This document describes how the Governing Board of St Thomas More Catholic Primary School intends to fulfill its responsibilities under the Public Sector Equality Duty with regard to its workforce - reviewed 2022.
We will have due regard to the need to:
We will collect and use equality information to help us to:
We will work towards developing an equality profile of staff to help us to understand key equality issues in our workforce, including any evidence of pay gaps or ‘occupational segregation’, i.e. staff with certain protected characteristics being over-represented in particular roles, for example, women as cleaners, or at certain grades.
In addition, we note that it is likely to be useful to collect and consider information, appropriately disaggregated, about:
Publication of Equality Information
Equality Information and the Equality Duty Equality Impact Assessment (Compliance)
The following information demonstrates compliance with the Public Sector Equality Duty under the Equality Act 2010.
Eliminate Discrimination or Harassment
The following policies expressly acknowledge the importance of avoiding discrimination and other prohibited conduct: Religious Education; Sex and Relationships Education; SEND; Behaviour; Safeguarding & Child Protection; Equality Policy; Accessibility Plan; Equal Opportunities Policy.
The School’s Values Programme and assemblies have raised children’s awareness of the importance of tolerance, friendship, forgiveness and kindness towards others.
Clear behaviour system which includes expectations with regards to discrimination, harassment and bullying.
Behaviour is logged on our CPOMS management system and logs are analysed and actions taken as a result.
Advance Equality of Opportunity
Attainment data is analysed at group level, e.g. PP, SEND, boys, girls, EAL. Specific focus on improving attainment for vulnerable learners is acknowledged within our School Development Plan. Our SENDCo is adequately resourced and suitably qualified to meet the needs of pupils with SEND. The SENDCo attends training on specific SEN issues, e.g. attachment disorders, and information is subsequently disseminated to all staff. Additional SEND training is provided for teaching and support staff to meet needs of children with SEND. School funds are used to purchase additional visits by an Educational Psychologist to assess individual pupils’ needs and/or deliver staff training. We have created individual working areas for children with SEND.
Established professional relationships and peer support group meetings are attended (eg. Early Help Team). All pupils have the opportunity to put across their point of view across through our School Council and Pupil Conferencing and suggestions made by pupils have been acted upon. Pupil premium spending is planned, evaluated and regularly reviewed by both staff and Governors.
Foster Good Relations