Public Sector Equality Duty

The public sector equality duty is a duty on public authorities to consider or think about how their policies or decisions affect people who are protected under the Equality Act.

Gomer Junior is an inclusive school where we focus on the well-being and progress of every child and where all members of our community are of equal worth.

We believe that the Equality Act provides a framework to support our commitment to valuing diversity, tackling discrimination, promoting equality and fostering good relationships between people. It also ensures that we continue to tackle issues of disadvantage and underachievement of different groups.

Our approach to equality is based on the following key principles:

1. All learners are of equal value
2. We recognise and respect difference
3. We foster positive attitudes and relationships and a shared sense of cohesion and belonging.
4. We observe good equality practices in staff recruitment, retention and development.
5. We aim to reduce and remove inequalities and barriers that already exist.
6. We have the highest expectations of all our children.

Equality Information

Number of pupils on roll at the school: 239
Age of pupils: 7 to 11

Information on pupils by protected characteristics

The Equality Act 2010 protects people from discrimination on the basis of protected characteristics. Every person has several of the protected characteristics, so the Act protects everyone against unfair treatment.
In order to ensure that all pupils are protected from discrimination, the school collects information on protected characteristics.

Information on other groups of pupils

In addition to pupils with protected characteristics, we gather further information on the following groups of pupils:

• Pupils eligible for Free School Meals (FSM)
• Pupils with Special Educational Needs (SEN)
• Disadvantaged group
• Pupils with English as an Additional Language (EAL)
• Young carers
• Looked after children
• Other vulnerable groups

Through tracking and monitoring of individuals and of all the groups of children, including progress and attainment, and by providing equal opportunities to access the curriculum and activities, we aim to ensure that any gap in attainment for pupils within any of the above different groups is removed, or at least remains less than the gap nationally.

Eliminating discrimination and other conduct that is prohibited by the Act

The information provided here aims to demonstrate that we give careful consideration to equality issues in everything that we do at Gomer Junior School. ‘Due regard’ ensures that we work towards eliminating discrimination, harassment and victimisation and other conduct that is prohibited by the Equality Act.

We are committed to working for equality for all our staff, parents/carers and children to meet our duties under the Equality Act 2010. 

We eliminate discrimination by:

• Reporting, responding to and monitoring any racist incidents.
• Regularly monitoring the curriculum to ensure that the curriculum meets the needs of our pupils and that it promotes respect for diversity and challenges negative stereotyping e.g. Show Racism the Red Card.
• Teaching is of the highest quality to ensure children reach their potential and all pupils are given equal entitlement to success.
• Tracking pupil progress to ensure that all children make good progress, and intervening when necessary.
• Ensuring that all pupils have the opportunity to access extra-curricular provision.
• Listening to and monitoring the views and experiences of all our stakeholders to evaluate the effectiveness of our policies and procedures.

Advancing equality of opportunity between people who share a protected characteristic and people who do not share it.

We advance equality of opportunity by:

• Using the information we gather to identify underachieving groups or individuals and plan targeted interventions.
• Ensuring participation of parents/carers and pupils in school development.
• Listening to parents/carers.
• Listening to pupils at all times and ensuring they have a voice in the school

The care of children with health needs who cannot attend school 

GFM schools work with children, their families and where appropriate the local authority to make arrangements for education for children with health needs who cannot attend school.   This includes ensuring as far as possible continuous and consistent provision and maintaining contact with peers and the GFM school.

In assessing need and setting up provision:

• the needs of the child are prioritised
• liaison with the family takes place through the Inclusion Team
• as appropriate Google Classroom and other online learning tools are utilised
• the child is able to, and encouraged as appropriate to maintain communication with their classmates through online learning platforms.

As appropriate, close partnership working with The Local Authority ensures the child / young person is able to access their learning and make progress.  If a child is under the care of a hospital and attending provision through a hospital school, GFM schools will liaise directly with the hospital school.

An individually tailored reintegration plan is designed with the child/young person and their family and other relevant agencies at an appropriate point,.  The plan may include reasonable adjustments, progress and learning planning and reintegration with peers.

Fostering good relations across all characteristics – between people who share a protected characteristic and people who do not share it.

Fostering good relations across all characteristics – between people who share a protected characteristic and people who do not share it.

We foster good relations by:

• Ensuring that Gomer Junior School has a good profile within our local community
• Ensuring that equality and diversity are embedded in the curriculum which includes collective worship and extends beyond the school day
• Equality Objectives 
• At Gomer Junior School, we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers, irrespective of race, gender, disability, belief, religion or socio-economic background.In order to further support pupils, raise standards and ensure inclusive teaching, we have set  the following objectives:-
• Objective 1: To monitor and analyse pupil achievement by race, gender and disability and act on any trends or patterns in the data that require additional support for pupils.
• Objective 2: To raise levels of attainment in core subjects for vulnerable learners.
• Objective 3: To review levels of parental and pupil engagement in learning and school life, across all activities to ensure equity and fairness in access and engagement. Our behaviour policy ensures that all children feel safe at school and addresses prejudicial bullying.