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Equality Statement

The three aims of the Public Sector Equality Duty are to:

  1. Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act.
  2. Advance equality of opportunity between people who share a protected characteristic and those who do not.
  3. Foster good relations between people who share a protected characteristic and those who do not.

 

Equality Objective 1:

To secure a core and extended curriculum Y7-13, which is delivered by informed professionals in a learning environment that promotes diversity; recognising individuals and groups who share protected characteristics. An awareness, understanding and acceptance of those young people and adults of differing ethnicity, cultural and religious observance, sex, sexual orientation and gender identity will promote community cohesion and prepare young people to be responsible citizens within and beyond the Academy.

Why we have chosen this objective:
Our Academy is located in the ex-mining village of Edlington and serves a number of villages and the small town of Tickhill in the rural south-west of Doncaster. Residents within our learning community are predominantly White British with a very small, yet not insignificant number from minority ethnic backgrounds. Our catchment borders that of town centre areas such as Balby where there is a broader diversity and increasingly our academy attracts students from these areas. The racial, cultural and ethnic diversity presented must be recognised and celebrated to facilitate community cohesion both locally nationally and internationally. Similarly, to develop a more inclusive community young people must foster good relations with those who share other protected characteristics.

A lack of stakeholder awareness and understanding of those who behold protected characteristics can, in turn result in ill-informed viewpoints and indirect and direct intolerance and prejudice amongst children, young people and adults.  The learning experience within the Academy which promotes inclusion and diversity is a central tenet to our mission statement.

To achieve this objective we plan to:
Ensure that the core and extended curriculum actively promotes diversity and inclusivity through assemblies, tutor programme, Lifeskills curriculum which address Personal, Social, Health, Careers Education (PSHCE), RSE (Relationships and Sex Education), Social, Moral, Spiritual and Cultural (SMSC) education and the British Values agenda. Through regular staff training and modelling of behaviours we will ensure the day to day child to child, adult to adult and adult to child interaction promotes awareness, explores viewpoints and understanding of individuals.

Sir Thomas Wharton Academy and Maltby Learning Trust prides itself on the work undertaken to promote positive mental health and wellbeing. Trained counsellors, provide support for families and children and the wellbeing and safeguarding team run staff and student training and awareness raising sessions to promote diversity and inclusivity.

Progress we are making towards achieving this objective:
To be reviewed July 2018.

 

Equality Objective 2:

At Sir Thomas Wharton Academy we are committed to ensuring that, irrespective of starting points, all young people make better than expected progress and that no student should be left behind. Areas of our community do face high levels of disadvantage yet this is seen as a challenge, not an excuse. However, despite targeted resourcing and a drive to ensure highly effective teaching in every classroom, every day there remains a variance between the attainment and progress of different vulnerable cohorts/groups. In the Academy, this relates specifically to those in receipt of Free School Meals (and Pupil Premium), Boys and the highest attainers on entry at Key Stage 2 and 4. The most vulnerable of these groups tend to attend less than that expected at national average or Academy threshold.

Why we have chosen this objective:
A critical addition to teaching and learning is the ‘aspiration raising’, ensuring that staff, students and parents/carers, aspire to achieve at the highest level.

To achieve this objective we plan to:
All young people are supported through quality first teaching and targeted intervention. ‘Live Files’ containing contextualised attainment, progress and attendance data are used to focus the teaching and promote learning. Teaching and non-teaching staff access to bespoke training sessions around recognising and addressing barriers to learning and learning needs. Bespoke support is provided by the SEND department to address learning needs and the REACH and MALP programme is underpinned by targeted support to develop the SEMH needs of young people.

The Employer experience and high profile CEAIG programme serves to raise aspirations and expectations of all young people from Y7 to 13 and ever extending links with Trust and broader locality primaries serves to provide a wealth of information and curriculum connectivity to ensure students continue to progress as they transition through school.

Progress we are making towards achieving this objective:
To be reviewed July 2018.

 

Equality Objective 3:

To ensure all young people engage effectively and achieve their potential by attending school all day, on time, every day.  Attendance to exceed national average for all pupils.

The attendance of targeted groups exceeds the attendance of all pupils where overall attendance exceeds national average.

Why we have chosen this objective:
Despite the Academy being recognised for its high profile and tireless pursuit to ensure all young people attend school, the attendance and PA figures for all pupils has plateaued around national average and attendance figures for vulnerable groups (those in receipt of pupil premium) remains below national expectations . The number of term time holidays and unauthorised absences for these groups pose a risk to student achievement and progression routes.

To achieve this objective we plan to:
Ensure that intensive support is placed around families and both incentives and consequences are used in a targeted manner to deliver increased attendance. All targeted groups will be monitored through individual and group tracking with support provided by the academy attendance team. A cohesive multiagency approach is to be put in place to ensure a cohesive and consistent message shared with the community that attendance to school has to be a critical priority for all families. Further strategies are to be put in place to deter unauthorised absence and encourage full attendance and all holiday requests that do not meet the ‘exceptional criteria’ in the policy will be referred for fixed penalty notices. All community groups will work together to support and deter sporadic none attendance across the community.

Progress we are making towards achieving this objective:
To be reviewed July 2018.