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Equality objectives

As an academy, our community reflects and celebrates the exciting diversity in the city.

Heartlands Academy is an inclusive school, where we focus on the well-being and progress of every student and where all members of our community are of equal worth. We believe that the Equality Act 2010 provides a framework to support our commitment to valuing diversity, tackling discrimination, promoting equality and fostering good relationships between people. It also ensures that we continue to tackle issues of disadvantage and underachievement of different groups.

Our approach to equality is based on the following key principles:

  • All learners are of equal value.
  • We recognise and respect difference.
  • We foster positive attitudes and relationships and a shared sense of cohesion and belonging.
  • We observe good equalities practice in staff recruitment, retention and development.
  • We aim to reduce and remove inequalities and barriers that already exist.
  • We have the highest expectations of all our students. We ensure that our students are exposed to and taught about all protected characteristics through our curriculum.
Equality objective What this means for Heartlands Academy
Provide positive non-stereotyping information about gender roles, family units and diverse groups.
  • We will actively seek to be gender-neutral with regards to home/school communication. This includes not making assumptions over primary contact numbers and actively seeking to engage parents/carers of different genders in engaging with the life of the academy. This will include our parental workshop programme at the hub.
To provide world-class education opportunities to all students regardless of background.
  • Develop opportunities for young people to experience the extraordinary through, for example, enrichment programmes, educational visits, CEIAG programme.
Provide positive non-stereotyping information about gender roles, family units and diverse groups.
  • We will review our application forms to ensure they do not favour one type of family set up.
  • Our uniform policy will be gender neutral.
  • Option subjects will work to dispel gender stereotypes around their subjects and actively promote update from different genders.
  • We will review and update our display boards to ensure representation from a range of diverse backgrounds.
  • We will include explicit teaching about different types of families in our Personal, Social, Health and Economic (PSHE) education curriculum.
  • Our Equality and Diversity Calendar will include events across the academy to celebrate a range of religious festivals.
  • Students will be specifically taught about the Equality Act 2010 and the protected characteristics through personal development sessions. These will be displayed within classrooms.
Improve our knowledge and understanding of discriminatory behaviours within our organisation.
  • Our Personal, Social, Health and Economic (PSHE) education lead will also be our Diversity Champion and they will ensure there is one event per term that aims to improve staff and students’ knowledge about discrimination.
  • CPOMS will have clear separate categories for discrimination against the nine protected characteristics.
  • We will log all discriminatory behaviour against any of the protected characteristics to enable us to monitor and identify any areas of concern where more education is needed for staff, students or families.
To actively challenge discriminatory behaviour.
  • Through tutorial programme, PSHE provision and pastoral care that pupils are aware of their responsibility to challenge discrimination.
  • A robust response to any incidents of discriminatory behaviour in the academy including, where necessary, engagement of external agencies.
Equality of opportunity: prepare students for life in a diverse society in which students are able to see their place in the local, regional and national and international community.
  • We will ensure that visitors invited to speak to the students represent a diverse range of individuals.
  • A range of local, national and international charity and raising awareness events throughout the year are carefully selected and delivered in order for students to gain an insight into the wider communities and the possible issues they face.
Improve our experiences available to our students to ensure opportunities and access for all.
  • We will make sure that all our students, regardless of disability, gender, race, religion, gender reassignment, sexual orientation, pregnancy or age have equal opportunities in taking part in extra-curricular activities. We will collect information about those attending to evaluate representation and accessibility.
  • We will actively look at ways of tackling any barriers that prevent accessibility. We will regularly obtain the views of all students, particularly those with Education Health and Care Plans (EHCP) and physical disabilities, to ensure that we are meeting their needs and making any necessary adjustments.

Equalities Action Plan 2021-2025

The Equality Act 2010 requires us to publish specific and measurable equality objectives. Our equality objectives are based on the analysis of our 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.

Objective from above statement What we aim to do to further this How we plan to achieve it Person responsible Timescale Resources The impact of our work
Improve our knowledge and understanding of discriminatory behaviours within our organisation. To plan direct work for children through assemblies and curriculum on equality. Weekly assemblies with a focus on diversity and understanding racism.

