Gillotts Equality Duty Statement
(with Proposed Action Plan)
Equality Duty Introduction
Gillotts School is committed to exercising its functions in compliance with its Public Sector Equality Duty (“the Duty”) under the Equality Act 2010
(“the Act”). It will therefore exercise its functions having due regard to the need to:



Eliminate discrimination, harassment, victimisation and any other conduct prohibited by or under the Act;
Advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it;
Foster good relations between people who share a protected characteristic and those who do not share it.
We consider the needs of all individuals in their day to day work, in developing policy, in delivering education to our students, and in relation to our
own employees. These commitments apply to our students, staff, governors, parents and other stakeholders and visitors and relate to the protected
characteristics of sex, race, disability, religion or belief, sexual orientation, gender reassignment, pregnancy or maternity, and age (in relation to
employment, but not in relation to students).
We appreciate that discrimination can take many forms: direct, associative, discrimination by perception, indirect discrimination, harassment,
harassment by a third party, victimisation and in the context of disability, by failing to make reasonable adjustments. We realise that Gillotts School has
a legal obligation under the Act to consider the needs of people with disabilities and, where it is reasonable so to do, to make adjustments even if this
would result, on occasions, in disabled students/staff being given more favourable treatment when compared with individuals not suffering from
disabilities.
Further, the School recognises that new Positive Action provisions in the Act 2010 allow us, in certain situations, to take certain action that is designed
to alleviate disadvantages experienced by, or to meet the particular needs of, students and/or staff with particular protected characteristics provided
that any such positive action is a proportionate means of achieving the aim of enabling/encouraging equality.
The School recognises it has to make special efforts to ensure that all groups prosper including:
 Boys and girls, men and women
 Students, families and staff with different religions or beliefs
 All minority ethnic groups including travellers, refugees and asylum seekers
 Students and others with special educational needs
 Students, staff and others with a range of disabilities
 Children looked after and their carers
 Students and staff who are gay or lesbian
 Students and staff who are pregnant or have just given birth
 Students and staff who are undergoing, have undergone or are proposing to undergo a process (or part of a process) of reassigning their sex.
The extent to which all students prosper is indicated by an analysis of the standards particular groups of students achieve and a measure of the
progress they make. Exam performance is analysed by sub-group, using data published by Oxfordshire County Council and Ofsted, by Subject Leaders,
Heads of House and the Leadership Team. It is reported in Subject Exam Reviews, Subject and House Quality Assurance reports, reports to
Governors and in the school Self Evaluation Form.
The School has identified the following issues that may be barriers to effective learning and successful working at the school:
 Low self esteem, low expectations and peer group pressure
 Experience of bullying, harassment or social exclusion
 Low income leading to difficulty in participating in some aspects of school life and no adequate home study space
 Low parental support or different parental expectations
 Frequent moves and lack of stability in life leading to time out of school or low attendance
 Lack of help with emotional, mental & physical well-being and poor behaviour including exclusions
 Language difficulties
 Special Educational Needs
 Lack of physical access to school facilities or services
 Inappropriate curriculum
 Recruitment, management and development of staff and governors
Through the manner in which it exercises its functions, Gillotts School endeavours to tackle the above barriers.
Development of Gillotts’ Equality Duty:
Gillotts’ School, acting through its Governing Body, its Headteacher, staff, students and associated third parties is committed to playing its part in
making society fairer by not only tackling and eliminating unlawful discrimination but also by advancing equality of opportunity to those connected to
the exercise of the School’s functions and by fostering good relations between all who are connected with the School. The School accepts that it is
incumbent upon it to examine its policies and the outcome of its policies and practices to guard against disadvantaging any section of its community.
