 Single Equality Policy and Equality Plan
Single Equality Policy Introduction
Our School Vision is “setting the direction for the future….because every child is important to us”, and this is achieved through our four
strands of Nurture, Education, School and Wider World.
Long Wittenham C of E Primary School is committed to ensuring that we promote equal opportunities for all the protected
characteristics in all areas of school life including:
 Progress, attainment and assessment;
 Behaviour, discipline and exclusion;
 Pupils’ personal development and pastoral care;
 Teaching and learning;
 Admission and attendance;
 The curriculum;
 Staff recruitment and professional development, and
 Partnerships with parents and guardians, and communities.
The following is a list of the protected characteristics that are covered by the school:
 Disability
 Gender Reassignment
 Pregnancy and maternity
 Race
 Religion or belief
 Sex (referred to previously as gender)
 Sexual orientation.
 The protected characteristic of “Age” applies to schools as employers, but not with regard to the treatment of pupils or
prospective pupils.
Equality does not mean treating everyone the same; it means treating people fairly, with respect, having regard for their rights
and wishes. Sometimes this means giving people extra help so they have the same chances.
The school recognises it has to make special efforts to ensure that all groups prosper including:
o Boys and girls, men and women
o All minority ethnic groups including travellers, refugees and asylum seekers
o Pupils and others with special educational needs
o Pupils and others with a range of disabilities
o Children looked after and their carers
The school analyses pupil achievement to identify vulnerable individuals or groups through analysis of a range of data and
tracking pupils results on Integris. The data includes EYPS (Early Years Profile Scores), End of KS 1 and KS 2 tests, Teacher
Assessment scores and specialised test scores.
The school has identified the following issues that may be barriers to effective learning and
successful working at the school:
o Low self esteem, low expectations and peer group pressure
o Experience of bullying, harassment or social exclusion
o Low income leading to difficulty in participating in some aspects of school life and no adequate home study space
o Low parental support or different parental expectations
o Frequent moves and lack of stability in life leading to time out of school or low attendance
o Parental circumstances and special needs, .e.g member of armed forces, affected by domestic abuse, separation and
divorce, bereavement.
o Lack of help with emotional, mental & physical well-being and poor behaviour including exclusions
o Language difficulties
o Special Educational Needs
o Being in the ‘Looked After’ system (LAC)
o Lack of physical access to school facilities or services
o Inappropriate curriculum
o Recruitment, management and development of staff and governors
The school recognises that it has a legal obligation under the disability discrimination act to meet the needs of people with
disabilities even if it requires giving them more favourable treatment.
http://portal.oxfordshire.gov.uk/content/public/LandC/SandPM/Equalities/dda/Disability_Equalities_Schemes.pdf
Equality Policy
Review and Evaluation
The school has identified the following strategies that are specifically designed to address those issues
1. Establishing, maintaining and developing a school culture and ethos through our
shared vision:
o Celebrate achievement in a range of ways including Sharing assemblies, Leaves of our
‘tree’, leaves to celebrate individual effort (bronze, silver and gold certificates), Year 6

Ensure that each and every one of our core
Christian values; compassion, resilience
and trust, are at the forefront of our minds at
all times in school.
 Use these values and refer to them at every
opportunity during collective worship and
when considering awards in school.
trophies, class rewards, house points.
o Promote positive attitudes towards disabled people through a range of methods including
positive discrimination when buying resources e.g. books, posters, Boccia, identifying
opportunities for all children to attend or participate in events e.g. sporting events for all.
o Promote positive attitudes towards people of different ethnic groups/religions including
positive discrimination when purchasing resources, link with Coston Primary School in
Ealing and through the curriculum.
o Celebrate diversity/equality
o Promote high expectations through our school vision and ethos.
o Communicate behaviour expectations to pupils and parents – clear age appropriate rules in
class rooms.
o Ensure that it welcomes applications for school places and jobs from all sections
2. Preventing and dealing effectively with bullying and harassment
Recognising that the groups covered in this policy are more vulnerable to bullying and
harassment
o Communicate to pupils, parents and staff its abhorrence of all forms of bullying
and harassment.
o Ensure Good Behaviour and Anti-Bullying policy are reviewed and implemented.
o Ensure that Bullying incidents are reported and addressed swiftly and effectively.
Incidents are recorded using the school incident sheets and are reported to
parents as well as included in Head’s report to Governors.
o Record, analyses and report bullying and harassment on grounds of race,
gender, disability, sexual orientation etc. Relevant reports are sent to Local
authority.
Review of Plan Sept 2017
Review of policy and practise. Continuous
review.
More rigorous approach to attitude through
PSHE and oollective worship. Develop P4C
more (linked to SIAMS)
Plan as of Sept 16
Review of policy and practise.
Continue to develop P4C.
