • Using the impact assessments to ensure that actions taken have a positive impact across all equality strands, that the promotion of equality is at the heart of school planning and that discrimination is eliminated effectively.

The review of the SES informs the setting of new targets and the action plan. This process continues to:

  • Involve the participation of a full range of stakeholders;
  • Be evidence based – using information and data that the school has gathered and analysed;
  • Use the evidence to do accurate impact assessments which informs priorities.

12. Commitment to implementation
The Headteacher retains overall responsibility for ensuring that the action plan is delivered effectively.
Annually, key staff will report to the Headteacher on actions and progress.
Annually, there will be a report on equality and diversity to the Governors meeting.
All staff are responsible for delivering the scheme both as employees and as it relates to their area of work.

The Equality Act 2010, replaced all equality legislation such as The Race Relations Act, Disability Discrimination Act and Sex Discrimination Act.
The Equality Act 2010 defines disability as when a person has a ‘physical or mental impairment which has a substantial and long term adverse effect on that person’s ability to carry out normal day to day activities.’
The Equality Act 2010 includes provisions that ban age discrimination against adults in the provision of services and public functions.

Date adopted by the Governing Body: November 2018
Date of next review: July 2020