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Equality Statement (Public Sector Equality Duty) 2016

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:  490


Boys: 52%

Girls: 48%

The number of Additional Resource Provision places for deaf children increased from 18 to 20, as of September 2013. As of September 2015 the school is running the borough outreach for deaf children to schools in the borough from 5 – 16.  All places in the ARP are filled. In addition 2.5% of 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 26 statemented children. 13.8% of children in total are identified on the SEN register. The percentage of children with statements or EHC plans (5.3%) is above the national average.  SEN at KS1 perform in line with national figures. SEN at KS2 perform below national averages, but progress from KS1 – 2 is good.


The school has become increasingly diverse in the last five years. The largest ethnic groups in the school are:

  • White British (30.6%)
  • Black African/British (26.1%)
  • White Other (18.5%)
  • Asian (13.6%)

    Currently 57% 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. 32.4% of children are identified as Christian – this includes Baptist and Catholic denominations. 15.7% of children are Muslim. Other religions are very small. 24% 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 comprising a Parent Support Adviser, two Learning Mentors, a counsellor service one day a week, an Attendance Officer 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 a Parent Support Worker to work with parents and families
  • 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 Friends of Five Elms parent group, 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


Expand role of Pastoral Team to minimise the impact of disadvantage in terms of academic progress.

Use tracking process to identify children with slow progress. Address issues.

October 2016 and ongoing

Senior Leaders

Pastoral Team

All groups are making good+ progress.

Individual children identified in tracking show acceleration of learning across the year.


Involve parents of SEN children fully in decision making around their child.

Work with Newham Parents Partnership to consult and engage parents in the review process.

October 2016 and ongoing


Deputy Headteacher for Inclusion

Parents of SEN children

SEN governor

Parents are fully involved in decision making and understand the SEN review process.


Raise attendance to 96.1%.

Focus on Early Years attendance.

Focus strategically  on individual year groups

September 2016 and ongoing

Deputy Headteacher for Inclusion

Stella Newman (Annis)

Attendance governor

Attendance target for 2016-17 is met.


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