Parrett and Axe CEVA Primary School
Equality information November 2015
Part 1: Information about the pupil population
Number of pupils on roll at the school: 119
Information on pupils by protected characteristics
The Equality Act protects people from discrimination on the basis of ‘protected
characteristics’. Every person has several of the protected characteristics, so the Act
protects everyone against unfair treatment.
In order to ensure that all pupils are protected from discrimination, the school collects
information on some protected characteristics of their pupils these include:
Disability
Ethnicity and Race
Gender
Religion and Belief
Sensitive information on some pupils with protected characteristics
It is not appropriate for us to collect information from pupils in relation to some
protected characteristics, gender identity and sexual orientation.
However, as a school, we are aware that there may be a number of equality issues
for gay, lesbian and bisexual pupils, as well as those who are undergoing or who
have undergone a reassignment of their gender.
Maternity and pregnancy is also a protected characteristic.
Information on other groups of pupils
OFSTED inspections of schools will look at how schools help "all pupils to make
progress, including those whose needs, dispositions, aptitudes or circumstances
require additional support".
In addition to pupils with protected characteristics, we gather further information on
the following groups of pupils:
Pupils eligible for Free School Meals in the last 6 years (Forever 6)
Pupils in receipt of Pupil Premium- Free School Meals and Service Children
Pupils with Special Educational Needs (SEND)
Pupils with English as an additional language
Pupils with a Traveller heritage
Looked after children
Other vulnerable groups
Part 2: How we have due regard for equality
The information provided here aims to show that we give careful consideration to
equality issues in everything that we do in the school.
Disability, Ethnicity and Race, Gender, Religion and Belief
We have analysed the Year 6 data in our 2014-15 Key Stage 2 Report from
the Local Authority.
Gender: 8 boys and 8 girls. The boys generally out-performed the girls in
terms of attainment in all areas but there was no significant difference in their
progress between Years 2 and 6.
Pupil Premium: 1 boy and 1 girl. In reading and writing, as a group, these
two pupils out-performed the other Non, Pupil Premium pupils as a group in
terms of progress and attainment but in maths they performed less well as
one pupil failed to achieve Level 4 or 2 Levels Progress.
SEND: 2 girls on School Support. 1 attained at least Level 4 in all subjects
and 2 levels progress in reading and writing, 1 achieved 2 Levels Progress in
all areas.
Ethnicity: 1 non- white British girl-attained Level 4+ in reading, writing and
maths. Progress data was unavailable as she joined us from France in
September 2013
We are committed to working for the equality of all our staff, children and parents. To
meet our duties under the Equality Act 2010 we have due regard to the need to:
Eliminate unlawful discrimination by:

We reviewed our Single Equality Policy under the guidance of the
Curriculum Committee in October 2015 and it will be available to
download from the school website
 We produced a Key Stage 2 playground behaviour survey in January
2015 in which 56 pupils took part. 80% always enjoyed break-times
but the 13% who said that they didn’t always enjoy them referred to
“rough games” and not enough activities.
 In response, the school has increased availability of equipment, reintroduced line orders for each class and trialled informal behaviour
contracts relating to rough play.
Advance equality of opportunity by:

We use the information that we collate through our tracking systems to
identify underachieving groups or individuals and to plan targeted
interventions
 We strive to ensure the active participation of all parents and pupils in
school development through forums like our School Council and the
PTFA
Foster good relations and community cohesion by:




We have achieved Rights Respecting Schools Level 1 and this work is
still very much at the centre of our day to day life in school.
We actively participate in national events like Anti Bullying Week and
Safer Internet Day
We constantly strive to ensure that equality and diversity are
embedded in the curriculum and we often focus on these key areas in
our Find out Friday sessions
We are part of the Global Learning Programme which influenced our
planning for the new National Curriculum which was introduced in
September 2014
What has been the impact of our activities? What do we plan to do next?

