Robert Kett Primary is an inclusive school where we focus on the wellbeing and progress of every child and where all members of our school community are of equal worth. We are committed to ensuring equality of provision throughout the school.  Our policies and procedures ensure that there is equality of opportunity for all children.  

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.

We recognise that these duties reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998. 

This equality statement complies with advice set out in the 2010 Equality Act and should be read in conjunction with the school Equality Policy, which can be viewed by clicking the link at the top of this page or by visiting our school Policies page.

Our Equality Objectives and 2024-2025 impact

1. To monitor and analyse pupil achievement by race, sex and special educational need or disability and act on any trends or patterns in the data that require additional support for pupils.

We continue to develop a curriculum which supports all pupils to understand, respect and value difference and diversity. Pupils and staff treat each other with respect, understanding, care and consideration, taking due account of each individual’s differences. 

We promote understanding of differences and disability through our Jigsaw PSHE curriculum,  (incorporating Relationships & Health Education), restorative practice and in our assemblies. 

The school publishes attainment data each academic year showing how pupils with different characteristics are performing. The data is analysed to determine strengths and areas for improvement, implement actions in response and publish this information. The school will publish further data about any issues associated with particular protected characteristics, identifying any issues which could affect our own pupils.

2. To further develop the school’s role in promoting community cohesion- maintaining the school as the ‘heart and hinge’ of the community.

Within our school values, engagement with all stakeholders is seen as fundamental and we pride ourselves on our engagement with the local community, especially those affected by the decisions we make as a school.  

We engage with a wide range of groups and individuals to ensure that the group of staff and governors that approve the policy represent the diverse community in which we live;  

Our equality objectives are devised based on qualitative and quantitative data that we have collected from assessments but also staff, pupil and parent’s questionnaire responses;  

Local community links and events are frequently placed throughout the school’s calendar and are open to all, in order to foster good relationships and engage with all members of the community

3. To ensure the school’s core values are at the heart of our activities and that the curriculum reflects our inclusive ethos which recognises diversity as a strength of the school.

The school is opposed to all forms of prejudice which stand in the way of fulfilling our legal duties as detailed in the Equality Act. 

This includes: 

Prejudices around disabilities and special educational needs;  

Prejudices around racism and xenophobia, including those directed towards religious groups and communities and those that are directed against travellers, migrants, refugees and people seeking asylum;  

Prejudices reflecting sexism and homophobia. 

4. To raise levels of parental and pupil engagement in learning and school life, across all activities including regular attendance to ensure equity and fairness in access and engagement.

All protected characteristics have been considered when planning educational opportunities and no child has been discriminated against. All parents have been supported, where needed, to engage in school activities e.g. mobility support. 

The needs of children with disabilities are always considered to ensure that all pupils can engage in all activities.

The gap between school absence rates and the national average will close alongside their peers. This includes sports day, participation in afterschool clubs and during visits. 

Staff always check venues for suitable services e.g. ramps, suitable toileting facilities, routes that involve dropdown curbs etc. 

5. To raise the awareness and skills of staff to promote fairness, equality and good relations in the context of their role.

All school policies are written with ensuring equality of the pupils and staff within the school and this is clearly shown within the whole school values shown within these key documents;

The school vision, which underpins the whole school philosophy, which is shared with all stakeholders and taught within the school promote the key messages of equality, individuality and eliminating any form of prejudice;  

With the review of the Equality Statement annually, the responsibilities for each member of staff are reminded and any changes shared annually within team meetings; 

All staff appointments and promotions are made on the basis of merit and ability;

Most staff undertaking recruitment within the school have undertaken Safer Recruitment Training to ensure equality in the appointment of new members of staff, adhering to recruitment and selection processes that are fair and in line with statutory duties;  

Ensuring all members of staff within school receive annual performance reviews and that training and development opportunities are available to all staff, subject to budget constraints; 

Admission arrangements for pupils are fair and transparent and do not discriminate on ethnicity, gender, disability or socio−economic factors.