Equality Statement & Objectives

Introduction

Public bodies, including local-authority-maintained schools, are covered by the public sector equality duty in the Equality Act 2010 and the Equality Act 2010 (Specific Duties) Regulations 2011.

At Co-op Academy Walkden, we take this obligation very seriously and ensure that all our pupils can take part as fully as possible in every aspect of school life. We identify any barriers to learning and then work hard to ensure that whatever inclinations, aptitude or level of ability, every one of our pupils is presented with a variety of educational, cultural and social opportunities which sensitively challenges and supports each of them to maximise their development. Our vision, missions and values capture and crystallise these aspirations and intentions:

Our Vision is for Co-op Academy Walkden to be:

‘outstanding learning community, which is ambitious, safe and inclusive, underpinned by our strong co-operative values’

Are Values are built on the Coop ‘Ways of Being’:

Equality Statement

Co-op Academy Walkden is committed to securing equality of opportunity for all pupils, colleagues, parents and carers irrespective of race, gender, disability, belief, sexual orientation, age or socio-economic background. In line with our vision, we want to secure a culture of inclusion and diversity in which the whole community can be proud. We tackle discrimination through the positive promotion of equality, by challenging bullying and stereotypes and by creating an environment which champions respect for all. At Co-op Academy Walkden, we believe that diversity is a strength which should be respected and celebrated by all those who learn, teach and visit us.

We achieve this through:

Curriculum Intent

● Ensuring our curriculum offer is broad and balanced, taking the best of what has been thought and said, drawn from diverse and varied sources.

● That our schemes of learning are well sequenced, build on prior knowledge and reflect a rich cultural history that challenges all pupils to consider and think deeply about equality in a broad range of contexts.

Curriculum Implementation - Teaching and Learning

● Teaching styles, methods, language, questioning and classroom management includes and engages all pupils

● Suitable resources are chosen which motivate and are sensitive to different groups, cultures and backgrounds

● Stereotypes and what are thought to be stereotypical activities are effectively challenged

● Teaching strategies are reviewed in relation to variations in learning and attainment and in the light of known good practice

● They are aware of possible cultural assumptions and bias within their own attitudes. Leadership and management

Senior leaders are responsible for ensuring that arrangements are in place to monitor the performance of potentially vulnerable pupils. This includes:

● identifying and investigating any patterns in behaviour and exclusions data by characteristic

● patterns of poor attendance in different pupil groups

● Identifying and monitoring differences in pupil attitudes to work and towards each other, with a view to identifying any significant patterns

● Robustly tackling issues such as homophobia, racial harassment, bullying and hostile behaviour, ensuring that there are effective procedures for reporting and responding to such incidents.

● Incidents of discriminatory behaviour are examined, analysed and broken down into victim and perpetrator profiles and key profiles. This data is then used to identify needs of students and shapes the development of the Personal Development curriculum model.

● Ensuring that the performance of different groups of pupils is monitored and evaluated so that the particular needs of different pupils are met

● The impact of additional support on standards achieved is evaluated.

It is essential that there is an appropriate response to identified patterns of attainment, progress, behaviour, attitudes and attendance. It is the responsibility of leaders to ensure that:

● Strategies are implemented to raise performance, aspirations and self-esteem ● Staff development is provided to raise awareness of differences in need and to promote strategies to raise achievement in all pupils

● An environment is created which affirms and supports ethnic, cultural, religious and social diversity and effectively promotes good personal, community and race relations.

The impact this has on our pupils:

All pupils will have equal access to all academy curriculum programmes of study throughout each Key Stage, and non‑compulsory courses, according to aptitude and ability; ● The academy is committed to full educational inclusion (see SEN policy) ● Reasonable adjustments will be made for pupils who require auxiliary aids and

provision of services for disabled pupils

● We will collect and record figures on take-up of courses, which will be presented to the Principal annually, or more often if requested. The Principal will keep the Governors informed on this

● We will ensure that annual analysis of attainment, behaviour and other pupil data will be undertaken by all pupil characteristics, inclusive of gender, disadvantage and ethnic background.