The School appreciates that this is a continuing and developing Duty. In addition to the three aims of the Duty, there are now specific duties in force
which provide further criteria and guidance for the School, in meeting the Duty. There is also a statutory Code of Practice (“the Code”) on the
Equality Duty (which can be viewed at http://www.equalityhumanrights.com/uploaded_files/EqualityAct/employercode.pdf ) which provides invaluable
information. The specific duties require the School to publish annually information relating to students who share a relevant protected characteristic in
order to demonstrate its compliance with the Duty. The other requirement of the specific duties is to set and publish, at least every four years,
specific and measurable equality objectives which are designed to help the School achieve its statutory equality objectives. Although the School is not
required to publish information in relation to its employees, the Duty Action Plan nevertheless includes measurable goals to analyse its workforce and
ensure that the aims of the Duty are being complied with to the extent that it is possible.
Overarching Principles for Implementation of the Equality Duty:
As is demonstrated by the detail set out in the following strategies, policies and proposed action plan, Gillotts School realises that this Duty under the
Equality Act touches every strand of its functions. Before looking at how the Duty will be met in practice, we set out in summary the following
overarching principles which we consider are essential for the Duty to be fulfilled:
Understanding the characteristics of the Duty:
The School understands that the Duty is a duty of consideration, not results. The Duty is for the School, in the performance of its functions to give
“due regard” to the goals of eliminating unlawful discrimination, advancing equality of opportunity and fostering good relations as defined in the Act
(“the equality goals”). The School however appreciates that these equality goals are not simply relevant considerations to be considered along with
other, often competing, matters. The goals are described as “needs” and as such, the School understands that the equality goals have an enhanced
status as compared to other considerations and it is therefore incumbent on it to formulate policy with an intended course of meeting those goals.
The School also understands that it is insufficient simply to take the equality goals into account as the requirement is to give them “due regard” and
this means that the degree of regard should be proportionate to the circumstances, taking into account the importance of the policy or decision to the
achievement of the equality goals and the likely extent of its effects upon the protected groups. It follows from this that the School will approach the
question of equality impact of a particular decision or of formulating/reviewing a particular policy, with rigor and an open mind and will thus obtain
sufficient information as to the likely impact of the decision/policy. The School will conduct a proper assessment of the level of information required
depending on the circumstances of the decision/policy being considered/formulated/reviewed. Where a potential discriminatory impact is identified, a
higher level of information will be required and such information may well include information gleaned from consulting with affected groups.
Knowledge:
It is essential that knowledge of the School’s pre-emptive Duty is disseminated to the Governing Body, the Headteacher, the Leadership Team, all staff,
to students and to associated third parties (including those carrying out functions on the School’s behalf), so that all understand that the Duty must be
complied with before or at the time that a particular decision is taken or policy/procedure is under consideration. This knowledge is imparted and
reinforced through a number of mechanisms including (but not limited to):
Through the School Development Plan
The Staff Handbook
The Parent Handbook
An explanatory note given to all Governors
The School’s website and learning portal
Through training
Through Student policies e.g. Behaviour for Learning Policy, Anti-bullying Policy; Y9 Options Booklet
Through focussed weeks such as Anti-bullying Week
Through Student Voice
Responsibility:
As well as ensuring that the School complies with its Duty, the School understands that it is also responsible for ensuring that any third parties which
exercise functions on behalf of the School are also capable of complying with the Duty and do so in practice. The School has concluded that the
Headteacher will take responsibility for overseeing compliance with the Duty and in particular ensuring consistency of approach across the School so
that the Duty forms an integral part of all relevant decision-making processes, with sufficient information being obtained in advance to give due regard
to the equality goals.
The school has identified the following strategies that are particularly relevant to its Equality
Duty
1.