3
Listening to pupils, staff, parents and others
Describe what the school does to:
o Hear the student voice – School Council, strong pupil – teacher relationship,
Voice of the child for SEN pupils and transfer documents from and to next
stages of education.
o Actively seek staff views and listen to staff concerns through regular meetings,
questionnaire and Performance management.
o Seek the views of parents: PTIs, SEN reviews with parents including Funding
Reviews, Questionnaire.
o Ensure it encourages, enables and hears the full range of views including those
with disabilities
Review of Plan Sept 16
1. School Council Agenda item. School
council updated.
2. Continue with VoC See IEP reviews for
Voice of the Child.
Parents receive weekly reminders of dates and
school information by e-mail and paper copies
given to certain families.
Plan as of Sept 16
Continue to support Light a Candle group.
Continue with VoC.
4.
5.
Equalising opportunities
Recognising that some of the groups covered in this policy are likely to be economically
disadvantaged, paragraphs to describe what the school does to:
o Ensure school uniform is affordable through review of dress and suppliers.
o Avoid putting parents under unnecessary financial pressure – seek additional
funding for opportunities and all class teachers take cost into account when
planning trips. Where possible expensive trips such as residentials are
planned well in advance to give parents the opportunity to spread the cost.
o Promote and monitor the take-up of extra-curricular opportunities by ensuring
some are free.
o Ensure that its charging policy is appropriate by regular review by Governors.
Informing and involving parents and carers
Recognising that some of the groups covered in this policy are more likely to find school
intimidating, strange or inaccessible, paragraphs to describe what the school does to:
o Offer a range of ways of communicating between school and parents that
meet parents’ circumstances and needs
o Encourage parents to let the school know if they have a particular disability or
other need when they meet with Foundation Stage coordinator or the child’s
teacher (if they start later than F1).
o Encourage parents to discuss their concerns by operation of an ‘open door
policy’ and using opportunities such as school and community events to
engage with parents.
Review of Plan Sept 16
Second Hand Uniform stall promoted
Termly uniform stall available and at other
times uniform is easily available.
Considering change of school uniform supplier.
Changed to Trutex.
Plan as of Sept 16
Continue to support the second hand uniform
store. Monitor the cost of new uniform.
Monitor the cost of school trips and support
families when needed.
Use of pupil premium to support pupils
attending school trips, seek grants and use
support from Parents’ Association.
Review of Plan Sept 16
Review of web site to improve the facility.
Telephone, email, translations, Braille
Ensuring that ‘absent parents’ receive
communication (e.g. ask for response to
important messages or telephone).
Weekly e-mails sent to all parents of up
coming events in school.
o Ensure that parents understand how well their child is progressing through
termly meetings, end of year reports and additional meetings where
necessary.
o Explain how parents can help their child at home through termly and other
meetings and through Open Evening and Parent workshops.
o Explain how parents and others can help in school through the newsletter and
‘nobbling’ on the playground (eg Footsteps, Cycling Proficiency, Lets Get
Cooking with parents and the WI, Gardening club reading, school trips and
events, sharing their skills and knowledge, father teaching Tag Rugby).
o Encourage parents to join the School Association and/or governing body
6.
Welcoming new pupils and helping them to settle in effectively
Recognising that some of the groups covered in this policy are more likely to find school
intimidating, strange or inaccessible:
o Ensure effective school transfer and induction mid-year through a wellplanned transition process and programme.
o Ensure that extra help is given to pupils who find change of school
challenging, for example additional visits.
o Ensure well-planned school adjustments are made to cater for a child with
disabilities- if possible in advance of starting at the school through
communication and planning with parents, other agencies and where
necessary the Local authority where building changes are required.
Review Sept 16
Staff communicate with pupils’ previous schools
and encourage visits before starting school.
Buddy system for new pupils and parents are
introduced to parents who live nearby/ have
children in similar age group.
7.
Addressing the full range of learning needs
Recognising that some of the groups covered in this policy are more likely to underachieve, paragraphs to describe what the school does to:
o Ensure curriculum is relevant through high standard of planning,
differentiation, effective assessment and appropriate interventions.
o Ensure appropriate teaching styles and classroom organization is in place
and monitored through lesson observations, peer support and Performance
Review of Plan Sept 16
Continue with Provision Mapping and tracking
of data. Provision Map up dated 3 times a year.
Currently include Statemented and SEN
children for individual provision. All pupils
now have an individual provision map.
management
o Marking policy promotes learning of all
o Track pupil progress & Identify under- performing pupils using Integris and
Provision Mapping.
o Promote and maintain higher attendance. Strategies include use of Integris to
monitor at half termly intervals, 100% attendance certificates and awards,
discussion with parents and other relevant agencies.
8.
