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Equality Statement (Public Sector Equality Duty) 2020-21

The Equality Act 2010 applies to maintained and independent schools in England and Wales and covers all aspects of school life related to how a school treats pupils, parents and carers, employees, volunteers and all members of the school community.  It requires us to report to you on how we are showing due regard to inequalities within our school. The governors and staff at Five Elms are committed to:

  • Eliminating unlawful discrimination,  harassment and victimisation
  • Advancing equality of opportunity
  • Fostering good relationships between all groups

Our two specific duties are:

  • To publish information to show how we are complying with the Equality Duty
  • To publish measurable equality objectives

Our Equal Opportunities Policy, Behaviour Policy, Anti-Bullying Policy and Anti-Racism Policy clearly state how the whole school community works together to eliminate all forms of discrimination, harassment and victimisation. Policies are reviewed regularly and are available to view on the school website. The Governing Body monitors school policy and practice annually.

Our School Development Plan incorporates areas of inequality shown through our data or communicated to us by members of the school community. In addition the school has an Equality Action Plan to specifically address issues of inequality. These issues may include pupil attainment, pupil progress and attendance.

Five Elms Contextual Information (Protected Characteristics)

Number on Roll:   413


Boys: 52%

Girls: 48%


The number of Additional Resource Provision places for deaf children in the school is 20. The school manages the borough outreach for deaf children to schools in the borough from 5 – 16.  14 places in the ARP are filled. In addition 1.4% mainstream children are identified as disabled. The school has full disabled access within the building and premises and the soundfield is installed across the school to ensure deaf children can access the curriculum in classes.  Reasonable adjustments are made for pupils and staff who have disability in order for them to participate fully and fulfil their role within the school.


In the school there are 17 children with statements/ EHC plans. 14.6% of children in total are identified on the SEN register. The percentage of children with statements or EHC plans (3.8%) is above the national average.  SEN at KS1 and KS2 perform below national averages in attainment and progress.


The school continues to evolve in term of its diversity. The largest ethnic groups in the school are:

  • White British (23.3%)
  • Black African/British (14.8%)
  • White Other (17.3%)
  • Asian (26.7%)

Currently 64.7% of children in the school are identified as learning English as an additional language. The school has focussed support in place for these pupils in order to assess and monitor their language acquisition.


The school has also become more diverse in terms of religion and faith within the school. 29.2% of children are identified as Christian – this includes specific denominations. 27.2% of children are Muslim. Other religions are very small. 25.6% of children are identified as having no religion.

How the School Advances Equality of Opportunity

  • Through Curriculum - ensure access for all children
    • Differentiation
    • Curriculum provision reflects diversity of school community, promotes school and British values
    • Reasonable adjustment
    • Personalisation to meet needs
  • Our Pastoral Team comprises two Pastoral Workers, an Attendance Officer, a counsellor and a Welfare Assistant. The Deputy Headteacher for Inclusion manages this team.
  • Interventions to accelerate progress.
  • Tracking – focus on individual child’s attainment and progress
    • Links to provision mapping of intervention groups
    • Reasonable adjustment
    • Personalised
  • Links to local community
    • deaf community
    • groups within the community e.g. visits to local religious places of worship and the old people’s home
  • Provide access to wider curriculum and sports for all children
  • Provision of extra teachers and Higher Level Teaching Assistants through Pupil Premium
  • Implementation of equal opportunity through staff and employment policies e.g. Recruitment and Retention, Pay Policy etc
  • Attendance panels held regularly to support parents whose children have high absence
  • School council/pupil voice input into decision making in the school
  • Staff training made accessible for all members of staff
  • CREAM – School ethos demonstrates commitment to advancing equal opportunity
  • British values – promoting society values, tolerance and understanding of different groups in society
  • Internal and external health plans ensure full participation in school activities and reasonable adjustments are made
  • Common Assessment Framework (CAF) and Team Around the Family (TAF) work carried out to support the families and children to resolve a variety of issues
  • Statutory assessments: Educational Health Care Plans
  • Interpreter services are provided as needed

How we foster good relations

Involvement of governors in the School. (Outside agencies – liaison/referral services)

  • Involvement of parents in the school eg volunteering placements, parental voice
  • Local community projects, visitors, events
  • Pupil voice and school council engagement in decision making, school events and charity fundraising
  • Parents’ evenings, reports, curriculum letters
  • Work with outside agencies carried out to achieve the best outcomes for all within the school and community

Pupil Premium

The Pupil Premium is awarded to schools based on the number of Looked After Children and children on free school meals in the school. The government awards this money in order for schools to tackle inequality that may be caused by socio-economic disadvantage. The school uses the money to improve pupil outcomes and progress. Information about the Pupil Premium is available on the school website.


Next Steps Tasks


By when

By whom

Success Criteria


Further develop EAL strategies in classroom teaching and within the support staff team.

Training sessions for all staff.

Review of the use of EAL strategies.

Tracking of EAL pupils, focussing on the support of early acquisition of English.


February 2021



July 2021


July 2021

All staff

EAL pupils are making good+ progress.

Review work shows a wide and varied use of EAL strategies across the school.


Further develop the strategies from Achievement for All Programme to address disadvantaged pupils.

Focus children identified in each class via tracking.

Extended conversations with parents continue to run to review targets and improvement steps

November 2020 and ongoing.

Deputy Headteacher



Governor for Curriculum

Needs of children are met more effectively.

Gaps between advantaged and disadvantaged are diminished.


Raise attendance to 96.5%.

Focus on Early Years attendance.

Focus strategically  on individual year groups

September 2020 and ongoing

Deputy Headteacher for Inclusion

Stella Newman


Attendance targets are met in 2021


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