Llangewydd Junior School

Strategic Equality Plan 2018 – 2022

Strategic Equality Plan agreed by Governors:

March 2018 (Signed by Chair)

Scheme due for review:… March 2022

1 Contents of our Strategic Equality Plan (SEP)

1. Our distinctive character, values, priorities and aims 1.1. School values 1.2. Characteristics of our school 1.3. Mainstreaming equality into policy and practice 1.4. Setting our equality objectives

2. Responsibilities 2.1. Governing Body 2.2. Senior Leadership Team 2.3. Staff – teaching and non-teaching

3. Information gathering and Engagement 3.1. Purpose and process 3.2. Types of information gathered 3.3. Engagement

4. Equality Impact Assessment

5. Objectives and Action Plans

6. Publication and reporting

7. Monitor and Review

Appendices

App. 1 Regional Equality Objectives

App. 2 School Equality Objectives and Action Plan

App. 3 School Access Plan

2 Check list for school staff and governors

Is information collected on race, disability and gender with regards to both pupils and staff e.g. pupil achievement, attendance, exclusions, staff training? Is this information used to inform the policies, plans and strategies, lessons, additional support, training and activities the school provides?

  How has your Equality Plan been shaped by the views, input and involvement of staff, parents and pupils?

 Is pupil achievement analysed by race, disability and gender? Are there trends or patterns in the data that may require additional action, and has action been taken to address these?

  Does the curriculum include opportunities to understand the issues related to race, disability and gender?

 Are all pupils encouraged to participate in school life? Are pupils who make a positive contribution reflective of the school’s diversity e.g. through class assemblies / school council?

  Is bullying and harassment of pupils and staff monitored by race, disability and gender, and is this information used to make a difference to the experience of other pupils? Are racist incidents reported to the governing body and local authority on a termly basis?

 Are visual displays reflective of the diversity of your school community? How are minority ethnic, disabled and both male and female role models promoted positively in lessons, displays and discussions such as circle time and class assemblies?

 Is the school environment as accessible as possible to pupils, staff and visitors to the school? Are open evenings and other events which parents, carers and the community attend held in an accessible part of the school, and are issues such as language barriers considered?

 Are the accessibility needs of parents, pupils and staff considered in the publishing and sending out of information, in terms of race, disability and gender?

 Are procedures for the election of parent governors open to candidates and voters who are disabled?

3 1. Our Distinctive Character, priorities and Aims

1.1 School values

At Llangewydd Junior School we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school, irrespective of disability, race, gender, age, sexual orientation, religion or belief, gender reassignment, pregnancy & maternity, marriage and civil partnership. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and able to participate fully in school life. We are a school who believes that a Values approach allows us to achieve our aims.

The achievement of pupils will be monitored and we will use this data to support pupils, raise standards and ensure inclusive teaching. We will tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all. At Llangewydd Junior School we believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here.

We work hard in the school to achieve our aims

 To ensure equality among all elements of our school community  To be aware of the provision made for boys and girls  To ensure provision for minority faith and ethnic groups  To support children with a special educational need  To support able and talented pupils  To support any children looked after by the authority  To support children who face stress in their lives  To support any children who are at risk of disaffection and social exclusion

To achieve our aims our policy focuses on:  Attendance  Behaviour  Managing signs of disaffection  Equal opportunities  Gender Issues  Providing for talented pupils  Racial equality  Pupils with difficult home circumstances  Pupils with an additional learning need  Our PSE Programme

4 1.2 Characteristics of our school

Llangewydd Junior School serves a very supportive community of parents and carers. Our parents and the community play a full and active part in the life of the school. We currently have on roll 24% of children in receipt of free school meals. We serve a predominantly White British ethnic group, but are delighted to have the following ethnic categories in school, 1 other Asian, 1 mixed background, 2 White and Black Caribbean, 1 White and other ethnic group, 1 Iraqi. Children within our school contribute greatly to the life of the school. 65% of our children attend after school/lunch time clubs and we place great focus on partnership working. PSO community officers visit the school weekly; the School liaison Police officer leads on PSE areas of the curriculum in each year group. The school nurse leads several areas of the PSE curriculum for us. The local Lifeguard Association work with the children on beach safety. Partnership with a range of local and external partners to support our children is a particular strength of the school. Weekly support for our dyslexic children and our visually impaired and hearing impaired. MLD children and children with a specific learning problem are integrated into mainstream as are all children on the ALN register.

Pupil monitoring provides the school with a very positive picture of where each child is in relation to need. Staff have a very good understanding of every child’s needs within the school.

Parental consultation meetings are held biannually, with ALN reviews held termly. Reviews are also held for our More Able and Talented children. Parents and Carers also have the opportunity to meet their child’s teacher every Monday evening if there are any issues that require discussion or problems that require solving.

Details of attainment for groups of learners are contained within our Self Evaluation documents.