Supporting learners with particular needs
Recognising that some of the groups covered in this policy are more likely to have
particular needs
o Prepare Pupil Profiles and Personal Education Plans (PEP) to focus on
learning priorities in consultation with the Educational Psychologist and
other agencies where appropriate.
o Provide Basic Skills support
o Ensure language support is available as required through close working
with SALT (Speech and Language Therapy ) LACAT (Language and
Communication therapist)
o Provide Homework/Revision support.
o Provide appropriate training to enable staff to meet particular learning
needs - planned well in advance of a child’s admission.
9.
Making the school accessible to all
Paragraphs to describe what the school does to:
o Meet the needs of pupils, staff and others with physical and other
disabilities through use of disabled parking space, ramps and wider door
ways.
o Interactive whiteboards, computers and sound systems adjusted as
necessary and SEN ICT support used when appropriate.
Plan as of Sept 16
Data now input into Integris. Staff need training
to input and use the data on Integris.
Review of Plan Sept 16
Continue to gather as much information prior to
a child’s admission and contact appropriate
services and Inset e.g. Team teach.
To continue to work with outside agencies
to support the children’s varying needs.
Plan as of Sept 16
Work with outside agencies to support with staff
training and develop strategies to work with the
pupils.
Review of Plan Sept 16
Door widening and improvement programme to
be continued.
Assess needs of stakeholders and pupils to
address as appropriate (e.g. if future pupil is
deaf, blind).
o Ensure that curricular and extra-curricular opportunities are available for
pupils with disabilities including making special arrangements and access
where necessary.
o Install new internal doors to support wheelchair access.
o Install new internal doors with vision panels (especially in the ‘retreat
room’).
10. Ensuring fair and equal treatment for staff and others
11.
Recognising that the school needs to ensure that its policies and practice does not
discriminate, directly or indirectly, against adults as well as pupils in the school and that
positive role models and a wider perspective will strengthen the school:
o Ensure non-discriminatory recruitment and employment practices; staff and
governors trained in Recruitment and seek advice of HR in local authority
and elsewhere as necessary.
o Promote dignity at work through our policies.
o Encourage the professional development of all staff through use of
Performance Management and Inset from the Local authority, Diocese,
Partnership and other agencies.
o Emotional Literacy Support Assistant training
o First class @ Writing
o Continual moderation of pupil’s work between schools
o Leadership and Management training
o SIAMS training
o Maths Mastery
o Developing Writing
o Developing Reading
Encourage participation of under-represented groups
Recognising that the school has an opportunity to model empowerment of all groups
including disabled, ethnic, religious and socially & economically disadvantaged groups,
o Aim to recruit Governors representative of the pupil population and/or
community
o Encourage the widest participation in School Association activities by
considering communication and cost when planning events and activities.
Aim to plan events that appeal to all members of the school and wider
community.
o Support individuals and community groups to express their case on matters
affecting themselves and their community e.g. writing letters of support to
external agencies, writing references for fostering, applying for financial
assistance, benefits and Free School meals, working with police and social
services, identifying families to be supported by Home School Link worker
and engaged in CAF/TAC process ( Common Assessment Frame work/
Review of Plan Sept 16
Governors and staff to keep skills and
knowledge up to date.
Plan as of Sept 16
Continue to keep staff and Governors up to
date with the current changes to the schools
curriculum and the SEN Code of Practice.
Review Sept 16:
Headteacher attends Parent Association
meeting to encourage different forms of
communication with the ‘school family’ and are
mindful of costing/ types of events.
Home-school link workers supporting families
to access medical services, housing support.
Work with police with regard to relevant
situations/ incidents.
12.
Team Around the Child) identify support groups to meet needs of families,
attendance at meetings and events of the Parish Council, Wittenham Vision
and others.
Monitoring and Evaluating the policy
Recognising that the strength of this policy depends upon ensuring that everyone is
actively implementing it and that gaps and the need for further development will arise
from effective evaluation:
o Train all staff & governors in Equality policy and practice through Inset and
meetings.
o Consult pupils, parents and staff on how the policy is working and how it
could be improved
o Monitor and review practice in light of audits, questionnaire, comments and
complaints or challenges.
o Use assessments of pupils audits, questionnaires etc to evaluate the overall
impact of our Equality practice (see boxes above)
o Report to Governors, parents and pupils.
Review of Plan Sept 16
Report on SEN/ disability aspects in school
prospectus and annually to parents which we
do through our ‘Profile’. Ongoing
Bi-annual questionnaire to include reference to
Equality and the data is evaluated to develop
the future Equality plans. Ongoing
Reported in SEF/SIAMS Ongoing
Plan as of Sept 16
Report on SEN/ disability aspects in school
prospectus and annually to parents which we
do through our ‘Profile’.
Bi-annual questionnaire to include reference to
Equality and the data is evaluated to develop
the future Equality plans.
Reported in SEF/SIAS
Approved by Governing Body:
Signed on behalf of the Governing Body:
Signed by Headteacher:
Named Governor:
Responsible person:
SENCO: Philippa Purvis
Alison Mountain
Date of Review. September 2017