At Thorne King Edward we believe that every child has the right to equality of outcome and to achieve their full potential. In order to achieve equity we embrace the principles of fairness, social justice, inclusion, global citizenship and community cohesion. We welcome our responsibilities under the Equality Act 2010. 

At Thorne King Edward we believe that positive actions are fundamental in ensuring all stakeholders in our school have equal chance to achieve, participate and fulfil their roles in school and the wider community. Equality for all helps us to develop a sense of identity, social justice and to be successful as individuals, as a school and as a community.

We understand equality to mean treating everyone fairly and with dignity and by valuing their individual characteristics such as their age, disability, gender identity, race, sex, religion, belief, sexual orientation and socio-economic circumstances or any other visible or non-visible difference.

We further understand that people have different needs, situations and goals and some people may experience additional barriers and challenges. Therefore achieving equity of outcome requires the removal of discriminatory barriers, and the recognition that the allocation and distribution of resources cannot always be distributed equally if we are to live up to our commitment to everyone being able to achieve their full potential whilst at Thorne King Edward Primary School.

In order to further support pupils, raise standards and ensure inclusive teaching, we have set the following objectives:-

• Objective 1: To ensure all members of the school community are given a sense of belonging

• Objective 2: 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 3: To raise levels of attainment in core subjects for vulnerable learners.

• Objective 4: 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.

The Equality Act 2010 brought together all the legal requirements on equality that the private, public and voluntary sectors need to follow. It affects equality law at work and in the delivery of all kinds of services and, in the context of this policy, in all aspects of the provision of education.

The Equality Act 2010 requires us to publish information that demonstrates that we have due regard for the need to:

• Eliminate unlawful discrimination, harassment, victimisation and any other conduct prohibited by the Equality Act 2010

• Advance equality of opportunity between people who share a protected characteristic and people who do not share it

• Foster good relations between people who share a protected characteristic and people who do not share it.

Thorne King Edward Primary School is an inclusive school where we focus on the well-being and progress of each and 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:

• All learners are of equal value

• We recognise and respect difference

• We foster positive attitudes and relationships and a shared sense of cohesion and belonging.

• We observe good equalities practice in staff recruitment, retention and development.

• We aim to reduce and remove inequalities and barriers that already exist.

• We have the highest expectations of all our children.

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.

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 children
• Pupils with English as an Additional Language (EAL)
• Young carers
• Looked after children
• Other vulnerable groups

Through rigorous 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.

The information provided here aims to demonstrate that we give careful consideration to equality issues in everything that we do at Thorne King Edward Primary 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:

• Adoption of the Single Equality Scheme
• Our behaviour policy ensures that all children feel safe at school and addresses prejudicial bullying
• Reporting, responding to and monitoring all 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
• 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 rapid progress, and intervening when necessary
• Ensuring that all pupils have the opportunity to access extra-curricular provision
• Listening to and monitoring views and experiences of pupils and adults 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

• Using the information we gather to identify underachieving groups or individuals and plan targeted intervention
• Ensuring participation of parents/carers and pupils in school development
• Listening to parents/carers
• Listening to pupils at all times
• Fostering good relations across all characteristics – between people who share a protected characteristic and people who do not share it

• Ensuring that Thorne King Edward Primary School is seen as a community school within our local community

• Ensuring that equality, equity and diversity are embedded in the curriculum and in collective worship.