There is currently a gender difference in outcomes and the school is working hard to minimise that aspect of its work. Partnerships are key to developing the work of the school and key partnerships have developed with Exeter University to develop our thinking skills, with our Family of Schools to develop the curriculum, with our cluster of schools for a range of strategies. Networking is important to our development also, and the school has developed links with other schools to support develop specific areas of the Curriculum. The school enjoys very positive partnerships with universities and colleges and this ensures relevant and up to date information is available for all staff. Attendance figures in school are very positive. 97% was the average outcome for 2016/17. The majority of the school are Christian in belief. The school studies a diverse range of religions as part of the RE syllabus and we use children of other faiths to input into our assemblies and lessons. At Llangewydd every child is equal and has equality of opportunity in all aspects of school life. The school has provided a ramp for parents in wheel chairs and staff are trained in a range of medical issues to enable them to administer medicines so that children with medical conditions can attend school.

5 1.3 Mainstreaming equality into policy and practice

Our main aim in this area is to encourage good attitudes and relationships.

Within the classroom pupils have the opportunity to learn effectively without disruption.

We encourage racial harmony and understanding of cultural diversity through our PSE programme, assemblies and our European and African Links.

Parents are encouraged into school at every opportunity. Each week we hold drop in coffee mornings where parents can share any issues and discuss any concerns with the head. Each Monday parents have the opportunity to meet the teacher if there are any concerns during staff meeting time. At this time parents or carers are able to bring problems or ask for advice on any aspect of the life of the school. Children who are deemed as possible candidates for disaffection are encouraged through the pupil of the week and through the amassing of house points at every opportunity.

Often it is the parent who is disaffected and we meet with these parents to explain the positive aspects of school and how the children can be supported.

Equal opportunity is about providing all our children with quality learning experiences and helping them to gain knowledge, skills and understanding that will enable them to make informed decisions about their lives. Decisions that will take into account effects on others and on society.

All elements of our school community are provided with the same opportunities and experiences.

As well as the specific actions set out beneath this plan, the school operates equality of opportunity in its day to day practice in the following ways.

We are very conscious of gender issues within the school. This area of work forms targets within the SIP and we analyse results very closely for inclusion within our target setting processes. We have undertaken research on boy’s results and have provided resources for boys within the curriculum to encourage enjoyment of reading. Staff discuss the issue with governors and parents and it forms a focus for our meetings with governors. For children who have English as an additional language we try to ensure simple phrases are learnt by the teacher to say good morning etc. We aim to make our school as welcoming as possible for these children and ensure they have complete access to the curriculum. We aim to provide all our pupils with the opportunity to succeed, and to reach the highest level of personal achievement. To do this, we will:

 use contextual data to improve the ways in which we provide support to individuals and groups of pupils;

6  monitor achievement data according to the various protected characteristics and action any gaps;  take account of the achievement of all pupils when planning for future learning and setting challenging targets;  ensure equality of access for all pupils and prepare them for life in a diverse society;  use materials that reflect the diversity of the school, population and local community in terms of the various protected characteristics, without stereotyping;  promote attitudes and values that will challenge racist and other discriminatory behaviour or prejudice;  provide opportunities for pupils to appreciate their own culture and celebrate the diversity of other cultures;  seek to involve all parents in supporting their child’s education;  encouraging classroom and staffroom discussion of equality issues which reflect on social stereotypes, expectations and the impact on learning;  including teaching and classroom-based approaches appropriate for the whole school population, which are inclusive and reflective of our pupils

We are committed to valuing cultural diversity and preventing racism. We aim to develop understanding, knowledge and clarity of beliefs and a development of cultural traditions.

Racial Equality is an important part of the ethos of our school and all elements of our community are considered equal and valued. Our PSE programme and assemblies highlight issues throughout the year. Our aim is not to have to react to situations, but to develop proactive discussions. All of our policies are subject to an Initial Equality Impact assessment to ensure all aspects of our school community are considered in the development of policies.

Teaching and learning We aim to provide all our pupils with the opportunity to succeed, and to reach the highest level of personal achievement. To do this, we will:

 Use contextual data to improve the ways in which we provide support to individuals and groups of pupils;  Monitor achievement data by ethnicity, gender and disability and action any gaps;  Take account of the achievement of all pupils when planning for future learning and setting challenging targets;  Ensure equality of access for all pupils and prepare them for life in a diverse society;  Use materials that reflect the diversity of the school, population and local community in terms of race, gender and disability, without stereotyping;  Promote attitudes and values that will challenge racist and other discriminatory behaviour or prejudice;  Provide opportunities for pupils to appreciate their own culture and celebrate the diversity of other cultures;  Seek to involve all parents in supporting their child’s education;  Encouraging classroom and staffroom discussion of equality issues which reflect on social stereotypes, expectations and the impact on

7 learning; including teaching and classroom-based approaches appropriate for the whole school population, which are inclusive and reflective of our pupils.

