Corsham Regis is committed to ensuring that everyone is treated fairly and with respect as we want our school to be a safe and inspiring learning environment for all our pupils. This school recognises that people have different needs and we understand that treating people equally does not always involve treating everyone the same. Corsham Regis creates inclusive processes and practices where the varying needs of individuals can be identified and met.
This document explains how we show our commitment to equality for our school population and how we plan to tackle inequalities that may impact at school.
Celebrating our Successes
· declining trend of pupil exclusions
· increasing the involvement of SEND pupils in extracurricular activities & sport
· increasing the understanding and confidence of pupils and staff in recognising signs of poor mental health and the contributing factors
· increasing pupils’ knowledge and understanding of the different faiths, cultures and beliefs in Britain today
· providing home learning for all pupils during an enforced period of closure
· celebrating mental health awareness day and working alongside the Charlie Walle Memorial Trust
Priorities for the Year 2020/21
· raising awareness, increasing understanding and making a difference to pupils’ mental health, especially with a return to school following COVID -19 lockdown
· increasing the understanding of religious diversity amongst pupils and to learn to promote tolerance and understanding
Sex (Gender) – Boys and Girls
Wiltshire’s results for the attainment of all pupils (girls and boys) at the end of the last year of primary school are broadly in-line with the national result (England). Both nationally and in Wiltshire there is a significant gender gap in most individual subjects, the largest of which is for writing (8 percentage points). In Wiltshire this gender gap in writing has closed by 2 percentage points. Unusually, in Wiltshire this gender gap also included maths where the attainment of girls exceeded that of boys by 2 percentage points. However, the most significant gap in attainment continues to be between all pupils (both girls and boys) eligible for free school meals and other pupils. Compared to the results for all pupils, the gap for Wiltshire boys eligible for Free School Meals is 24 per cent and for girls it is 20 per cent.
This school knows that intervention targeting early language and attention have potential for improving outcomes for all children. Boys benefit from such interventions because they are more likely to have these problems to begin with.
Corsham Regis has adopted the Story Maker and Talk for Writing approach to support pupils with language deficit and helps children become more successful readers and writers. Small groups of pupils in Year 1 are further supported in vocabulary acquisition through the use of the Talk Boost intervention
Minority Ethnic Pupils
Chinese and Indian pupils are high performers both nationally and in Wiltshire. There are also similarities in the lower performing groups, with Gypsy/Roma Traveller pupils of considerable concern both nationally and in Wiltshire. In Wiltshire the LA EMAS team has identified Gypsy Roma Traveller pupils, White Irish Traveller pupils, pupils of any Black background and White British pupils eligible for free school meals as the ethnic groups most vulnerable to underachievement. Wiltshire schools have made progress in raising the attainment of some vulnerable ethnic groups, and of EAL learners, and in particular the attainment of the Mixed White/Black Caribbean group continues to be in line with the results for all pupils, which is a significant achievement for Wiltshire schools. Wiltshire LA and schools recognise that groups of pupils may be vulnerable to underachievement for a number of complex reasons, and support the following measures in order to raise attainment:
• This school ensures that all teaching staff are aware of the groups that have experienced historic underachievement
• This school ensures that all teachers have high expectations of all pupils, and individual pupils’ progress and attainment is tracked, with a special focus on pupils who may be vulnerable to underachievement
• All teachers are aware that different factors can combine to exacerbate educational disadvantage, e.g. gender, being summer born, being eligible for free school meals, having special educational needs, being a young carer, mental health, etc.
• This school works closely with parents/carers to address any underachievement at an early stage and are able to implement a wide variety of interventions.
English as an Additional Language
With regard to pupils who attained L4+ in Reading, Writing and Maths the national gap in attainment is 2 per cent both for pupils whose first language is English, and for pupils learning English as an additional language. In Wiltshire, the results for pupils whose first language is English were in line with the national figure, whilst the results for pupils whose first language is not English were lower, with only 73% of pupils achieving level 4; a gap of 6 percentage points. This attainment gap has reduced by 3 percentage points with the individual gaps in Reading and Writing narrowing, and EAL learners attaining higher than their peers in Maths. The major factor behind the remaining gap is poor attainment in Writing.
The challenge over the next 18 months is to raise the attainment of this group, particularly in Writing. However, it is also important to note that Wiltshire schools will also benefit more widely from strategies used with learners of English as an additional language, as it is recognised that a focus on language and communication skills can benefit a broad range of children.