Planning events throughout the year.

Headteacher and deputy headteacher. Ongoing and specific focus 2021-22. Assembly time slot. Students and staff have a good understanding of equality, diversity and racism.
Extend students understanding of the range of peoples, cultures and religions. Curriculum overview and religious education medium-term plans to be followed to encourage coverage.

Plan and celebrate black history month, international celebrations and cultural festivals.

Extend visitors to assemblies to include a range of faiths.

Headteacher and deputy headteacher. Ongoing. Planning time in staff meetings. Students demonstrate a good understanding of different religions and cultures through discussions, work in books and assemblies.
To promote an understanding and respect for differences. Identify opportunities in the curriculum to look at other cultures, religions and countries.

Study famous people from ethnic minorities with a variety of abilities and celebrate their diversity.

Use assemblies / PSHE and religious education lessons as an opportunity to celebrate festivals on a range of cultures and countries.

Headteacher and deputy headteacher. Ongoing. Planning opportunities for all staff.

CPD sessions.

Time in curriculum.

Senior leadership team meetings.

Assembly rota.

Greater respect and understanding of others.

Issues are covered through lessons.

The academy vision and values promote respect for the differences at Heartlands.

Improve our experiences available to out students to ensure opportunities and access for all staff. To improve provision for students for whom English is an additional language. Tours for families of all childrens offered.

Early assessment completed to identify needs.

Specific planning by English as an additional language co-ordinator and interventions run by staff to help students progress.

Students to be given a class buddy who is a good role model for the English language.

English as an additional language co-ordinator. Ongoing. English as an additional language co-ordinator.

Planning time.

Tour time.

Time for staff to deliver sessions.

New students are supported and make good progress and have a positive transition.
To narrow the pupil premium gap in reading, writing and mathematics in all year groups. Increase the number of pupil premium students working at the expected standard for their age. Deputy headteacher in charge of pupil premium. Ongoing. Meeting time for student progress meetings. Gap narrowed in specific year groups and subjects as identified through data analysis.
Monitor the achievement of pupil premium students.

Plan and deliver interventions to address gaps in learning as identified through ongoing diagnostic assessment.

Staff. Ongoing. Timetable for pupil premium students, interventions based on need.
To enable students to behave well, so the number of incidents requiring intervention reduces. Weekly meetings to monitor behaviour incidents and plan interventions as a result.

Interventions led by learning managers to support students in making positive choices and having positive interactions with others.

Pastoral team to liaise with teaching staff about specific students or groups of students and plan targeted support.

Senior leadership team and pastoral team. Ongoing. Behaviour meetings and pastoral intervention timetable. Behaviour incidents will reduce across the academy.

Students will have a positive impact in class and during unstructured time.

Equality of opportunity: prepare students for a life in the diverse society in which students are able to see their place in the local, regional, national and international community. To recruit and train students as equality ambassadors to promote equality within our academy. Personal, social, health and economic lead to recruit a group of students passionate about equality. Assistant headteacher. Ongoing. Regular input into the curriculum, assemblies, promotion of key topics across the academy. Student awareness and self-regulation improved.
Extend students understanding of the range of people cultures and religions. Curriculum overview and religious education medium-term plans to be monitored to ensure coverage.

Plan and celebrate black history month, international celebrations and festivals.

Extend visitors to assemblies to include a range of faiths.

Personal, social, health and economic lead. Ongoing. Planning time. Students demonstrate a good understanding of different religions and cultures through work in books, discussions and assemblies.
Improve our knowledge and understanding of discriminatory behaviours within our organisation. Provide a range of educational opportunities for parents to develop their own skills to support their children. Face-to-face workshops with parents in the hub on a small range of subjects in the curriculum to give parents the strategies of how to help at home. Senior leadership team. Ongoing. Schedule parent workshops in the hub. Parents report that they are well supported in helping their own children to access the curriculum at home.

Review date: November 2022

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