Employer duties As an employer we need to ensure that we eliminate discrimination and harassment in our employment practice and actively promote equality across all groups within our workforce.

Equality aspects such as gender, race, disability, sexual orientation, gender reassignment and faith or religion are considered when appointing staff and particularly when allocating Teaching and Learning Responsibilities (TLR) or revaluating staff structures, to ensure decisions are free of discrimination.

Actions to ensure this commitment is met include: . Monitoring recruitment and retention including bullying and harassment of staff; . Continued professional development opportunities for all staff; . Senior Leadership Team support to ensure equality of opportunity for all.

Equal Opportunities for Staff This section deals with aspects of equal opportunities relating to staff at Llangewydd Junior School we are committed to the implementation of equal opportunities principles and the monitoring and active promotion of equality in all aspects of staffing and employment.

All staff appointments and promotions are made on the basis of merit and ability and in compliance with the law. However, we are concerned to ensure wherever possible that the staffing of the school reflects the diversity of our community.

Equality and the law

There are a number of statutory duties that must be met by every school in line with legislation from the Race Relations (Amendment) Act (2000), Disability Equality Duty (2005) and Equality Act (2006).

The action plan at the end of this Equality Plan outlines the Llangewydd Junior School will take to meet the general duties detailed below.

Race Equality This section of the plan reflects the general and specific duties of schools as detailed in The Race Relations Act 1976 and as amended by The Race Relations (Amendment) Act 2000.

The General Race Equality Duty requires us to have due regard to the need to:  Eliminate racial discrimination;  Promote equality of opportunity;  Promote good relations between people of different racial groups.

8  Under our specific duty we will:  Prepare an Equality Plan which includes our written policy for race equality;  Assess the impact of our policies, including this Plan, on pupils, staff and parents by ethnicity including, in particular, the achievement levels of these pupils; Monitor the impact our plans and policies have on such pupils, staff and parents towards raising the achievement of minority ethnic groups.

9 Disability This section should be read in conjunction with the school’s Additional learning Needs Policy and Accessibility Strategy.

Definition of disability

The Disability Discrimination Act 2005 (DDA) defines a disabled person as someone who has „a physical or mental impairment which has a substantial or long-term adverse effect on his or her ability to carry out normal day-to-day activities‟.

The DDA 2005 has also extended the definition of disability as follows:

 People with HIV, multiple sclerosis and cancer (although not all cancers) are deemed disabled before they experience the long-term and substantial adverse effect on their activities;

 Section 18 has been amended so that individuals with a mental illness no longer have to demonstrate that it is “clinically well-recognised”, although the person must still demonstrate a long-term and substantial adverse impact on his/her ability to carry out normal day-to-day activities.

Legal duties The Disability Discrimination Act (DDA) 2005 placed a general duty on schools, requiring them to have due regard for the following when carrying out and delivering services:

 Promoting equality of opportunity between disabled people and other people;  Eliminating discrimination and harassment of disabled people that is related to their disability;  Promoting positive attitudes towards disabled people;  Encouraging participation in public life by disabled people;  Taking steps to meet disabled people’s needs, even if this requires more favourable treatment.  Under our specific duty we will:  Prepare and publish an Equality Plan which covers the requirements for a  Disability Equality Scheme identifying our disability equality goals and actions to meet them;  Review and revise this Scheme every three years.

10 Gender Equality The Gender Equality Duty 2006 places a general and specific duty on schools to eliminate unlawful discrimination and harassment on the grounds of gender and to promote equality of opportunity between female and male pupils and between women and men and transgender people.

Under our general duty we will actively seek to:  Eliminate unlawful discrimination and harassment on grounds of sex and gender reassignment;  Promote equality between men and women.  Under our specific duty we will:  Prepare and publish an Equality Plan which covers the requirements for a  Gender Equality Scheme identifying our gender equality goals and actions to meet them; Review and revise this Scheme every three years.

Sexual Orientation The Equality Act 2006 made provision for regulations to be introduced to extend protection against discrimination on grounds of religion or belief to sexual orientation.

The Equality Act (Sexual Orientation) Regulations 2007 came into force on 30 April 2007, and they make discrimination unlawful in the area of goods, facilities and services on grounds of sexual orientation. For schools this means admissions, benefits and services for pupils and treatment of pupils.

1.4 Setting our equality objectives

We recognise our duty and responsibility to establish equality for all learners, staff, other members of the school community and service users regardless of their race, gender, disability, gender reassignment, sexual orientation, pregnancy & maternity, religion or belief, marriage and civil partnership as defined within the Equality Act 2010.