● All subjects will have equality of opportunity at their core and make explicit references within medium and long term learning plans to ensure full progression ● All academy improvement plans will act to improve the learning of pupils according to this analysis

● Academy rules and the Code of Conduct for pupils clearly and explicitly forbid the verbalisation or vocalisation of any discriminatory behaviour

● Positive attitudes and awareness development for equality of opportunity will be specifically taught through the PSHE and Personal Development programme

Culture and Practice

Some of the key ways we will show our commitment to Equality, Diversity & Inclusion:

Pupils

● Academy council reorganisation and launch, with good representation from a diverse range of backgrounds

● Zero tolerance approach to bullying

● Curriculum plans developed to ensure cultural diversity and representation. ● Consistently providing reasonable adjustments in line with The Equality Act for pupils with SEND

● Pupil premium spend directed towards reducing/removing barriers to learning for all.

● A PSHE/RSE curriculum that explicitly addresses themes around equality and which provokes deep thinking about how we collectively overcome prejudice and promote an inclusive culture that celebrates diversity.

● Accessible changing facilities and bespoke arrangements are made for students who do not feel comfortable.

Colleagues

● Ensure that recruitment is fair and free from bias, using ‘blind shortlisting’, always. ● Provide disabled parking for colleagues

● Ensure that due consideration and reasonable adjustments are given for disabilities ● Ensure that due consideration be given for flexible working requests in light of pregnancy and other life events.

● Provide Occupational Health referrals for colleagues struggling with physical or mental health concerns

● Provide ergonomic assessments / equipment for colleagues who struggle with mobility so they can access the workplace

● Provide a confidential employee assistance programme through BUPA

● CPD to raise awareness on key Trust policies around equality, including guidance for religious holidays

Community

● We have accessible toilets, including access near the main entrance ● All communications and external media are written in straightforward language that is accessible by all and can be easily translated online.

● A growing uniform exchange facility within the academy to support the community ● Ensure any reasonable adjustments in line with The Equality Act are in place to enable candidates to access our recruitment procedure

Equality Objectives 2023/24

“to embed equality, diversity and inclusion into the curriculum and teaching and learning practices”:

We will continue to embed a curriculum and teaching practices which: ● Are inclusive, where all pupils and colleagues are welcomed and valued ● Demonstrates respect for and appreciation of one another as individuals. ● Develop personal and cultural identity in all pupils through our PSHE/RSE curriculum ● Promote inclusion and diversity both explicitly and implicitly.

We want all pupils to:

● Leave the academy with ambition; well equipped with the knowledge, skills and behaviours to achieve their full potential regardless of their background. ● Be successful learners who enjoy their academic, creative, physical and vocational education, who make excellent progress and achieve high standards.

● Become confident individuals who are able to lead safe, healthy and fulfilling lives. ● Become responsible citizens who make a positive contribution to society.

This means we will:

● take reasonable and necessary steps to meet pupils’ needs by using a variety of approaches and planning reasonable adjustments for pupils with disabilities, enabling them to take as full a part as possible in all the activities of the school.

● make reasonable adjustments to ensure the school environment and its activities are as accessible and welcoming as possible for pupils, staff and visitors to the school. ● demonstrate our commitment to ensuring staff with a disability have equality of opportunity through all aspects of recruitment and retention.

● actively encourage positive attitudes towards pupils and staff and expect everyone to treat others with dignity and respect.

● regularly review the impact of our curriculum to ensure that it promotes awareness of the rights of individuals and develops the skills of participation and responsible action. We want children to understand and value the diversity that surrounds them, and challenge prejudice and stereotyping.

● monitor the progress and achievement of pupils with protected characteristics. This information will help us set equality objectives, remain fully inclusive and ensure pupils achieve their full potential.

● work with outside agencies and other schools where appropriate to ensure that every opportunity is taken to promote and advance equality.

● monitor bullying and prejudice related incidents and deal with them effectively. Regular training will be given to new and existing staff to ensure that they are aware of the process for reporting and following up any incidents of bullying.

● have an expectation that all staff will be role-models for equal opportunities, deal with bullying and discriminatory incidents and be able to identify and challenge prejudice and stereotyping.

A strengthening personal development curriculum will drive the equalities agenda in 2023-24, supported by a staff and pupils on the diversity and equalities steering groups.