St Bonaventure’s Primary School Equality Objectives 2015-2018
St Bonaventure’s RC Primary School is committed to:
 Eliminating discrimination, harassment and victimisation
 Advancing equality of opportunity within our school and the wider community.
 Fostering good relations and promoting positive attitudes to differences between people of
different backgrounds, genders, sexual orientation, ethnic origins, cultures, faiths and
capabilities.
The leadership Team and Governors at St Bonaventure’s RC Primary School will review the progress
we are making towards our equalities targets at least three times a year with regard to the following
groups under the Equality act: Race, disability, gender, gender reassignment, age, pregnancy and
maternity, marital status, sexual orientation, religion and belief.
1. Characteristics of the school (based on 2014/15 data)
St Bonaventure’s is a 2 form entry school with 416 pupils on roll. The school is located in Bishopston
which is a safe area of Bristol with good family facilities. Parents are largely professionals with both
in paid employment. Family life is considered to be stable for the vast majority of our pupils. The
health of our pupils is generally good although we have some cases of asthma and allergies. School
attendance is good and absences are consistently below the national average.
2. Attainment and Progress
2.1 Foundation Stage
At the end of 2013-14 80% of pupils achieved the ELG in reading, 77% in writing, 82% in numbers
and 87% in shape, space and measures.
We increased GLD from 56.7%-2012-13, to 61%- 2013-14 and 69% in 14/15. 69% of our pupils
achieved a GLD which is above Bristol average. This represents an increase of 8% on last years GLD. If
new arrivals were taken out, 72% of pupils achieved a GLD . Our percentage of boys, FSM and all
ethnicities apart from white achieved a GLD exceeded Bristol percentages. The percentage of our
girls, EAL and White pupils achieving a GLD was below Bristol percentages although 3 More girls than
boys achieved a GLD. All children eligible for FSM achieved a GLD
This year we have begun some focused work with EAL pupils in order to identify best practice at St
Bons in supporting EAL leaners. We are also identifying where pupils are in multiple groups e.g.
White & FSM/SEN/EAL and ensuring provision meets their needs.
2.2 KS1
70% (7% below the national average) of Year 1 pupils achieved the expected phonics standard, this is
a significant decrease on the number of pupils achieving the standard in 2014, this equates to 18 out
of our 60 pupils not achieving the expected standard. 9 of these pupils are EAL, 1 is SEN, 3 are new
arrivals to St Bons, all EAL, and the remaining 5 received focused intervention but did not achieve on
the day. Boys
3 children resat the screening check in Year 2. One achieved the expected standard and the other
children failed to meet the standard.
We are consistently above the national average attainment at the end of Key Stage 1. Attainment at
the end of 2014-15 was above local and national average levels (APS score for all subjects is
significantly above the national trend over 4 years. significantly above in Reading 2C to 3 +,
Significantly above in Writing 2C to 2A +, Maths 2B to 3+ from RAISE online 2015). More boys than
girls achieved 2A+ in Writing but more girls achieved level 3. We have slightly increased the number
of children achieving a level 3 however due to the increased expectation of the Year 2 Maths
curriculum we are also focusing on how we use support strategies to accelerate progress and at least
meet the year group expectation at the end of Year 2.
2.3 KS2
The combined attainment of Reading, Writing and Maths at the end of 2014-15 is significantly above
local and national averages at level 4 which has been the trend over 4 years. However it is in line
with local and national averages at level 5.
The percentage of pupils achieving two levels progress in Reading, Writing and Maths has dipped
compared to previous years. 88% of children made expected progress in Reading and 14% exceeded
expected progress. 6 children did not covert from a L3 to L5. 96% of pupils achieved expected
progress in Writing and 16% exceeded expected progress. In Maths 82% achieved expected progress
with 25% exceeding.
The school is addressing the issues through targeted interventions and use of LSAs to provide
support for groups and individuals.
3. Gender
The proportion of boys and girls in the school is roughly average. At KS1, more girls achieved the
highest levels in Writing. More boys than girls achieved 2A+ in Writing but more girls achieved level
3. We have slightly increased the number of children achieving a level 3 however due to the
increased expectation of the Year 2 Maths curriculum we are also focusing on how we use support
strategies to accelerate progress and at least meet the year group expectation at the end of Year 2.
Boys and girls both perform broadly in line or above national expectations by the end of KS2. At KS2,
boys outperformed girls in all subjects at Level 4+. Girls outperformed boys at L5 in reading and
writing while more boys attained L5 in Maths than girls.
4. Ethnicity and EAL
The percentage of pupils from minority ethnic groups increased significantly over past three years by
7.7% with an percentage increased of 4.5% last year. There has been an increase across all ethnic
groups(+ irish, +AOWB, +AOMB, +Indian, + AOA, + AOB, + African, + AOEG). Our percentage of pupils
with EAL has increased by 7% over three years with an increase of 2.3% in 14/15. English as a first
Language has decreased and we are now above the national average for children with EAL. Year 3
has the highest percentage of EAL while Year 3 and 4 have the highest percentage of Minority ethnic
groups.
We focus carefully on the provision for our growing group of EAL children who are new to the UK
without English. These children are tracked as individuals in the class context but also as a group
across the school to ensure sufficient scrutiny and to identify potential patterns of
underperformance. We have a systematic process for induction and this ensures these children are
integrated well into the class. We ensure that we use positive images of ethnically diverse people to
raise awareness and reflect of our culturally diverse wider community. We celebrate the languages
children speak and celebrate Black History Month.