The purpose of our Strategic Equality Plan (SEP) is to fulfil the duties to promote equality for people with ‘protected characteristics’, and embed fairness and equality at the heart of our school community and in all aspects of our school plans and policies. In setting the equality objectives for this school, we will take due regard to the Equality Act general duty: 1. Eliminate discrimination, harassment, victimisation and any other conduct that is prohibited under the Act;

2. Advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it; this means 2.1. removing or minimising disadvantages suffered by persons who share a relevant protected characteristic that are connected to that characteristic

11 2.2. taking steps to meet the needs of persons who share a relevant protected 2.3. characteristic that are different from the needs of persons who do not share it 2.4. encouraging persons who share a relevant protected characteristic to participate in public life or in any other activity in which participation by such persons is disproportionately low

3. Foster good relations between persons who share a relevant protected characteristic and persons who do not share it

Our SEP and Equality Objectives are set in the light of:  views expressed by stakeholders that have been involved in the development of the scheme;  issues arising as a result of our analysis of our pupil data, e.g. attainment data of boys v girls;  The delivery of our SEP will contribute to all of our actions and commitments to:  raise standards;  narrow the attainment gap in outcomes for children and young people;  improve outcomes as described within the Children and Young People Plan (CYPP);  promote community cohesion

Our School Equality Objectives are set out in Section 5 (p.10) and Appendix 2.

12 2. Responsibilities

2.1 Governing Body

The governing body has set out its commitment to equality and diversity in this plan and it will continue to do all it can to ensure that the school is fully inclusive to pupils, and responsive to their needs based on the various protected characteristics. The governing body:  seeks to ensure that people are not discriminated against when applying for jobs at our school;  takes all reasonable steps to ensure that the school environment gives access to people with disabilities, and also strive to make communications as inclusive as possible for parents, carers and pupils;  ensures that no child is discriminated against whilst in our school  ensures all aspects of our school community feels valued  ensure that all staff, governors and pupils have detailed knowledge of the plan

In order to meet its reporting responsibility, the governing body will report on the progress of the SEP annually, as part of its Annual Report to parents.

2.2 Senior Leadership Team (SLT)

The SLT promotes equality and eliminates discrimination by:

 implementing the school’s SEP, supported by the governing body in doing so;  ensuring that all staff are aware of their responsibilities under the Act and are fully informed of our school’s SEP and equality objectives,  ensuring that all appointments’ panels give due regard to this plan, so that no one is discriminated against when it comes to employment or training opportunities;  promoting the principle of equal opportunity when developing the curriculum, and promoting respect for other people and equal opportunities to participate in all aspects of school life;  treating all incidents of unfair treatment and any incidents of bullying or discrimination, including racist incidents, according to the Authority’s and school’s policies  ensuring that all staff are aware of policies and processes and are able to deliver them successfully  adopt a whole school approach to becoming a values school

2.3 Staff – teaching and non-teaching

The school regards equality for all as a responsibility for all. All members of staff contribute to ensuring that our school is a fair, just and cohesive community by:

 ensuring that all pupils are treated fairly, equally and with respect, and will maintain awareness of the school’s SEP;

13  striving to provide material that gives positive images based on the protected characteristics and challenges stereotypical images;

 challenging any incidents of prejudice, racism or homophobia, and record any serious incidents as prescribed in the LA and school’s policies, e.g. reporting of racial incidents;

 supporting the work of ancillary or support staff and encourage them to intervene in a positive way against any discriminatory incidents

3. Information gathering and Engagement

3.1 Purpose and process

The collection of information is crucial to supporting us in deciding what actions to take to improve equality and eliminate discrimination within the school community. The information also subsequently helps us to review our performance, so it needs to be detailed enough to enable us to measure how we are delivering on equality duties. The information also helps us to do accurate impact assessment and identify which of the school’s aims have been achieved and what we need to do better.

Engagement is based on the information gained about representation of different groups. We aim to do this as fully as possible while recognising issues of sensitivity in relation to the different protected characteristics. We take particular steps to ensure disabled children and young people, parents and carers are involved as is their entitlement. The reason that this progress is important is to understand the full range of needs of the school community.

3.2 Types of information gathered

The wide range of information gathered to support our planning and action to promote equality and eliminate discrimination includes the following:

 an analysis of the responses received from pupils, parents/carers, staff, governors and community groups following the distribution of a questionnaire to determine equality issues. The questions included in the questionnaire do not highlight specific protected characteristics, but seek to obtain stakeholders’ views across the board;  identification of children and young people, parents, carers, staff and other users of the school representing the different protected characteristics, if possible and appropriate. This helps us develop and monitor the scheme. Comprehensive and sensitive efforts are made to collect accurate information and meet data protection requirements, in addition to our duty to secure accurate information relating to ethnicity and first language;  pupil attainment and progress data relating to different groups;  children and young people’s views actively sought and incorporated in a way that values their contribution;

14  information about how different groups access the whole curriculum  sports and activities choices of all groups;  uptake of enrichment activities by group;  exclusions data;  records of bullying and harassment on the grounds of any equality issue;  data on the recruitment, development and retention of employees;  outcomes of activities promoting community engagement and community cohesion;  outcomes of actions taken to secure the involvement of parents and others who have been identified as difficult to engage;

3.3 Engagement

Stakeholder involvement is paramount to our school. We aim to be a community school and value the input from all aspects of our school community. We survey all parents and pupils each March and provide feedback for each aspect of our school community.

