Objective:

To achieve this objective we plan to:

Desired outcome:

Deadline:

Reduce the small number of incidents of the use of prejudice-related language used by pupils in the school by 10%

• Teach children about equality and diversity through our PSHE and SRE curriculum.
• Collate the present number of incidents, looking for patterns in year groups/ groups of pupils which require targeted education
• Develop a strand in the Learning Mentor’s programme of interventions to address this target
• Review PSHE and SRE curriculum to ensure programmes are planned and delivered effectively

10% less prejudice –related incidents year-on-year.

Pupils demonstrate an understanding of the power of language and how to use it appropriately.

February 2021

To ensure all staff and Governors involved in recruitment and selection have up-to-date training on equal opportunities and non-discrimination.

• Provide training for all staff and Governors involved in recruitment and selection on equal opportunities and non-discrimination.
• All staff and Governors in the recruitment process are able to explain how equal opportunities is embedded in their practice during the selection process

Training evaluation data will show that 100% of those attending have a good understanding of the legal requirements.

February 2021

To become a Disability Confident committed employer.

• SENCo/IM has researched and shared criteria for becoming a Disability Confident committed employer.

• SENCo/IM to review current practice against criteria identified above

• SLT put into place any deficient to ensure criteria above are all met

• Office Manager to then add ‘Disability Confident symbol’ to all documentation and website.

Our recruitment process is inclusive and accessible.

Job adverts are accessible & applications are accepted in alternative formats.

Vacancies are advertised through a range of communication channels.

Applications from disabled people are encouraged by offering them an interview if they meet the job criteria.

Reasonable adjustments are provided, as required, to ensure that disabled people aren’t disadvantaged when applying for and doing their jobs.

Existing employees who acquire a disability or long-term health condition are supported to stay in work.

March 2020

July 2020

July 2020

July 2020

To use the Pupil Premium Strategy to effectively close the gap in attainment between PePP pupils and Non-PePP pupils in Reading, Writing and Maths.

• Set SMART targets for PePP pupils through the Pupil Premium Strategy
• Rigorously monitor pupils’ and groups of pupils’ progress and attainment and draw lines of enquiry for investigation at Pupil Progress Meetings
• Include the progress and attainment of PePP pupils in Performance Management
• Rigorously monitor the attendance of PePP pupils and put in place measures to improve attendance or remove barriers to learning.
• Ensure that PePP pupils not yet working at age-related expectation access additional support and intervention and rigorously monitor the impact of this intervention.

The gap in attainment has closed between PePP pupils and Non-PePP pupils in Reading, Writing and Maths.

Review February 2021