It should be noted that children with EAL have widely varying levels of English proficiency. Some children have no English and some are fluent multilingual English-speakers and may have lived in English-speaking countries or have been educated in English throughout their childhood.
Attainment is also affected by first language; for example, there are significant differences between Tamil and Chinese speakers, who, on average, perform better than Pashto and Turkish speakers.
In addition, prior education and arrival time impacts on attainment. The Wiltshire Ethnic Minority and Traveller Achievement Service advise on best practice for individual pupils to ensure those most vulnerable to poor attainment are to fulfil their academic potential.
Corsham Regis has been working closely with this service after accepting a Syrian refugee family’s admissions application. These pupils arrived speaking no English, however they have made good progress when assessed by lead professionals.
Religion and Belief
Data is not collected for monitoring purposes on Religion and Belief, and so there is no information available to compare the attainment of pupils who have/or do not have a religion or a belief.
Corsham Regis recognises how important faith and belief can be as part of a young person’s developing identity, whether this relates to a specific faith or belief, or whether this relates to wider belief systems, morals and ethics.
Corsham Regis is committed to supporting all our young people as they develop a personal relationship with their own values and beliefs, and to supporting, in the context of the Human Rights agenda, the role this plays in the moral and ethical choices they make in life.
This school takes incidents of prejudice-related bullying seriously and is committed to working closely with parents/carers to create a school environment which is nurturing, friendly and supportive for all our children. Our school has established a procedure for recording all incidents of prejudice-based bullying, and this includes bullying related to religion and belief. Comments from young people about bullying include the following, “Encourage and celebrate difference – don’t single us out if we are different, have difficulties, or have different beliefs and views” (Wiltshire Anti-Bullying Charter. https://www.wiltshirehealthyschools.org/core-themes/emotional-health-and-wellbeing/anti-bullying-practice/ ) This school is vigilant in maintaining an awareness of, and appropriate responses to, this possibility. Corsham Regis is aware that negative faith-based media attention can have an impact on all children, and recognises the importance of ensuring that pupils are provided with accurate and appropriate information.
Corsham Regis ensures that all pupils gain knowledge of and respect for the different faiths in Britain as part of our role to prepare pupils for modern life in a diverse Britain. As part of a whole school activity, pupils celebrate different religious festivals and learn from religious representatives from various communities.
Corsham Regis recognises that discrimination on the grounds of religion or belief is a global concern. This school is aware that Islamophobia and anti-Semitism (discrimination or prejudice against people because they are Muslim or Jewish) is increasing and that it displays many of the same traits as racism. This school will continue its work to inform and actively promote acceptance and respect. Nationally, between 2015/6 and 2016/7 there was an increase of 37% in the numbers of faith or belief-based incidents reported to the Police either on school property or near to school property.
11% of Islamophobic incidents happen in educational institutions, including name-calling, jibes about so-called Islamic State, violence, and victimisation when wearing a hijab. Many Muslim young people say abuse is so commonplace it is normalised. Childline has recorded a spike in race- and faith-based bullying with victims reporting that they feel isolated, withdrawn and lack self-esteem.
This school is benefiting from an education resource designed for work with primary school children to educate them about Islamophobia. The development of this resource was funded by the Home Office xii.
Gender Identity and Sexual Orientation (LGBT)
For non-church schools:
Gender Identity remains a relatively new area for schools but this Protected Characteristic identifies a small section of society as vulnerable to discrimination and inequality. Gender Identity was included in equality legislation for the first time in 2010, and many schools, parents, as well as wider society, are learning about the issues for the first time.
Schools in Wiltshire access expert advice and support from the LA, as well as exchanging best practice with other schools. Corsham Regis recognises that Gender Identity is a complex area and that children, young people and their families are navigating an equality area where best practice is not fixed, and where the central advice is to be ‘led by the child’.
This school is committed to ensuring that all our children feel safe while at school and that each child is given the chance to develop their unique identity with support from teaching and support staff, and their peers.
Pupils are taught that families come in many different forms and include single-parent; grandparent-led; same-sex parents; step-families; foster families; families who have adopted children; etc.
Our pupils understand that although families can be very different, what matters is that everyone in a family loves and cares for each other.