Establishing, maintaining and developing a school culture and ethos
At Gillotts, we:
 Celebrate diversity/equality through our curriculum, and through assemblies and performances
 Celebrate achievement through our reward system, as described in our Behaviour for Learning Policy,
and through assemblies and other public celebrations, such as Presentation Evening
 Promote positive attitudes towards disabled people, through our CPHE curriculum and by staff modelling
the attitudes we expect
 Promote positive attitudes towards people of different ethnic groups/religions etc, through our History
and RS curricula and through school policy and practice
 Involve students, parents and staff in consultation about the school’s development
 Promote high expectations consistently and rigorously
 Demonstrate sensitivity to students with disabilities through our day to day contacts
 Communicate behaviour expectations, through our Behaviour for Learning Policy, our Anti-bullying Policy
and through daily contact between staff and students
 Ensure that we welcome applications for school places and jobs from all sections of society
Actions to support and/or comply with Equality
Duty
Review
New actions Nov 10
New actions Sept 11
At Gillotts, we will:
 As part of the SEAL development plan, increase
opportunities for students to engage with issues of
diversity
Work on multiculturalism across the curriculum reestablished
 Develop systems to ensure that rewards, e.g. House
points, are consistently awarded
Development of use of SIMS; introduction of Hive;
review by Associate member of LT 2010-11
 Continue to develop the impact of Student Voice on
school development planning
Each Head Student linked to a member of LT
 Conduct more formal and regular surveys of our key
stakeholders – students, parents and staff
First external survey April 2009; repeated April 2011
 Review Behaviour for Learning Policy and Use of
Force policy to be consistent with Team Teach best
practice
Review undertaken, with support of LA (Feb 11)
 Revise Equality Duty to reflect requirements of
Equalities Act 2010
Achieved
 Train staff in Equality Duty
Initial training undertaken (autumn 2011)
 Badge all documents to remind staff of Equality Duty
in relation to decision making
Still to do
 Develop our work on e-safety, in particular in
relation to cyber bullying
Review of policy and expectations completed
2.
Preventing and dealing effectively with bullying and harassment
At Gillotts, we recognise that the groups covered in this policy are more vulnerable to bullying and
harassment, so we:
 Communicate to students, parents and staff our abhorrence of all forms of bullying and harassment
though our Anti-bullying Policy, our Anti-bullying Ambassadors, assemblies and special events, such as
Anti-bullying Week
 Ensure that incidents are reported and addressed swiftly and effectively, through our responsive House
system
 Record, analyse and report bullying and harassment on grounds of race, gender, disability, sexual
orientation etc.
3
Listening to students, staff, parents and others
At Gillotts, we:
 Pride ourselves on the impact of Student Voice on School Development planning
 Actively seek staff views and listen to staff concerns, through our meetings and line management
structures and our arrangements for Performance Management
 Seek the views of parents, through newsletters, consultations, the Governors’ informal meeting and
through surveys
 Ensure we encourage, enable and hear the full range of views including those with disabilities
4.
Equalising opportunities
At Gillotts we recognise that some of the groups covered in this policy are likely to be economically
disadvantaged, so we:
 Ensure school uniform is affordable, by limiting the number of items that have to be purchased through
the school and reviewing prices so that cost reductions are passed on
 Avoid putting parents under unnecessary financial pressure, for example by publishing details of trips well
in advance and offering flexible payment plans
 Promote the take-up of extra-curricular opportunities
 Ensure that our charging policy is appropriate and reviewed regularly
 Monitor take-up of extra-curricular opportunities
 Work with Connexions [now Adviza Partnership] to widen access to careers advice and work
experience placements
At Gillotts, we will:
 Share analyses of instances of bullying and harassment
amongst the Leadership Team, to inform School
Development planning
Ongoing
 Further develop the use of SIMS for recording
behaviour incidents to ensure a complete picture of
incidents is built up
Ongoing
 Develop our work on e-safety, in particular in
relation to cyber bullying
Review of policy and expectations completed
 Conduct student focus groups to understand
increased student concern re bullying revealed in
external survey 2011 and act on the results
As a result, students led briefings for teachers and
lower threshold set for logging of incidents
At Gillotts, we will:
 Conduct more formal and regular surveys of our key
stakeholders – students, parents and staff
First external survey April 2009; repeated April 2011
At Gillotts, we will:
 For April 2009, we will review the price of Gillotts’
school uniform
The price of a number of items was reduced
 Improve monitoring of take-up of extra-curricular
opportunities
tbc
 Use Go For It funding to enhance the opportunities
for students from deprived backgrounds to access
extra-curricular opportunities
Funding fully committed; extensive use to support
membership of The Hub
 Continue to supply school uniform through the
school, rather than through a large school supplier
Achieved
 Develop increased involvement and understanding of
all staff of choices at 16 and 18
Ongoing – main focus on CPD in 11/12
5.