We will introduce a survey to our partners in preparation for data collection for this plan.

We ensure all working parties include staff, parents, carers, governors, pupils and the wider community. We operate working parties for our Values School work, our ECO schools work, the development of our Travel Plan and our Thinking Schools Development.

In preparation for this scheme we consulted all aspects of our school community: Pupils; Teachers Support staff Parents and carers; Partners; Community

The school involves stakeholders including children and young people, staff, parents/carers, governors and other users of the school in relation to all equalities duties. We have appointed a Family Engagement Officer for our Cluster of schools who supports families, encouraging them into school. We have also appointed a well being coordinator for our cluster as well as a well being coordinator for our school. We take into account the preferred means of communication for those with whom we are consulting e.g. translated materials or interpretation facilities for disabled people or those for whom English is an additional language or are newly arrived in this country. The views of stakeholders and other equalities related groups are genuinely taken into account when we set priorities.

4. Equality Impact Assessment

Impact assessment refers to the review of all current and proposed plans and policies in order to help us act to promote equality and to ensure no person is

15 disadvantaged by school activities through discrimination. Impact assessments are an on-going process to ensure that the school’s plans and policies are developed in an increasingly inclusive and equitable way.

As part or this school’s compliance of the specific duties of the Act, we will continue to undertake impact assessment of all new policies and plans prior to them being implemented. Similarly, we will impact assess our existing policies and plans whenever they are reviewed. As such, impact assessments are incorporated into the school’s planned review and revision of every policy.

Where impact assessments have been done, they will influence changes to policy and the review of the SEP itself.

5. Objectives and Action Plans

Our chosen Equality Objectives are 1. Publish and promote the Equality Plan through the school web site, newsletter and staff meetings 2. Reduce Gaps in attainment between Boys and Girls and between other protected groups as identified in local data 3. Implement new Welsh Government Bullying Guidance and reduce Identity based bullying in schools 4. Raise awareness of equality and diversity issues among Pupils, Staff and Governors. 5. Review approaches to race, gender and disability bullying and harassment whenever it reviews its policy on behaviour and where necessary adapt its procedures on a regular basis

Objectives currently being delivered and will be maintained 1. Ensure that the curriculum promotes role models and heroes that young people can identify with, which reflects diversity in terms of race, gender and disability 2. Recognise and represent the talents of able and talented pupils and ensure any programmes fully reflect the school population in terms of gender and race 3. Provide extended services with opportunities for pupils, families and the wider community to take part in activities and receive services which build positive interaction and achievement for all groups; 4. Involve staff, pupils, parents and carers in all future Equality plan developments 5. Where appropriate provide extra additional support for pupils who are underachieving in order to make progress in their learning and their personal well-being, eg ensuring that children with a hearing impairment have enhanced acoustic classroom environment 6. Support vulnerable groups on transition to the Secondary school 7. Provide additional support for parents of underachieving children eg discussing needs, reporting progress;

16 8. Identify, respond and report racist incidents as outlined in the plan. Report figures to Governors and LA 9. Provide reasonable means for children, young people, their friends and families to interact with people from different backgrounds and build positive relationships, including links with different schools and communities 10.celebrate cultural events during the year to increase pupil awareness and understanding eg Diwali, Eid, Christmas 11.Ensure all children attend school visits

We have action plans covering all relevant protected characteristics (Appendix 2). These describe how we are taking action to fulfil both the general and specific duties.

Our action plans are cross referenced with our School Improvement Plan, which ensures that they are checked, monitored and evaluated systematically.

The action plans show:  objectives and specific actions;  expected impact and indicators of achievement (success criteria);  clear timescales;  who has lead responsibility;  resource implications;  specified dates for impact assessment and review.

The school evaluates the effectiveness of the SEP on a regular basis, through the governing body and with Estyn when the school is inspected.

6. Publication and reporting

The school provides a copy of its SEP and its action plan to meet its equality objectives in a range of formats and actively makes it available to parents/carers and others, including those identified as difficult to engage. The school prospectus includes a reference to the SEP and the values underpinning it.

The school reports annually on the progress made on the action plans and the impact of the SEP itself on school ethos and practice within the school. This is undertaken as part of the Governors’ Annual Report.

All data collected will be used solely for the purpose of analyzing trends by protected characteristic in performance, take -up and satisfaction with services offered by the school or local authority. Such information will be stored separately from personal information which identifies the individual. In order to protect the identities of individuals when trend information is published no counts containing less than 5 individuals will be published.