This school recognises that negative views within wider society about LGBT+ people can have a detrimental effect on pupil wellbeing. Data from Childline and anecdotal information from CAMHS (serving Wiltshire children) show that increasing numbers of children in primary schools are raising issues relating to gender identity and sexual orientation. Gender Identity and sexual orientation are not mental health concerns but many of the referrals received by CAMHS for young people with issues related to their gender identity or sexual orientation are linked to bullying, isolation and internalised negative views about LGBT+ people, that in turn impacts on their emotional and mental health. This school recognises that pupils with these issues will need support from school-based counsellors/school support groups and national websites such as Young Minds. CAMHS is encouraging of primary schools who can provide such support to their pupils, as dealing effectively with these issues at a younger age appears to reduce the more serious mental health issues presented by some LGBT+ secondary school pupils.
There are many charitable organisations providing support on gender identity to young people, their families and to their schools. There are also organisations able to provide advice and support where a pupil has a parent who is transgender. The LA has up to date information about the different organisations, the services they provide and how to contact them.
Disability (Special Educational Needs and Disability)
SEND pupils are categorised as ‘SEN with a statement or Education, health and care (EHC) plan’ and ‘SEN support. Combining the current specific SEN categories into one group, 41 percent of pupils achieved level 4 or above in reading, writing & mathematics. For Wiltshire pupils with a statement of SEN; 11 per cent of pupils achieved level 4 or above in reading, writing and mathematics. However, equally important is that:
• Wiltshire primary school pupils identified as having SEND are supported to enable a smooth transition to the secondary schools/academies that are best able to support their individual learning needs
• Wiltshire schools, in conjunction with the LA, work extremely hard to ensure that individual pupils meet their full potential, and to determine that pupils have gained all they can from their time at primary school. Pupil attainment is monitored using the current SEN categories. National and Wiltshire data shows that the proportion of pupils with SEN achieving level 4 in all the tests and teacher assessments is significantly lower than for pupils who do not have SEN. There is a 38% gap between the attainment of Wiltshire pupils with SEN without a statement and all pupils.
Corsham Regis is required to publish information on the attainment of SEND pupils. The focus of this section of this Equality Information document is disability. The disability areas being highlighted in this report have been adapted to reflect our current pupil profile. Please note that as schools must adhere to data protection protocols in order not to breach the confidentiality of individual or small groups of pupils, this may mean that our school is limited in the data it is able to publish in this section.
SEND Pupils and the link with Poverty
This school is aware that there is a strong link between poverty and disabilities that negatively impact on educational attainment. Children from low-income families are more likely than their peers to be born with inherited special educational needs and disabilities (SEND), are more likely to develop some forms of SEND in childhood, and are less likely to move out of SEND while at school. Also, children with SEND are more likely than their peers to be born into poverty, and, in addition, more likely to experience poverty as they grow up.
Corsham Regis has made the achievement of pupils with SEND a whole school priority and is supported with expert advice from our SEND education specialists. Corsham Regis also knows that a strong partnership with parents/carers is important, and will continue to work collaboratively to support parents/carers as they seek to provide their children with a stimulating home-learning environment.
Corsham Regis Local Governing Body has nominated a new governor to monitor provision for SEND and Disadvantaged Learners. In partnership with the Senior Leadership Team, the nominated governor will evaluate the impact of school based interventions termly to provide an analysis of cost effectiveness in 2020-21.
Pupils with Mental Health Concerns
There is an increasing understanding of the negative impact of social, emotional, and mental health difficulties (SEMH) on the educational attainment of pupils. The incorporation of mental health into the Equality Act 2010 has helped to highlight this important issue.
Schools are required to update their published Equality Information each year, and in addition, must have at least one Equality Objective that the school can focus and work on for a period of up to four years.
An objective is about change. It should be specific, measurable, achievable, relevant (realistic) and time-bound (SMART), expressed in terms of people and outcomes, and set towards achieving a long-term goal. This means objectives focus on outcomes – real, practical change that can be expressed in terms of improvements.
Academic attainment is important, but pupils also need to move on from this stage of their education feeling happy and self-confident. Corsham Regis Primary Academy is committed to providing a nurturing environment to help develop the resilience of our pupils to cope with the ups and downs and stresses of everyday life. Corsham Regis Primary Academy has decided that one of our Equality Objectives will address pupil mental health and wellbeing as part of our commitment to preventing mental health difficulties that may start in childhood but have a greater impact in adult life.
Objective 1: It is our aim to ensure all adults working in the academy are committed to raising awareness, increasing understanding and making a difference to pupils’ mental health by providing a place where all children feel safe, secure and able to achieve and experience success and well-being.