6.
Informing and involving parents and carers
At Gillotts, we recognise that some of the groups covered in this policy are more likely to find school
intimidating, strange or inaccessible, so we:
 Explain how the school operates, though our Parent Handbook, our website and by personal contact
through the House Bases
 Offer a range of ways of communicating between school and parents that meet parents’ circumstances
and needs, including telephone, email and provision of signers and interpreters where required
 Encourage parents to let the school know if they have a particular disability or other need
 Encourage parents to discuss their concerns, through informal contact with the form tutor and more
formally through parents’ consultation evenings
 Ensure that parents understand how well their child is progressing by posting home a report three times
a year
 Explain how parents can help their child at home, through parent information evenings
 Encourage parents to join the PA and/or governing body
Welcoming new students and helping them to settle in effectively
At Gillotts, we recognise that some of the groups covered in this policy are more likely to find school
intimidating, strange or inaccessible, and to move mid-year, so we:
 Ensure a happy start to the school at normal times, through Pioneer Week – a four day experience in
term 6 of Year 6 – and by an induction day in September, working with individual Y10 mentors
 Ensure effective school transfer and induction mid-year, including ‘buddying up’ new students with a
named supporter
 Ensure that extra help is given to students who find change of school challenging
 Ensure well-planned school adjustments are made to cater for a child with disabilities – if possible in
advance of starting at the school, through links between our SENCo and the partner primaries, also
making use of outside agencies (Behaviour Support Service, ASD Outreach and Bishopwood Special
School) to support transition visits
At Gillotts, we will:
 From January 2009, start to introduce a Learning
Portal which will enable parents to receive tailored
information online, as well as online reports on their
child’s attendance, behaviour and progress
System going live July/September 2011
 Introduce a new reporting system which gives
parents clearer information on their child’s progress
System focussed on progress towards targets; HoH
already confident that this is supporting improved
intervention
 Increase the application of the Academic Review
process to all students and aim to facilitate two
Academic Reviews for students in Year 11
Achieved, and to be continued in 2011-12, 12-13
At Gillotts, we will:
 Include questions in our surveys of parents to
measure satisfaction with transition arrangements
86.3% of parents think transition arrangements were
good or very good (2009)
Transfer from previous good rated as ‘good’ in
external survey 2011
7.
Addressing the full range of learning needs
At Gillotts, we recognise that some of the groups covered in this policy are more likely to under-achieve, so
we:
 Ensure the curriculum is relevant, by offering flexible approaches and choices, ranging from intensive
literacy support in Year 7 to the opportunity to study AS levels in Years 10 and 11
 Ensure a range of appropriate teaching and learning styles, supported and underpinned by effective
Assessment for Learning, and ensure effective classroom organisation, such as the use of seating plans
 Use cooperative learning strategies to support positive relationships
 Ensure planning is based on earlier learning
 Have assessment policies that promote learning for all
 Track pupil progress towards challenging targets at least three times a year, identify under- performing
students, and implement and monitor appropriate interventions
 Run specific intervention programmes for students with special educational needs
 Promote and maintain higher attendance, by implementing our Attendance Policy and working with the
Education Social Worker
At Gillotts, we will:
 Develop further the technique of provision mapping
to ensure interventions are matched to need and
their impact measured
SIMS now used to support effective provision
mapping
 Continue to develop the curriculum offer,
introducing two Diplomas from September 2009 and
conducting a review of the KS3 curriculum between
April and December 09
Three diplomas now running; KS3 review led to
scoping work on ‘nine day fortnight’
 Further develop the use of Assessment for Learning
Majority of CPD time devoted to Teacher Learning
Communities
 Develop the KS4 Languages offer to allow 80% of
Y10 students to access an appropriate KS4 course
from Sept 11
Following end of specialist school programme,
ambition reviewed; now targeting 60% take-up of
GCSEs in MFL
 Develop the offer of vocational course, such as
BTECs
BTECs in Art &Design, Science to be added to those
in Child Development and Workskills from Sept
2011
 Develop links between subject and house
interventions
Supported by focus on progress towards target; also
Deep Leadership meetings reviewing individual
progress of all students at KS4
 Introduce five Extended Learning Days, from
September 2011
Achieved and, following evaluation, will be repeated
in 12/13
8.
