Long Ridings Primary School
EQUALITIES INFORMATION
Published: October 2016
Review Date: June 2017
The Public Sector Equality Duty 2011 has three aims under the
general duty for schools, academies and settings:
Eliminate unlawful discrimination, harassment and
victimisation and other conduct prohibited by the Act. By
removing or minimising disadvantages suffered by people due to their
protected characteristics.
Advance equality of opportunity between people who share a
protected characteristic and those who do not. By taking steps to
meet the needs of people from protected groups where these are
different from the needs of other people.
Foster good relations between people who share a protected
characteristic and those who do not. By encouraging people from
protected groups to participate in public life or in other activities where
their participation is disproportionately low.
Our school has considered how well we currently achieve these aims
with regard to the eight protected equality groups: race/ disability/ sex/
gender reassignment/ age/ pregnancy and maternity/ religion and
belief/ sexual orientation.
In compiling this equality information we have:
 Identified evidence already in the school of equality within policies
and practice and identified gaps.
 Examined how our school engages with the protected groups,
identifying where practice could be improved.
 Analysed our effectiveness in terms of equality.
Gender outcomes by subject:
* Other groups are very small small and not listed to avoid possible identification.
Objectives and action plan:
Objective
Actions
Review – Summer
2017
Lead
To diminish the
difference between
A]. % boys attaining
KS2 Reading Scaled
score 100 plus and
same group nationally
B] in school % boys
attaining KS2 Reading
Scaled score 100 plus
and girls
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Provide learning opportunities
encompassing a range of reading
styles and materials.
Provide contexts for learning which
appeal to all.
Ensure reading materials address
a range of interests and abilities.
Reading recommendations to
children to guide book choices.
Teachers read aloud to classes.
HT
English
SLs
C] in school %
attaining KS2 Reading
High Scaled score
and girls
To diminish the
difference between
A]. % boys writing
KS2 Teacher
Assessment met
standard and same
group nationally
B] in school % boys
attaining KS2 Writing
Greater Depth and
girls

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
Year 6 targeted boys writing group
before school. (Investigate ways of
expanding in lower year groups).
Use of visual imagery to stimulate
writing.
Use of Screen to Page technique
to develop ideas, structure and
imagery. (With a boys’ interest
consideration).
HT
Maths
SL
C] boys progress
measure c/w ‘national
all’ and ‘in school’ girls
To promote and
enhance community
cohesion and a sense
of shared belonging in
the school, and in the
school’s
neighbourhood.

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Celebrate pupil engagement in
school and wider community
through rewards in assembly,
including LRPS Community Award
badge
Widen opportunities to have an
impact on their school community
(e.g. develop role of Eco Council).
HT
DHT

To promote spiritual,
moral, social and
cultural development
through assemblies
and community
engagement with
particular reference to
issues of equality and
diversity.


Continue to develop teaching
resources / choice of visitors so
that pupils are exposed to a wider
range of cultures and breaking
down of stereotypes.
Make explicit links to SMSC
through planning.
Analysis of school assembly
coverage indicates an imbalance
so increase social and cultural
elements within this.
HT
DHT
Annual Statement on Equality: July 2016
Long Ridings primary School aims to support learners to meet life’s challenges and
offers opportunities to develop potential. The ethos of the school is centred on
respect, performing to one’s best through successful learning and discovery.
During the 2015-16 school year we have:


Continued to monitor and analyse pupil performance data and progress by
key groups
Established our ‘School Vision’ for the next 5 years – as follows:
Firstly, we believe that Long Ridings exists to serve the community in which it is based, catering for
all needs and all backgrounds.
Within this wider community, Long Ridings will be a community in its own right, where everyone
associated with the school should feel happy, safe and valued as individuals. From this secure
foundation, pupils will develop as learners, aiming to maximise potential and achieve success.
Our pupils should enjoy their learning within a broad and engaging curriculum, developing a ‘work
hard’ ethic and the resilience to persevere when learning or life is challenging.
We believe strongly that the over-arching theme pervading these fundamental elements is that of
respect. This will exist in a variety of forms:
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respect for our environment
and resources - both in
school and in our
community
respect for each other
mutual respect between
staff, governors, pupils and
parents
respect for diversity in views
and cultures
respect for learning
respect for truth, tolerance
and tenacity
R
E
S
P
E
C
T
Resources
Each other
Staff – Governors – Pupils – Parents
Premises
Education
Culture
Truth, Tolerance, Tenacity
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Continued to develop a cross-curricular, creative, engaging and broad-based
curriculum appropriate for pupils of all backgrounds and addressing elements
of spiritual, moral, social and cultural development where relevant within it;
Continued to ensure that displays, environment and new resources reflect the
diversity of our school – including the entrance welcome display showing
‘welcome’ in all the languages represented by our families;
Continued our support programmes for pupils who are learning English as an
additional language;
Monitored the programme of assemblies to assess breadth of coverage across
spiritual, moral, social and cultural elements and learnt that the latter two
elements need a slight raise in profile;
Engaged with more individuals and groups reflecting diversity in the protected
characteristics, working alongside pupils in school – raising their awareness in
a positive way;
Set new objectives for the next 3 year period of the Equality Plan.