• Promoting mental health policy is updated annually and shared with staff (Mrs Sarah Harris) – The policy is updated biannually.
• Staff receive focused CPD to highlight potential mental health issues for children and families, as well as strategies linked to outdoor learning to improve these (Mrs Sarah Harris) – The School Improvement Plan for 2019/20 prioritised raising awareness and improving mental health and emotional well-being of all stakeholders, however this was disrupted due to COVID -19. This included further work with Clare Laker from the Charlie Waller Memorial Trust.
In September 2020, the staff will implement our Recovery Curriculum to support returning pupils back into school.
• Pupils with attachment disorders are recognised and provided with support from ELSA qualified staff and have access to Nurture Room provision (Mrs Gemma Morris) – On-going
• Pupils are taught about healthy minds as well as healthy bodies through the Learn for Life curriculum (Mrs Sarah Harris) – On-going
• Corsham Regis Primary Academy achieves Healthy Schools Award in 2017 (Mrs Sarah Harris) – Achieved and is valid until 2020. Mrs Harris is attending training in order to identify priorities for reaccreditation.
• The Senior Teacher Leading Inclusion will continue to make referrals to appropriate agencies, eg Trauma Recovery Centre, Spurgeons, CAMHS (Mrs Gemma Morris) – On-going. In addition, Mrs Gingell qualified as a Thrive Practitioner in October 2018 and has supported a number of our most needy pupils.
The impact will be measured by:
• The number of pupils who access Time to Talk in 2018-19 (9 pupils with 4 having double provision), 2017-18 (10 pupils) compared 2016-17 (9 pupils) This service was stopped in 2019.
• The number of pupils who access Thrive in 2019-20* (12 pupils) 2018-19 (13 pupils)
• Pupil Voice annually to gather their opinions and perceptions of mental health provision – This was going to be completed following our Mental Health Week but COVID -19 prevented this.
• The number of pupils accessing the Nurture Room provision in 2019-20* (7 pupils) 2018-19 (20 pupils – 10 from each key stage), 2017-18 (9 pupils) compared 2016-17 (7 pupils)
• The number of successful referrals made to outside agencies specialising in providing mental health support (1 from 1 in each of 2017-18 and 2018-19)
*Up until March 2020 only due to COVID -19
Another current focus for Corsham Regis Primary Academy is to ensure that our pupils understand and appreciate the rich diversity of Britain and the important values that help people with differing perspectives and outlooks to live together harmoniously. This document provides information about what Corsham Regis Primary Academy is doing to develop our pupils’ ability to live in a pluralistic (diverse) society. Corsham Regis Primary Academy has an Equality Objective to increase understanding of religious/faith diversity (including people who do not have a faith) and to develop an awareness of the history of religious intolerance in Britain and Europe and to learn to promote tolerance and understanding.
Objective 2: To increase the understanding of religious diversity amongst pupils and to learn to promote tolerance and understanding between different groups.
• Discovery RE resource is used to support the teaching of religious education across the academy (Mrs Ceri Stone) – It is being used and Mrs Stone has continued to support colleagues in its use. Mrs Ali Wicheard will take on the role of RE Leader from 1st September.
• Whole school and class assemblies are used to promote British Values (Mrs Abby Symons) – On-going
• Review and update PREVENT action plan annually (Mrs Abby Symons) – Plan has been reviewed in 2017, 2018, 2019 and 2020 to date
• Pupils are taught about respect, tolerance and understanding through the Learn for Life curriculum (Mrs Sarah Harris) – On-going
• Celebrate different cultures and traditions within the United Kingdom (Mr Gareth Spicer) – This was a priority in the School Improvement Plan for 2018/19 based on our own self-evaluation of
Spiritual, Moral, Social and Cultural provision. Our RE theme days have continued in 2019/20 and will continue termly in 2020/21.
• Pupils are able to appreciate ethical debates (Mr Gareth Spicer) – Achieved
• Participation in different Corsham cluster school and community events (Mrs Abby Symons) – On-going
The impact will be measured by:
• Pupil Voice annually to assess their understanding of religious diversity, tolerance and respect – Autumn 2019 survey result 99%. This will be repeated in Autumn 2020 as part of the whole school pupil questionnaire.
• Monitoring the number of racial incidents year on year – 2016-17: 0 2017-18: 7 2018-19: 3 2019-20*: 2
The Equality Act 2010 and Schools https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/315587/Equality_Act_Advice_Final.pdf