Supporting learners with particular needs
At Gillotts, we recognise that some of the groups covered in this policy are more likely to have particular
needs, so we:
 Provide distance learning packs/ apply for home tuition for children out of school
 Prepare Personal Education Plans to focus on learning priorities where needed, and for all Children
Looked After
 Provide Basic Skills support, through the curriculum at KS3 and through our Curriculum Enrichment
programme at KS4
 Ensure language support is available as required
 Support students through tutoring/mentoring schemes, either with their teachers or with their peers
 Provide Homework support, including staffed Homework Clubs for identified students and their parents
 Provide Revision support, including having a ‘no study leave’ policy through to the end of the first week in
June
 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
At Gillotts, we use our Accessibility Plan to ensure we:
 Meet the needs of students, staff and others with physical disabilities
 Meet the needs of students , staff and others with other disabilities
 Ensure that curricular and extra-curricular opportunities are available for students with disabilities
 Identify further developments to address outstanding issues where these constitute reasonable
adjustments
Note:
 Increasing extent to which disabled students can participate in the curriculum
 Improve the physical environment to enable disabled students to take better advantage of education, benefits,
facilities and services provided
 Improving the availability of accessible information to disabled students
10.
Ensuring fair and equal treatment for students
At Gillotts, we recognising that the school needs to ensure that its policies and practice do not unlawfully
discriminate, directly or indirectly, against students in the school, so we:
 Assess the implications uniform requirements have on students and modify them where appropriate
 Accommodate the needs of different cultures, races and religions where reasonably possible (in relation
to wearing of uniform for example)
 Ensure that the implementation of uniform and other policy is sufficiently flexible to accommodate the
needs of students undergoing gender reassignment
 Monitor the use of sanctions to ensure that staff do not impose stricter disciplinary penalties on one
group than they do in similar circumstances to others
At Gillotts, we will:
 Provide CPD for staff in working with students with
specific difficulties, such as dyslexia and autism
2009-10 Focus on autism
 2010-11 Focus on dyslexia and language difficulties
 Continue 1 to 1 tuition programme at KS3 for 30
targeted students
Achieved and £11,000 committed in 12/13 to
continue, based on positive evaluations
At Gillotts, we will:
 Review our Accessibility Plan in line with timescales
agreed
Accessibility Plan reviewed June 2009, June 2012
At Gillotts we will:
 Review our system for uniform purchase and the
pricing structure (April 2011)
Uniform to continue to be provided through the
school to keep prices down and maintain control
 Continue to offer a long sleeved polo shirt as an
alternative to the short sleeved one and review the
supplier to try to reduce the cost (Sept 2011)
 Continue to allow all students to wear trousers of
 Ensure where relevant that teaching or the expression of religious belief about same sex relationships is
conveyed responsibly and sensitively
11.
Ensuring fair and equal treatment for staff and others
At Gillotts, we recognise that the school needs to ensure that its policies and practice do not discriminate,
directly or indirectly, against adults as well as students in the school, and that positive role models and a wider
perspective will strengthen the school, so we:
 Ensure that the School’s equal opportunity and anti-discrimination policies are adhered to, at recruitment
of staff and during their employment
 Promote dignity at work, through (amongst other measures) compliance with the School’s policies and
proceduresy
 Have development of all staff as one of our key commitments, making time each week for staff
development as well as having an effective Performance Management Policy, linking staff targets to the
School Development Plan, and analysing training for impact on teaching and learning
12.
