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St Patrick's Catholic Primary School

“Growing in God’s Love”

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Equality

St. Patrick’s Catholic Primary School

Equality Information and Objectives 2021-2024

 

St. Patrick’s Catholic School has a firm Catholic ethos which is committed to ensuring fairness, justice and equality of education and opportunities for all pupils, which actively promotes and celebrates diversity. We demonstrate this through our commitment to developing a curriculum and culture of inclusion, diversity, and prioritising the well-being and progress of every child, and making all members of the school community feel welcomed and valued.

 

The Public Sector Equality Act 2011, provides us with a framework to support the achievement of pupils valuing race, gender, disability, challenging discrimination, harassment and victimisation of all kinds, promoting respectful, healthy relationships between people.

 

We have high expectations of all and celebrate positive promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all. We address and tackle issues of disadvantage and underachievement of different groups in school by advancing equal opportunity between people who share a protected characteristic and those who do not.

 

Taking into account the needs of the school, national priorities that have been identified by OFSTED and the priorities for Camden which have been identified by the Education Commission, we have identified 4 equality objectives which we want to accomplish over the next 3 years. We will measure yearly our success in meeting the Public Service Equality Duties by the extent to which we achieve these objectives over the next 3 years and by how much outcomes improve for all priority groups within the school.

 

Our Equality Objectives for 2021/24 are:                     Progress Monitoring:

  • We will endeavour to ensure that all pupils by the end of Y6 make progress at least in line with the progress of pupils with similar starting points including pupils with Disabilities and Special Educational Needs (SEND) and statements of SEND or EHC plans

 

  • Termly data analysis
  • Discussions with parents, students and staff
  • Lesson observations to focus on students with of different characteristics and abilities
  • Annual reviews of EHCPs
  • Progress meetings with clear next steps
  • To achieve a year on year (over three years) reduction in the attainment gap in English and Maths at the end of KS2 between pupils within the school’s identified groups and their peers through focusing on interventions and teaching effective teaching styles

 

  • Data analysis
  • Discussions with parents, students and staff
  • Lesson observations to ensure consistently good or better quality first teaching
  • Updated intervention/ provision map termly
  • Progress meetings with clear next steps
  • To support the wellbeing and progress of all children following the Covid-19 outbreak, with a catch up programme that demonstrates swift and effective support for identified pupils

 

  • Data analysis
  • Student voice
  • Lesson observations
  • Updated intervention/ provision map termly
  • Progress meetings with clear next steps
  • To work with parents who are less confident, in minority groups, refugee families to develop their skills and subject knowledge allowing them to access the curriculum support their children’s learning at home

 

  • Parent workshops
  • Curriculum meetings for parents
  • Devices provided to families who require them
  • Increased parent volunteers in school
  • School website to have written information to allow this to be translated

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