Equality Objectives

Ethos Academy Trust is committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers, irrespective of race, gender, disability, faith or religion, sexual orientation or socio-economic background. We aim to develop a culture of inclusion and diversity in which all those connected to the service feel proud of their identity, able to participate fully in the provision offered and feel valued, cared for and listened to. The development of a positive self-image, self-advocacy, respect for others and an awareness of the value of each individual’s contribution to the school community is an integral part of our ethos.

The achievement of pupils is monitored by race, gender and disability and we use this data to support pupils, raise standards and ensure inclusive teaching. We tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all. We believe that diversity is a strength, which should be respected and celebrated by all those who learn, work and visit schools in our Trust.

The Equality Act 2010 was introduced to ensure protection from discrimination, harassment and victimisation on the grounds of specific characteristics (referred to as protected characteristics). This means that schools cannot discriminate against pupils or treat them less favourably because of their sex (gender), race, disability, religion or belief, gender reassignment, sexual orientation or pregnancy or maternity. Age and marriage and civil partnership are also “protected characteristics” but are not part of the school provisions related to pupils.

The Equality Policy describes how Ethos Academy Trust is meeting its statutory duties in line with national guidance. It includes information about how the service is complying with the Public Sector Equality Duty¹ and provides guidance to staff and outside visitors about our approach to promoting equality. Our action plan outlines the steps we take to meet the general duties of the legislation.

The Trustees are responsible for:

Making sure Ethos Academy Trust complies with relevant legislation by:

• Making sure that the Equality Policy and its procedures are appropriate and up-to-date;
• Evaluating outcomes relating to equalities, drawing on monitoring information, reports, consultation findings and attainment data provided by the head teacher and other staff;
• Implementing the Equalities Plan with the head teacher and staff.

The Headteacher is responsible for:

Implementing the Equality Action Plan, supported by the Trustees by:

• Ensure that all staff are aware of the Equality Action Plan;
• Devising effective processes of development, consultation, review and revision of policies and procedures relating to equalities;
• Establishing timescales for reviewing and reporting actions by staff relating to the Equality Action Plan;
• Laying out a timescale for review and impact assessment at least annually;
• Ensuring that the findings of the review and impact assessment, with information about how this has informed practice and planning for the future, are published;
• 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;
• Managing all incidents of unfair treatment and any incidents of bullying or discrimination, including racist incidents, with due seriousness.

Teaching and non-teaching staff are responsible for:

 Ensuring that all pupils are treated fairly, equally and with respect, and maintaining awareness of the school’s Equality Action Plan by:

• Implementing the Equalities Action Plan;
• Dealing with racist and other discriminatory incidents, and recognise and tackle racial bias and stereotyping;
• Promote equal opportunities and good race relations, and avoiding discrimination against anyone for reasons of race, colour, nationality, ethnic, religious, cultural or linguistic reasons;
• Promoting understanding of different disabilities and avoiding discrimination against anyone for reasons of disability;
• Supporting the Equality Impact Assessment processes;
• Keeping up to date with changes in the law on discrimination as set out in the school’s Equality Policy;
• Providing material that gives positive images based on race, gender and disability, and challenge stereotypical images;
• Challenging any incidents of prejudice, racism or homophobia, and recording any serious incidents, drawing them to the attention of the Head of Service/ Headteacher.

This policy was developed through our Equality Working Group in consultation with pupils, staff, members of the Management Committee (prior to conversion) and parents and carers.

The development of policy and practice was supported through Shameem Malik (Equality Consultant – Shameem was Head of Equality for Connexions Service National Unit, in the Department for Education and Skills).  Our commitment to promoting equalities and providing an inclusive school.

Objective 1: Develop pupils’ understanding of diversity and their ability to celebrate and respect others from different backgrounds and cultures within school and their wider communities. 

At Reach Academy, we celebrate diversity in all its forms. We encourage interaction and exposure to a range of positive role-models both in school and off-site. We actively invite visitors from across the authority and beyond to promote opportunities and aspirations for all pupils. We celebrate a wealth of multi-cultural festivals and events throughout the year encouraging pupils to take part in and enjoy these events; allowing pupils to develop a wider knowledge and respect for different and diverse cultures.