Encourage participation of under-represented groups
At Gillotts, we recognise that the school has an opportunity to model empowerment of all groups including
disabled, ethnic, religious and socially & economically disadvantaged groups, so we:
 Recruit governors representative of the student population and/or community
 Encourage the widest participation in Parents’ Association (PA) activities, through newsletters and the
school and PA websites
 Support individuals and community groups to express their case on matters affecting themselves and their
community
13.
14.
Other
The school recognises its continuing duty to treat former students fairly and equally in relation to the
provision of references and access to ‘old pupils’ communications and activities
Monitoring and Evaluating compliance with the Duty
At Gillotts, we recognise that compliance with the Duty depends upon ensuring that everyone is actively
implementing it and that gaps and the need for further development will arise from effective evaluation, so
we:
 Train all staff & governors on this Policy, and the School ethos that underpins it
 Consult students, parents and staff on how the policy is working and how it could be improved
 Monitor and review practice, as part of School Development Planning
 Carry out impact assessments (when appropriate) to evaluate practice
 Report to governors (including in the School SEF)
 Report to parents (including in the School Prospectus) and students
July 2012
any suitable style (see Uniform Policy)
 Continue to develop the use of SIMS to ensure
consistent responses to behaviour incidents
At Gillotts, we will:
 Improve the effectiveness and value for money of
CPD by tracking Performance Management CPD
needs and seeking to maximise impact of external
courses through cascading and coaching models
New process introduced Oct 2009
 Process further revised Oct 2010
At Gillotts, we will:
 From January 2009, start to introduce a Learning
Portal which will enable parents to receive tailored
information online
System going live July 2011
EQUALITY OBJECTIVES
Equality Objective
1.
JULY 2012
Success Criteria
Progress
To improve progress for identified
groups: (SDP12/13)
Students with high prior attainment
Students on the special educational
needs register at School Action
Within 12 months
Gaps narrowed for high
prior attainment
Within 2 years
Gaps removed for high
prior attainment and
narrowed for SA
After 4 years
Gaps removed for high
prior attainment and
removed for SA
2.
Exclusions
To reduce exclusions for all students,
but particularly for those with special
educations needs (SDP12/13)
Current:
2011-12, 77 fixed term exclusions (all
five days or fewer) administered to a
total of 37 students (4% of school
population)
Within 12 months
Redeveloped AfterSchool School provision
providing a more
effective alternative to
exclusion
Within 2 years
Redeveloped caretaker’s
cottage as a dedicated
base for KS4 alternative
provision
After 4 years
Alternative provision at
Gillotts linked into
overarching programme
for Oxfordshire’s young
people
Actions required to achieve
objective
1. To improve the proportion of
outstanding teaching and
eliminate satisfactory teaching
2. To ensure all students reach
their potential, through
embedding the use of
Assessment for Learning
3. Increase student progress
monitoring at KS3 through, eg
subject progress reviews, 2+3
programme, cross year
assessments
4. Ensure that SIMS is used by
staff to help track, monitor
and raise achievement for all
students
1. Working with OCC’s Social
Inclusion Team, explore the
potential for a range of
alternative curriculum
provisions, eg Meadowbrook
satellite, tutoring at NOMAD,
accessing existing part-time
provision (BCA, Reading)
2. Introduce a Skillforce
provision for male students in
Year 9 at risk of permanent
exclusion
3. In collaboration with the
Didcot Hub, develop a
coordinated programme of
parenting support for students
aged 3-16 and develop a
website to bring together
resources to support parents’
needs
Aims of the Equality Duty
Advance equality of opportunity
Protected Characteristics
Disability
Gender
Eliminate unlawful discrimination
Disability
Advance equality of opportunity
Gender
Equality Objective
3.