7. Monitor and Review

As part of our responsibility to monitor the SEP, we commit to:

Revisiting and analysing the information and data used to identify priorities for the SEP and action plans. This incorporates use of the overview of outcomes;

17 Using the impact assessments to ensure that actions taken have a positive impact across all protected characteristics, that the promotion of equality is at the heart of school planning and that discrimination is being eliminated effectively.

The review of the SEP informs its revision, the setting of new priorities and action plans. This process continues to:  involve the participation of a full range of stakeholders;  be evidenced based - using information and data that the school has gathered and analysed;  use the evidence to do accurate impact assessments which inform priorities.

We will undertake a full review of our SEP by March 2022.

18 Llangewydd Junior School

Strategic Equality Plan 2018 – 2022

Appendices

App. 1 Regional Equality Objectives App. 2 School Equality Objectives and Action Plan App. 3 Current school Access Plan

APPENDIX 1

Regional Equality Objectives

1. Reduce Gaps in attainment between Boys and Girls and between other protected groups as identified in local data National research indicates inequalities in the levels of attainment between genders, ethnicities and between disabled people and non- disabled people. Boys, black, Bangladeshi and Pakistani pupils and disabled children all perform poorly on average compared to other groups.

2. Implement new Welsh Government Bullying Guidance and reduce Identity based bullying in schools The All Wales Survey of Bullying in schools (WG 2009) found a range of identity based bullying in schools across Wales. Examples include 22% of year 6 pupils had been ‘bullied in a homophobic way’; 7% of year 7 pupils had been ‘bullied in some way due to learning difficulties’ and 3% of year 10 pupils had been ‘bullied in some way due to race or ethnic origin’.

3. Reduce gaps in levels of attendance between different protected groups as identified in local data Work is currently underway to improve data analysis which can identify differences in attendance trends between groups of pupils with different protected characteristics. Several reports have been commissioned nationally which examine attendance of Gypsy Traveller and Irish Traveller children. Each found that attendance was lower among these children.

4. Reduce the number of NEETs Wales has a higher proportion of people who were not in education, employment or training (NEET) among the 16-24 year old group than England. Being NEET is a major disadvantage to young people.

5. Improve access to information and physical access to schools and other learning settings for pupils, parents and staff. Head teachers and Governors need to be confident that all pupils can reasonably access services and are not unjustifiably disadvantaged by having any of the protected characteristics. Schools already have Disability Access Plans in place. However, schools and local authorities through the public sector equality duties need, to cater for the needs of all protected groups so the scope is wider than Disability Access Plans.

6. Raise awareness of equality and diversity issues among Pupils, Staff and Governors. None statutory guidance on the Public Sector Equality Duties states that ‘a listed body in Wales (including all Schools) must make appropriate arrangements to promote knowledge and understanding of the general and specific duties amongst its employees.’ In the school context we wish to extend this to include pupils and Governors.

20 Llangewydd Junior School APPENDIX 2 Strategic Equality Plan 2018 – 2022 Equality Objectives and Action Plan Equality Objective 1. Continue to promote the Equality Plan through the school web site, newsletter and staff meetings Our Research: As this plan is an addition to the current policy and planning documents available to stakeholders it will be important to include the new Equality Plan in all of the communication streams that the school engages with. Information from Engagement: Parents and pupils are very supportive of the school web site and feedback tells us that it is used well at home. Governors and Staff will have sessions allocated to the new plan. The plan will be sent home via email to parents, staff and Governors. It will also be included in newsletters, drop box and Moodle. It will also be referred to in the Governing Body Annual Report to Parent. Data Development: Data collected from parents will highlight an understanding of the Equality Plan This objective will be judged to be successful if there is evidence to show the school community understands and is a participant in the developments for the Equalities Planning programme Actions: Description Responsibility Start date End date 1.1 Complete the revised plan and ensure it is published on the N Clode September September web site. Reference to be made in newsletters and AGM report 2018 2022 of the Governing Body 1.2 Present the plan to Governors and Parent groups N Clode September September 2018 2022 1.3 Present the plan at Staff meeting N Clode September September 2018 2022 Equality Objective 2. Reduce Gaps in attainment between Boys and Girls and between other protected groups as identified in local data 2016/17 Data

Boys & Girls English Improvements have been made in standards achieved by boys in reading (9% achieving L4+), writing (5% achieving L4+) and an increase of 13% of boys achieving L5 overall. We now need to focus on closing the gap between standards achieved by boys and those achieved by girls particularly in reading and writing. The confidence demonstrated by boys in oracy/oral rehearsal for writing is not always reflected in their written response to reading work or writing. Improvements have been made in reading through implementing specific initiatives to target reading (whole school implementation of the ‘Bug Club’ reading scheme with an emphasis on boy-orientated themes and its reading skill-based/ comprehension tasks, use of the Oxford Origins Guided reading materials in GR sessions, continued implementation of the LEXIA spelling/ reading intervention to target vulnerable readers/spellers, targeted individual reading and comprehension activities with learning support teachers, focused National Reading Test practice, emphasis on Reading Behaviours through Guided Reading/Reciprocal Reading, use of Literacy Evolve scheme/Read Write Inc/Project X/Toe by Toe/book stock with boy-orientated themes) Much more evidence this year of boys reading for pleasure and the ‘Bug Club’ reading scheme is beginning to have a positive impact upon standards.