Partially Met:

Whilst pupils have been able to broaden their experiences of different cultures and communities, further opportunities need to be developed to further embed their understanding and tolerance of other faiths, cultures and communities. Ever changing cohorts and increased community tensions need further consideration when planning future work around diversity and respect.

Pupils have experienced a range of visits/visitors and in-school events aimed at broadening pupils’ experiences and understanding including: Prison Me ‘No Way’, mosque visits, faith celebration days, visiting food banks, Yorkshire Mentor sessions, character education sessions, Firefit workshops and charity events.

Recommendation: Target to be modified

Objective 1:

Improve staff knowledge around community diversity tensions and develop their ability to plan and deliver an appropriate curriculum offer that fully supports pupils’ understanding of and interactions with other communities and cultures.

Develop and embed appropriate assessment tools and systems to ensure the needs of all pupils are fully identified and supported whilst at Reach Academy, enabling pupils to transition to their next educational setting, equipped to become responsible citizens within society. 

At Reach Academy, we work with pupils from across Kirklees and beyond. Our cohort is made up of vulnerable pupils with a wide range of complex SEN and social care needs, many of which have not been fully identified at the start of their placement. Thorough assessment of pupil need from highly trained staff, alongside engagement of parents/carers, external agencies and mainstream colleagues will ensure that appropriate, timely interventions are put in place including access to external agencies for pupils and their families. Pupil placements are carefully planned, ensuring that academic and social, emotional and mental health needs are paramount leading to a successful placement and an effective transition to their next educational setting.

Met: A wealth of assessment tools have been resourced, implemented and refined to ensure pupils’ needs are fully assessed. These include: sensory passports, ADHD screener, Dyslexia screener, Boxall/SEMH assessments, reading ages, spelling age, visual stress screener, phonics assessment, oracy assessment and health checks (via school nurse referrals).

The implementation of a Provision Map (SEND data system) enables all related SEND documentation, assessments and personalised intervention outcomes to be collated in one

central place. Senior leaders and SENDCos can then quality assure the identification and assessment of pupil need and monitor progress towards outcomes.

Bespoke transition plans have been developed to ensure pupils have a successful transition to their next educational setting. Plans include outcomes for identification of need and strategies and targets in place to support need. Reach Academy inclusion staff support pupils’ transition into their next setting and senior leaders/SENDCos liaise with colleagues in their new setting to ensure all relevant information is shared in a timely manner.

All pupils who have transitioned to their next educational setting have remained within that setting this academic year, indicating the effectiveness of transitional processes.

Recommendation: New target to be set

Objective 2:  Promote and celebrate spiritual, moral, social and cultural development through appropriate curricular and extra-curricular opportunities, with a particular focus on developing pupils’ aspirations and securing a sense of belonging with the school community.

Objective 3: To secure high levels of engagement and progress across all groups of pupils, taking account for their diverse interests and specific SEMH and academic needs through the refinement of an appropriate curriculum offer.

Reach Academy continually reviews and refines its practice and curriculum offer to ensure that it meets the needs of the ever-changing cohort of pupils. We monitor and evaluate the academic and SEMH progress of all our pupils with specific reference to groups with different characteristics including ethnicity, gender, first language, special educational needs, Free School Meals and Pupil Premium eligibility and the length of pupil placement.

The development of the wider outdoor curriculum offer and the engagement of pupils with highly complex needs, including pupils with EHCPs, is one of our key areas for development.

Partially Met:

Due to an ever-changing cohort, the curriculum offer was reviewed and revised throughout the year to ensure that pupils’ SEMH and academic needs were fully supported to enable them to achieve positive outcomes.

Although pupils have achieved well, further development of the curriculum is needed to fully embed a bespoke curriculum particularly for the most vulnerable learners and clearly identify progress measures.

Recommendation: Target to be modified

Objective 3: To develop clear curriculum pathways and a holistic progress tracking system that enables leaders to ensure equality of progress of all vulnerable groups based upon ambitious pupil targets that reflect the impact of pupils’ SEND and Adverse Childhood Experiences