Success Criteria
Diversity of the workforce
Analyse our data so we understand
the diversity of our workforce (eg
age, gender, ethnicity)
Within 12 months
Analysis complete
Analyse our data on pay so we can
explore issues of pay equality,
including the gender pay gap
Within 2 years
Analysis complete
Actions required to achieve
objective
1. Improve systems of data
collection
2. Conduct analyses
Aims of the Equality Duty
Protected Characteristics
Advance equality of opportunity
Race
Foster good relations
Gender
Age
EQUALITY OBJECTIVES – Monitoring progress
Equality Objective
Success Criteria
December 2013
December 2014
December 2015
1. Progress
To improve progress for
identified groups:
(SDP12/13)
Within 12 months
Gaps narrowed for high prior attainment
Students with high prior
attainment
Within 2 years
Gaps removed for high prior attainment
and narrowed for SA
Students on the special
educational needs register
at School Action
After 4 years
Gaps removed for high prior attainment
and removed for SA
A*/A
2011 26%
2012 29%
2013 33%
A*/A
2014 42%
A*/A
2015 24%
5+ A*/A
2011 28%
2012 32%
2013 37%
5+A*/A
2014 46%
5+A*/A
2014 23%
Best
8
NonSEN
K
201011
374
201112
381
201213
388
201314
386
201314
365
-
284
310
313
261
2. Exclusions
To reduce exclusions for all
students, but particularly
for those with special
educational needs
(SDP12/13)
Current:
2011-12, 77 fixed term
exclusions (all five days or
fewer) administered to a
total of 37 students (4% of
school population)
Within 12 months
Redeveloped After-School School
provision providing a more effective
alternative to exclusion
Within 2 years
Redeveloped caretaker’s cottage as a
dedicated base for KS4 alternative
provision
After 4 years
Alternative provision at Gillotts linked
into overarching programme for
Oxfordshire’s young people
2012/13
7 exclusions; four students with
SEN, three students without
2013/14
2 exclusions; both
students with SEN
Funding secured to
complete
redevelopment of
caretaker’s cottage
2015/16
1 exclusion; no SEN
Redevelopment of
caretaker’s cottage
completed
December
2016
Equality Objective
Success Criteria
December 2013
December 2014
December 2015
December
2016
3. Diversity of the
workforce
Analyse our data so we
understand the diversity of
our workforce (eg age,
gender, ethnicity)
Within 12 months
Analysis complete
Analyse our data on pay so
we can explore issues of
pay equality, including the
gender pay gap
Within 2 years
Analysis complete
Male
27%
Female
73%
Male
24%
Female
76%
Male
23
Female
77
Ethnic Group
Percentage
White-British
White-Other
Black
Asian
Other
89
7
1
2
1
Age
<25
25-34
35-44
45-54
55-64
>65
Percentage
EG
W-B
W-O
Black
Asian
Mixed
NR
Other
Percentage
90
6
0
2
1
1
1
EG
W-B
W-O
Black
Asian
Mixed
NR
Other
Percentage
92
4
0
1
2
2
0
Age
<25
25-34
35-44
45-54
55-64
>65
Percentage
3
21
28
31
15
2
Age
<25
25-34
35-44
45-54
55-64
>65
Percentage
3
21
29
30
15
2
7
23
25
32
11
2
Pay equality – see below
Pay equality – see below
December 2014 – Pay equality
NB Calculated using FTE salaries
Male
Female
Teachers - Main
Number
9
11
Average salary
£31,056
£30,309
Teacher - Upper
Number
7
26
Average salary
£23,385
£27,192
Teacher - Upper
Number
9
24
Average salary
£41,005
£39,734
Support staff
Number
11
39
Average salary
£16,038
£17,682
Average salary
£40,917
£40,214
Support staff
Number
10
44
Average salary
£16,567
£18,081
December 2015 – Pay equality
NB Calculated using FTE salaries
Male
Female
Teachers - Main
Number
4
13
December 2015 – Analysis of managers by gender
Male
Female
Teachers – TLR holders
Number
Average TLR
6
£5949
12
£6650
Support staff – designated line manager
Number
Average salary
1
Withheld
12
£24,864