Skip to content ↓

Ormiston Bolingbroke Academy

hero__svg

About Us

Equality

Equality within the academy

We welcome our public sector duty under the Equality Act 2010 to publish equality objectives and information. The aim for this is 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

In all our activities we act in accordance with the equality act and our equality policy which can be found on our website.

As part of this we will:

  • Publish information every year about our academy population
  • Outline how we have due regard for equality and how we promote community cohesion
  • Publish equality objectives to show how we plan to tackle particular inequalities and improve what we do
  • Maintain an academy accessibility policy and plan
  • Review the content of our teaching and learning programme regularly to ensure issues of equality are addressed
  • Have key performance indicators for equality issues defined as part of this plan and report these to governors on a termly basis
  • Using an Equality Impact Assessment (EIA)  on all policies and practices used in the academy.

At the academy we work together to eliminate all forms of discrimination, harassment and victimisation. Progress towards meeting our equalities objectives is reviewed regularly by the senior leadership team and governing body.

Our academy population is predominately ‘white-British’. The school serves an area of high socio-economic need. Compared to all schools nationally, the Academy is in the highest quintile for Ever-6 FSM pupils (60% versus 28% nationally) and School Deprivation Indicator (0.4 v 0.2 nationally).  Just 5% of pupils are from minority ethnic groups and there are no pupils with English not/believed not to be first language.  There are smaller than national numbers of SEN supported students (4th Quintile – 6.8% v 10.7% nationally). There are a small number of students with EHC plans. The school has a small number of students who openly identify as LGBTQ+.

 

Our academy improvement plan is compiled each year in discussion with all staff and governors. This makes use of comments ans surveys from parents and students and aims to address inequalities that are shown through our data and raised through dialogue with all our stakeholders. Our aim is always to ensure that all students reach their full potential and make good progress.

 

 

 
Objective Success Criteria
Maintain progress regarding the effective spend of pupil premium to ensure quality of outcomes for disadvantaged students

P8 score for disadvantaged students is zero when compared to all and non-disadvantaged students.

Gap in access and outcomes (good and strong pass) in EBacc is zero.

Gap in grade 4 and 5 basics measure for disadvantaged students is zero when compared to all and non-disadvantaged students.

Gaps in outcomes (using progress measures and ALPs) in Sixth Form are zero when disadvantaged students are compared to all and non-disadvantaged students.

Positive praise from Pupil Premium Reviewer & Ofsted for the academy approaches to Pupil Premium.

Equitable access to post-16 and post-18 opportunities demonstrated by destinations data, internal student/course progress data and other CEIAG measures.

The attendance gap for disadvantaged students is zero when compared to all and non-disadvantaged students.
Implement and manage processes and education relating to the use of racially motivated language by students Reduce the number of reported incidients of racist language to zero
Implement and manage processes and education relating to the use of homophobic language by students Reduce the number of reported incidients of homophobic language to zero
To improve the outcomes of boys so they are equal with girls

P8 score for boys students is positive and the same as girls.

Gap in access and outcomes (good and strong pass) in EBacc is zero.

Gap in grade 4 and 5 basics measure for boys is zero when compared to girls

Equitable access to post-16 and post-18 opportunities for boys and girls as demonstrated by destinations data and other CEIAG.

The attendance gap for boys is zero when compared to girls.

More detailed action plans for each objective can be found here

NB: The Academy Development Plan also addresses these equality challenge.

How we have due regard to our duty

The information provided here aims to show that we give careful consideration to equality issues in everything that we do in the academy.

We are committed to working for the equality of all our students. To meet our duty to have due to regard to the need to eliminate unlawful discrimination, harassment and victimisation and other conduct towards individuals with protected characteristics we:  

  • Ensure related policies are in place – including anti-bullying, e-safety and cyber-bullying, behaviour, safeguarding, more able, gifted and talented and SEN
  • Give due regard of equality issues in decisions and changes we make – engaging with and consulting students, staff, parents and carers, the local community so we can improve our information, learn about the impact of our policies, develop our equality objectives and improve what we do
  • Have in place an accessibility plan
  • Have an induction process for new arrivals and ensure that the admission arrangements do not disadvantage groups of students
  • Monitor / report on exclusions and all incidents of harassment / discrimination
  • Providing adequate training for all staff members and governors including safeguarding and SEN issues
  • Follow our published complaints procedure
  • Adhere to non-discriminatory employment practices
  • Have in place staff and student codes of conduct
  • Have a balanced curriculum with an activity / enrichment programme that is accessible to all students
  • Provide additional support and apply reasonable adjustments where necessary
  • Involve disabled learners, their families and disabled staff in the changes and improvements we make and consult them on issues that concern or affect them
  • Track and monitor identified groups and their access and performance and aim to reduce gaps between groups
  • Keep a record, where appropriate of the protected characteristics of our students and employees
  • How we consult on equality matters
  • We consult with students via student parliament. The lead for this ensures that there is a representative cross section of students
  • We undertake regular student, staff and parent surveys about academy provision
  • We share equalities information with governors – the constitution of the Governing Body ensures that the composition of the governing body is uch that it has a representative cross section of community, parents and staff.

 

How we consult on equality matters

  • We consult with students via student parliament. The lead for this ensures that there is a representative cross section of students
  • We undertake regular student, staff and parent surveys about academy provision
  •  We share equalities information with governors – the constitution of the Governing Body ensures that the composition of the governing body is such that it has a representative cross section of community, parents and staff.

 

How we are performing

  • We will update this section annually in October each year when initial DfE school performance data is released. The next update will be in October 2019 and based on the success criteria identified above.