Overall standards achieved by girls are very good in English and have improved on last year (100% in 2016-2017 compared to 93.18% in 2015-2016). Very good standards are achieved by girls in oracy (97.22% L4+), reading (100% L4+) and writing (97.22% L4+). Girls’ standards in oracy have improved (7% achieving L4+).

Boys & Girls Maths Standards in maths for boys are good. Our data shows us that 85.71% of boys (exclusive to the LRB) achieved a Level 4 or above. ‘Standards of Girls’ achieving a level 4 or above has increased from 2016 inclusive of our LRB and 100% of girls exclusive to the LRB achieved a level 4 or above.

22 L4+ All Boys Girls

2015 90.4% 81.6% 100% 2016 91.4% 88% 91% 2017 81.48 71.43% 92.31%

L5+ All Boys Girls 2015 32.9% 31.6% 34.29% 2016 51% 50% 50% 2017 32.1% 21.43% 43.59%

Boys & Girls ICT The standards of boys in ICT is high. Almost all are very familiar with various technologies and quickly learn how to use new software and hardware. They are keen to explore new opportunities and like how ICT can help with communication and collaboration and help produce well-presented work. Girl’s achievement is also high. ICT is used to produce high quality work. ICT provides a non-threatening environment to try out new skills and ideas. Almost all girls are able to communicate and collaborate well with ICT.

Boys & Girls Science 76.19% of boys achieved the expected level 4+. Of these boys 35.71% achieved level 5.40.48% achieved level 4. 7.14% achieved level 3 and 16.66% level 2/1 (care based/MLD pupil, specialist provisions). 92.31% of girls achieved level 4+. 53.85% achieved level 5.38.46% achieved level 4.7.69% achieved level 1.

Information from Engagement: From 2017/18 we have decided no longer to group our children in ability sets for maths and English; preferring in stead to have mixed ability classes for all children throughout the day. From engagement and various research (Daisy Christodoulou & Lucy Crehan) we felt this was the best way to meet the needs of all our learners. We have bought a great deal of English resources to target boys. We have introduced a radio station into school to develop boys literacy and we have enjoyed having male storytellers into the school.. Data Development: We will continue to track boys performance against the girls. We will also analyse boys level 5s and boys who have FSM.

23 This objective will be judged to be successful if there is an increase in the percentage of boys achieving level 4 and 5 in English and that the gender gap diminishes as we track pupils through the school.

Actions: Description Responsibility Start date End date 1.1 Detailed analysis of MER to ascertain current situation N Clode Sept 2018 Sept 2022

1.2 Whole school assessed to determine validity of approach and to S.M.T. Sept 2018 Sept 2022 track progress.

1.3 Bug Club &Project x developed to target boys reading S.M.T. Sept 2018 Sept 2022

1.4 Support staff timetabled to support the target (particularly with S.M.T. Sept 2018 Sept 2022 regard to LEXIA). Whole school approach. Community involved.

Equality Objective 3. Continue to implement Welsh Government Bullying Guidance and reduce Identity based bullying in schools

24 Our Research: Most of Some Whole school All the the of the time time time Never IA Date: February 2018 2.1a I feel safe in school. 64% 28% 7% 2% 2.1a Children behave well in my class and on the yard. 16% 53% 30% 2% 2.1a I know who to talk to if I am worried or upset at school. 60% 24% 12% 4% 2.1a Other children DO NOT bully me. 60% 18% 14% 9% 2.1a I feel safe in class sharing my ideas. 52% 32% 11% 6% The school helps me understand how eating and drinking affects my 2.1b 58% 23% 14% 5% health. 2.1c I know how to stay safe on the internet. 71% 19% 7% 3% If anyone is bullied or if someone is being naughty, the school will deal 2.1d 55% 29% 15% 1% with it well. 2.1e/2.1g I get the chance to be a leader if I want to. 41% 27% 23% 9% If I get something wrong in class I try again and again until I get it 2.1f 56% 27% 16% 2% right. 2.1g I enjoy the work in class. It is interesting. 38% 36% 18% 8% Information from Engagement: Ensure that behaviour is a standing item whenever our School Council meet. Work to develop the new guidance from the welsh government. NBAR information has been analysed and has highlighted vulnerable individuals. This has been shared with parents and actions have been taken to target children in a safe and welcoming environment.

Data Development: Track any incidences in relation to vulnerable groups eg FSM, Basic Skills, ALN in relation to incidences of bullying. This objective will be judged to be successful if there is a reduction in the number of cyber bullying incidences discussed in school. There is evidence to demonstrate the new guidance has been successfully implemented.