The school has set up a coffee morning for EAL parents. The aim of this was to provide a secure
environment for parents to meet each other, share their experiences and prevent isolation. This has
been developed this year with visits from staff members to talk about the school website,
homework, reading, the English curriculum and the math curriculum.
5. Religion and Belief
Our school is a Catholic school and the majority of our pupils come from Christian families or families
who want a Christian education for their children. The school values the diversity of our community
and recognises the wide range of members of faith groups as well as those who have no religion. Our
whole school events reflect this with active participation of our wider community in celebrating
special days and festivals eg Diwali, Eid, Easter and Christmas.
Our RE and PSHE curriculum contributes to elimination of discrimination, harassment and
victimisation and promotion of equality of opportunity. The curriculum is assessed and monitored
carefully to ensure these values are modelled and so that our learners are sufficiently prepared for
modern society.
6. Economic status
The proportion of children receiving pupil premium is currently 8%. Which is lower than the national
average. The current Year 5 and 6 have highest percentage of FSM. At the end of KS1, all children
achieved or exceeded the ARE (Age Related Expectations). At KS2, 83% achieved the ARE in Reading,
58% achieved the ARE in writing and 67% achieved the ARE in Maths. These results are lower than
last year but the majority of pupils in this group (7/12) joined the school in KS2. The school is looking
into how we can raise the attainment of pupil premium children this year.
7. Disability / Long term medical condition
We currently have five children with a physical disability. We have in place accessible toilets and
shower facilities as well as a lift. We are currently in the process of buying a changing table for a
pupil who is still in nappies. Currently, physical disabilities have not affected progress and attainment
although we will continue to monitor these children.
8. Special Educational Needs
We have a range of SEN at St Bon’s with 4 children currently on a statement or EHCP. Due to the
changes in the SEN Code of Practice, the amount of children on the SEN register has decreased. The
SENCO continues to track and monitor those children who are underachieving but not considered to
be SEN Support. SLT and class teachers analyse the performance of children with SEN along with all
children at least three times yearly and the SENCO ensures rigorous scrutiny of SEN groups and
reports to governors six times across the school year. The highest percentage of children with SEN
are currently in years 4 and 6. SEN pupil’s achievement and progress is significantly below class
average in maths and writing. The school is currently evaluating what intervention programmes are
being used and their effectiveness.
8. Sexual Orientation
We currently have no pupils identified as having sexual orientation identified as other than
heterosexual. However we are committed to eliminating discrimination, harassment and
victimisation and advancing equality of opportunity (see anti bullying and harassment policy). We
have annual whole school focus weeks on anti-bullying and anti-harassment. We also ensure
advancement of equality of opportunity through ensuring positive images are used in assembly and
within the curriculum. We have had no incidents of homophobia but we have a system to report all
incidents of homophobia to the local authority if any arise and the governors would take positive
steps to deal with any issues as outlined in our behaviour policy.
Based on the analysis above we have identified the following objectives as key areas for
development.
Equality Objectives to be seen in conjunction with the Access Plan
Element
Attainment
and Progress
Objectives
1. To increase the number of
EAL children achieving a GLD
by working on speaking and
listening activities
Data set used
Target Tracker
Raise Online
LA Data pack
Person responsible
Teachers
SENCO/ Inclusion
Lead
Deputy
Head
English/ Maths Lead
Target Tracker
Raise Online
LA Data pack
Teachers
Deputy
Head
English/ Maths Lead
2. To further raise the
attainment and progress of
children entitled to Pupil
Premium in KS2 in reading,
writing and maths and
ensure that they achieve
outstanding progress
throughout the school.
3. To close the gap between
boys and girls so that they
are in line at the higher
levels.
Teaching and
Learning
1. Teachers know their
children’s data (PP, EAL,
Ethnic group, SEN)
2. To ensure that classrooms
are a language rich
environment modelling good
use of English and sentence
structure.
3. To support parents with
Review 2015-16
Review 2016-17
Review 2017-18
homework (accessing online
homework)
4. Teachers and LSAs use
appropriate language and
questioning to support EAL
learners
Attitudes and
belief
5. Teachers use group
teaching rather than whole
class teaching to address the
needs of their classes
1. To create a growth
mindset environment
2. To encourage high
aspirations for SEN and Pupil
Premium pupils
3. Use of displays and
assemblies to promote
diversity and positive images
of women and ethnic groups.
4. Teaching staff throughout
the school will work with pupils
to develop their resilience and
writing stamina in order to
make further progress.
5. Attendance at school clubs
to be audited to ensure that
they contain a good balance of
boys and girls, EAL, SEN, ethnic
School council
Pupil conferencing
Teachers
School leaders
groups. A plan will then be
drawn up to redress any
imbalance
6. School council to be
consulted on how they think
the school playground should
be used and a plan to be put
into place to provide children
with alternative things to play
with on the playground so that
boys are not only playing
football.
Eg
musical
instruments
Leadership
and
Management
1. To continue to monitor
and analyse the attainment
and achievement of
vulnerable groups.
2.To continue to develop the
EAL coffee mornings to
address the needs of EAL
families
3. To allocate appropriate
resources for Pupil Premium
and SEN.
4. To analyse the impact of
interventions on vulnerable
groups.
Target Tracker
Raise Online
Parent
conferencing