The whole school community is focussed on rights and responsibilities
and this continues to have a very positive impact on all areas of
school life. We plan to build on our current knowledge base to ensure
that the UNICEF rights of children are fully embedded across the
curriculum.
 Parents comment very positively on the positive impact of Safer
Internet Day and the regular E-Safety information that is circulated to
all families and taught to all children
 Find out Fridays have been praised by all stakeholders for their impact
on the pupils in our care who are now much more aware of
developments in the world around them. We will continue to use them
as a stimulus for our children to expand their knowledge of the wider
community.
Part 3: Consultation and engagement
We aim to engage and consult with pupils, staff, parents and carers and 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.
Our main activities for consulting and engaging in 2014-15 were



A named governor who was responsible for the equality agenda in school
Key Stage 2 playground behaviour questionnaire January 2015
New to Parrett and Axe Parents Questionnaire May 2015
On-going Record of consultation and engagement 2014-2015
Date
January
2015
May
2015
01.06.15
Who we
consulted
Pupils
New Parentsboth new
entrants and inyear joiners
Prospectus
Working Party
Summary
Questionnaires
relating to
playground
behaviour
Results
circulated to all
stakeholders
Discussed best
means of
sharing our work
on equality with
the local
community
Action taken
Questionnaire collated
initially by Mrs Hickman. Key
issues to be discussed with
all stakeholders and actions
agreed upon
More after school clubs
commenced September
2015
Document available on
school website
www.mosterton.dorset.sch.uk
Information included in 201516 Prospectus
Part 4: Record of how we have considered equality issues when making
decisions from September 2015-August 2016
The Equality Act 2010 requires us to show due regard to equality issues when we
make significant decisions or changes in our policies. This means we need to
consider what the impact of those decisions or policies will be on pupils and staff
with protected characteristics before a decision is made or a policy is finalised.
Date
Policy or decision
Equality issues we
considered
Action taken or
changes made
Part 5: Our equality objectives
The Equality Act 2010 requires us to publish specific and measurable equality
objectives. Our equality objectives are based on our analysis of data and other
evidence. Our equality objectives focus on those areas where we have agreed to
take action to improve equality and tackle disadvantages.
We will regularly review the progress we are making to meet our equality objectives.
Equality objective 1:
To attempt to reduce the marked gaps between the achievement and the
progress of the boys and the girls specifically in maths at the end of Key Stage
2.
Progress we are making on this objective: September 2015
Maths results in 2015 showed the boys out-attaining the girls at Level 4B+
and notably at Level 5+ where not one girl attained this higher level. This
general message was the same in terms of progress with not one girl
achieving more than expected progress.
We will review the results again in July 2016 to see if the boys and girls in
this cohort progress at the same rate and if we successfully narrow the gap
in the higher attainment levels.
Equality objective 2:
To ensure that we are offering all pupils equal opportunities to access the full
range of extra-curricular opportunities available to them.
Progress we are making on this objective: September 2015
Art Club: 15 children 10 girls 5 boys No Pupil Premium 2 SEND Support
Drama Club: 12 children 5 boys 7 girls No Pupil Premium 2 SEND Support
Footie4dorset: 17 children 16 boys 1girl 4 Pupil Premium 3 SEND Support
Tennis Club: 8 children 4 boys 4 girls 1 SEND Support 1 Pupil Premium
The FGB support Pupil Premium children by funding 50% of the cost of all
extra-curricular activity.
Equality objective 3:
To ensure that displays are reflective of the whole school community.
We believe that publishing our equality information will make us transparent about
the progress we are making on equality, and more accountable to parents and the
local community.
For more information please contact: Nigel Evans, Head Teacher
Tel:
01308 868492
Email: office@mosterton.dorset.sch.uk
Nikki Dulwich
Tel:
01308 868492
Email: nikki.dulwich@tesco.net
Information on pupils by protected characteristics
Where it may be possible to identify individuals from the information provided (when
the number of pupils with a particular protected characteristic is fewer than 10 and
the information is ‘sensitive personal information’) we have decided not to release
the information.
Ethnicity and race Pupils aged 5 years and over at 31.08.14 Spring 2015
Census
Asian or Asian
British
Bangladeshi
heritage
Indian heritage
Boys
Girls
Total
Boys
Girls
Total
Mixed
Other mixed
heritage
White and Asian
Other Asian heritage
Pakistani heritage
Black African
heritage
Caribbean heritage
White and Black
African
White and Black
Caribbean
Any Other
Ethnic Group
White
Other heritage
British heritage
Chinese
Irish heritage
Black or Black British
90
Traveller of Irish
heritage
Gypsy / Romany
Any Other White
background
Information not yet obtained
Pupil Special Educational Needs (SEN) Provision Spring 2015 Census
Number of pupils
No Special Education Need
87
Percentage (%) of
school population
80
SEN Support
22
20
Statement or EHC Plan
0
0
Gender Summer 2015 Census
Male
62
Female
47