Our School and the Public Sector Equality Duty
We welcome the PSED which is designed to eliminate unlawful discrimination and other conduct that is prohibited by the Equality Act 2010; to advance equality of opportunity between people who share a protected characteristic and people who do not share it and to foster good relations across all characteristics – between people who share a protected characteristic and people who do not share it.
Characteristics protected by law are: age, ethnicity and race; religion or belief; gender; sexual orientation; those undergoing sexual reassignment and those who are pregnant or have recently given birth.
Our Equalities Statement
Framingham Earl High School is committed to the promotion of equality and diversity in all aspects of School life. We will challenge discrimination through the curriculum and also whenever or wherever it occurs.
Our Equalities Objectives 2017-18
*Although we understand that class and poverty are not protected characteristics under the law, we include disadvantaged young people within the scope of our equalities work.
Equality values and vision
In our School we:
The School has developed an Equalities Policy which describes our approach to equalities. This Policy can be accessed here.
How does our school population relate to the Act?
Number of pupils on roll at the school: 675
Information on pupils by protected characteristics
|The Equality Act protects people from discrimination on the basis of “protected characteristics”. Every person has several of the protected characteristics, so the Act protects everyone against unfair treatment.
The Equality Act defines disability as when a person has a ‘physical or mental impairment which has a substantial and long term adverse effect on that person’s ability to carry out normal day to day activities.’
There are a small number of students at our school with different types of disabilities and these include:
|Pupil Special Educational Needs (SEN) Provision
14% of our student population are currently on our register. This percentage is lower than the national average.
Ethnicity and race
94% of our students in our school are designated as ‘White British’. This makes it very important that we ensure the other students feel happy, safe and play a full part in our community. In order to preserve confidentiality, we do not publish information about ethnicity and race other than ‘White British’ here.
Religion and belief
We do not collect data on religion and belief. The majority of our youngsters come from a Church of England background, and while many do not practice, there is a significant minority who come from practicing families. A very few children come from Jewish and Muslim backgrounds. We recognise that people of religion and belief may experience discrimination and harassment, particularly in a school which is not multi-faith. We recognise all religions as equal.
Gender identity or reassignment
We do not collect data on gender identity or reassignment, but recognise that these students exist and the harassment and discrimination which people can suffer.
We do not collect data on the sexual orientation of our students. However, as a school we are aware that there may be a number of equality issues for gay, lesbian and bisexual students or for those students whose parents are gay, lesbian or bisexual.
Information about our employees
We have 104 employees. Publication about the characteristics of employees is only required under the Act where there are 150 or more employees. We take our responsibilities seriously in this area. We have a small number of employees who are disabled. We make reasonable adjustments to enable these staff to continue working. We support and encourage their full participation in School life.
The gender split on our staff is shown below.
Of the whole teaching staff:
How do we work to eliminate discrimination?
We underpin our work with a number of key policies. These are monitored regularly by governors through Key Performance Indicators. Some of the most relevant policies and documents are:
We actively teach to eliminate discrimination. The map of our curriculum which signposts the teaching of anti-discrimination and equalities-related subjects can be downloaded here. We developed this document following a visit from David Shepherd, then Equalities Advisor for the Local Authority.
All students engage in our extensive RE, Citizenship and PSHEE programmes. All students follow a Full Course Philosophy and Ethics and Citizenship GCSE, the details for which can be found here.
We have 25 minutes Form time each morning which is supported by a ‘Theme for the Week’ information sheet. Themes include anti-discrimination. These Themes are also taken up in the weekly Assembly and are published on our website.
How do we advance equal opportunities?
We are keen to learn more about the experiences of our students with protected characteristics and use various means to do this including:
In 2012, David Sheppard, then Equalities Advisor for NCC conducted a research project in the School. We invited him to do this following our concerns about two racist incidents. We asked him to find out more about the lives of Black and Ethnic Minority students in school. This report will be available here. His recommendations for action are incorporated into our School Improvement and Development Plan.
Very few students attend the School for whom English is not their first language. When this does occur, we seek the support of the advisory service and all teachers are supported in their teaching of these children. One such aspect of the school was complimented in our Ofsted report 2015 which can be accessed here.
Students with disabilities are carefully inducted into the School. Support for students may include:
Our PE curriculum is designed to encourage full participation for both boys and girls, particularly at Key Stage 4 where the national trend is for girls to engage less with PE and sport. An ‘Aesthetic’ pathway is offered, allowing students to follow a Dance, Gymnastics and fitness programme.
Clubs and societies are developed in response to students’ requests. This allows for minority interests to be accommodated.
While some curriculum areas are taught in setted groups, the School maintains a commitment to mixed ability teaching where appropriate in order the ensure all students benefit from mixing with each other regardless of notions of fixed ability. Mixed attainment teaching takes place at Key Stage 3 in English, the Humanities, the Arts; Computing; Technology; PSHEE and PE. It continues at Key Stage 4 in English, Computing, Philosophy and Ethics, PE and PSHEE/Citizenship and in the Options subjects.
How successful are we?
In the past, girls and boys have achieved similarly in their public examinations. However, a gap has been growing and recently there has been a considerable difference in some subjects, including English and in attainment and progress at GCSE overall. Boys here still do better than boys nationally, but girls do much better. This is one of our Equalities Objectives.
We want girls and boys to access all areas of the curriculum with equal enthusiasm, particularly areas which are traditionally the domain of one gender. This is a breakdown of the numbers of girls and boys following option subjects which stereotypically have a gender bias:
|Year 11 (2016-17)||Current Year 10 (2016-17)|
Other groups of students with protected characteristics are too small to be statistically measured. The only larger group is those with special educational needs and disabilities. This covers some disabled children, particularly where children have Statements of Educational Need. Last year the attainment for students with special educational needs in terms of points scores was in line with that of similar students nationally. The government’s progress measure – the ‘value added’ by the school showed these students did better than similar students nationally. (Source – RAISEonline report, 2015)
We do not yet have clear enough information about the take up of extra-curricular opportunities from students with protected characteristics. We know anecdotally that girls and boys are both very keen to attend sporting activities, and that students with disabilities access Drama productions. The School Orchestra is almost entirely female. Learning more about this, to inform future action, is one of our Equalities Objectives.
How do we foster good relations between those with protected characteristics and those without?
Our Equalities Curriculum Map, Assemblies and Theme for the Week (see above) show how we explicitly teach in this area.
Our student council (Student Association of Framingham Earl – SAFE) works extensively with the local community though, for example, Poringland Parish Council, to foster good relationships with the adult population of our catchment villages.
We hold periodic cross-generational lunches and activities, involving our youngsters and elderly people from the local community.
We have very close link with our feeder primary schools, and this includes significant leadership work which our students engage in with the younger children.
We have close links with schools in France (35 years of French Exchange) and Germany and in Malawi where we have undertaken teacher exchanges and the young people connect through letters and resources.
We monitor display around the School to ensure positive representation of people with protected characteristics.
We are very proactive about all kinds of bullying, including racist bullying. All bullying incidents are reported to governors, with information including outcomes. The School has won the Diana Anti-bullying Award on three occasions. Incidents of bullying of students with protected characteristics is very low.
We have a very well respected peer support group called ‘Taboo’.
We use restorative approaches as well as punitive action.
In our Student Questionnaire students answered the question:
‘Do you get on with people from different backgrounds from your own?’
In all cases, these results were more tolerant than in the previous questionnaire.