The Equality Act 2010 requires us to publish information that demonstrates 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.
Shenley Academy is an inclusive school, where we focus on the well-being and progress of every student 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 students. We ensure that our students are exposed to and taught about all protected characteristic through our curriculum.
The objectives below are our priorities for the next 3 years. Our Equality Objectives are based on our analysis of data and other information, and focus on those areas where we have agreed to take action to improve equality and tackle disadvantages. We will regularly review the progress we are making to meet our equality objectives
Reviewed June 2021
|To monitor and analyse student achievement by race, gender, aspects of culture, age and disability and act upon any trends or patterns in the data that requires additional support for students.||Ensure that at all key stages, students can access a broad curriculum offer including: core subjects, arts, performing arts, sport and enrichment. Ensure additional support is available for students who have been identified. Ensure that qualification led courses effectively support students moving to the next steps in their education and the support is in place so all students can access the curriculum.||Senior Leadership, Middle Leadership and Teaching teams.|
|To ensure that all students in the school are presented with the opportunity to earn respect from every member of staff.||We will ensure that staff and visitors who speak to the students represent a diverse range and model respect at all times.||Headteacher, Pastoral team supported by all staff and students.|
|To create an ethos where discrimination is challenged by both teachers and students at all times.||Through our tutorial programme, PSHE provision and pastoral care, students are aware of their responsibility to challenge discrimination and earn respect from all staff. There will be a robust response to any incidents of behaviour in the academy. This may include the engagement of external agencies.||Headteacher, Pastoral team supported by all staff and students.|
|Improve our experiences available to our students to ensure opportunities and access for all.||We will make sure that all our students, regardless of disability, gender, race, religion, gender reassignment, sexual orientation, pregnancy or age have equal opportunities in taking part in extra-curricular activities. We will collect information about those attending to evaluate representation and accessibility. We will actively look at ways of tackling any barriers that prevent accessibility. We will regularly obtain the views of all students, particularly those with Education Health and Care Plans (EHCP) and physical disabilities, to ensure that we are meeting their needs and making any necessary adjustments.||Headteacher, Pastoral team supported by all staff and students.|
|To mitigate the effects of national lockdown by ensuring no groups are disproportionally affected.||A recovery curriculum within PSHCE supporting mental health and emotional resilience on the return to school. Proving meaningful engagement with the curriculum for students working remotely by providing laptops and resources to all students who did not have personal access to a laptop. To provide paperwork packs and adapted resources to support SEND needs. Strategic spending of catch-up funding. Partnering with parents and the community to promote physical wellbeing and active lifestyles.||Senior Leadership, Middle Leadership and Teaching teams.|