Actions: Description Responsibility Start date End date

25 1.1 Establish a working party of all stakeholders N Clode September September 2018 2022 1.2. Continue to implement the NBAR strategies T Porter September September 2018 2022 1.3 Update policies and practices S.Clarke, L.Evans September September 2018 2022 1.4 Establish a S.L.A. with the Counselling Service N Clode September September 2018 2022 1.5 Review all actions N Clode September September 2018 2022

Equality Objective 4. Continue to raise awareness of equality and diversity issues among Pupils, Staff and Governors Our Research: At the outset of our journey, no one in our school community had heard of the new plan. As this is a new plan, a plan in addition to the current policy and planning documents available to stakeholders it will be important to raise awareness the new Equality Plan at every opportunity Information from Engagement: Stakeholders are very keen to have information relating to all school policies and school developments. Useful to use ICT to promote policies and plans.

Data Development: Data collected from parents will highlight an understanding of the Equality Plan. This objective will be judged to be successful if there is evidence to show the school community understands and is a participant in the developments for the Equalities Planning programme Actions: Description Responsibility Start date End date 1.1 Complete the revised plan and ensure it is published on the N Clode September September web site. Reference to be made in newsletters and AGM report 2018 2022 of the Governing Body. Hard copies available at school. 1.2 Present the plan to Governors and Parent groups N Clode September September

26 2018 2022 1.3 Present the plan at Staff meeting/ reviews of progress held N Clode September September termly. 2018 2022

APPENDIX 2

LLANGEWYDD JUNIOR SCHOOL

SCHOOL ACCESS PLAN

School Building and Curriculum Targets

27 LLANGEWYDD JUNIOR SCHOOL

Access Plan September 2018

Target Strategy Resources Timescale Success Indicator

September 2019 Visibly improved General Employ temporary £10kpa learning refurbishment and painter and decorator environment. repainting of school for 20hrs per week. interior.

March 2020 School able to Replace windows in Once asbestos is £5,000 access building white buildings removed, ideally Safer access and following removal of work with Vellacine security asbestos. otherwise another contractor. Short Term

(Building Targets) Autumn 2020 Safer security for Replace all doors in Work with PBM the site lower school to fire however involve Matt £2,500 doors. Rees from Fire Safety Team also.

Autumn 2020 Safety of children Install ‘panic’ alarm on Work with Fire Safety £3600 and ease of access new school platform Direct. Sufficiency of achieved of alarms. sound throughout the school will be key

Autumn 2020 ll children able to Work with Haran £1600 access the site Replace underside of Roofing. Establish lower buildings to costings from cladding. contractors

March 2020 Accessibility and Strategic placement Review most cost £800 safety improved. of window film effective approach especially to entrances to enhance safeguarding. Safety improved May 2021 and improved the £2,000 energy efficiency Replace intercom Select contractors system.

May 2021 Children treated Construct shower Select contractors £2500 with greater respect facility to in lower when toileting school. issues arise.

March 220 Enhanced provision Create ‘partitioned Work with Andrew £700 in the bases. areas’ in white James to ensure buildings. building regs re small room are met,

Children’s safety New safety rails to Work with September 2018 improves when staging in top hall to contractors £500 performing on the be fitted. stage

Autumn 2020 Children’s safety

Metal fencing from Select contractors £1200 improves when on Bryntion Park to be the yard constructed.

Main entrance Work with LA to Cost of labour & Summer 2006 Improved access to Medium Term footpath to be wheel ascertain costings materials our school (Building chair accessible Targets) Work with Improved access contractors and safety of Following Children entering the site safely

Meet with Health and Investigate

Safety Planning and partnership with Autumn 2016 Access for disabled Ongoing reviews of resources to discuss relevant bodies to community the security of the site a way forward establish funding improved. –review the need for streams additional fencing for site security

Improved security Rolling programme of Approximate cost Ongoing and Fire safety replacement per door£ 400 Replace classroom Budget restraints doors with Fire doors will determine speed of achievement

Improved safety To work with £4,000 Spring 2017 planning and Footpath at the Forest resources and the area to be replaced children

Currently regularly monitored

Provided by Community has Community Summer 2016 greater access to

Work with Laleston Council leisure Community Council to Work with community install a MUGGA – council thus improving access Work with to leisure for the LA/Planning/School Improved and school can local council Costings increase parking community reviewed Spring 2017 facilities as the Approx.: £15,000 school is growing

Review all parking Work with facilities on the site community/school council/LA

Long Term (Building Targets)

. Ramped Secure funding Labour & Autumn 2018 Physical approach to main from LEA materials; accessibility of building. Investigate area to school improved be ramped; seek guidance from LEA

. Construct passing Maintain 2021 Improved access area to main Liase with LA, partnership with for disabled pupils thoroughfare into Community Council relevant bodies to and visitors school. establish funding improved streams