Shaftesbury Primary School

Equality Policy


This policy outlines our approach to equality issues





Local authority


1:        Vision and Values        

2:        School Context        

3:        Legal Background        

4:        Roles and Responsibilities        

5:        Stakeholder Consultation        

6:        Impact Assessment        

7:        Action Plan        


1. Vision and Values

Our school makes all members of our school community feel welcome irrespective of race, colour, creed or impairment. Our vision and values promote equality and tackle discrimination.

Shaftesbury Primary School is committed to equal opportunities.  Our school:

Shaftesbury Primary School has high ambitions for its disabled pupils and expects them to participate and achieve in every aspect of school life. Our work is underpinned by nine guiding principles:

All learners are of equal value

We see all learners and potential learners and their parents and carers as of equal value:

We recognise and respect difference

Treating people equally does not necessarily involve treating them all the same.  Our policies, procedures and activities must not discriminate but must nevertheless take account of difference of life-experience, outlook and background, and in the kinds of barrier and disadvantage which people may face in relation to:

We foster positive attitudes and relationships and a shared sense of cohesion and belonging

We intend that our policies, procedures and activities should promote:

We observe good equalities practice in staff recruitment , retention and development

We ensure that policies and procedures should benefit all employees and potential employees, for example in recruitment and promotion and in continuing professional development:

We aim to reduce and remove inequalities and barriers that already exist

In addition to avoiding or minimising possible negative impacts of our policies, we take opportunities to maximise positive impacts by reducing and removing inequalities and barriers that may already exist between:

We consult and involve widely

We engage with a range of groups and individuals to ensure that those who are affected by a policy or activity are consulted and involved in the design of new policies and in the review of existing ones. We consult and involve:

Society as a whole should benefit

We intend that our policies and activities should benefit society as a whole, both locally and nationally by fostering greater social cohesion and greater participation in public life of:

We base our practices on sound evidence

We maintain and publish quantitative and qualitative information showing our compliance with the public sector duty (PSE) set out in clause 149 of the Equality Act 2010.  We have reviewed this policy in the light of advice produced by Hertfordshire LA ‘School Equality Scheme: a toolkit for schools’ 2012.


We formulate and publish specific and measurable objectives, based on the evidence we have collected and published and the engagement in which we have been involved.  The objectives which we identify take into account national and local priorities and issues as appropriate.  We keep our equality objectives under review and report annually on progress towards achieving them.

2. Context

Shaftesbury Primary School is a two form entry school.  The school is open for children from 8am until 5.15pm each day.

The school buildings are all on ground level.  There is an adult toilet and shower suitable for disabled use.  

The building is well maintained and all classrooms have disabled access.  However, parts of the playground have some gentle slopes and these provide a potential hazard.



Breakdown (number and %)

Number of pupils


Number of staff


  94% Female             6 % Male

Number of governors


  37.5 % Female              62.5 % Male

Religious character

C of E

Attainment on entry

Attainment on entry is broadly below  the national average.

Mobility of school population

Mobility is high.

Pupils eligible for FSM


Disabled staff


Disabled pupils (SEN/LDD)


Show with statements/school action/school action plus

Disabled pupils (no SEN)


Pupils who speak English as an
additional language


(c. 6%)

Home languages include Polish, Lithuanian, Turkish,

Average attendance rate


Awards, accreditations,

specialist status

Rights Respecting School

Our school is committed to meeting its public sector statutory duties as detailed below. We understand that the duties apply to service delivery and employment and staff management as well as policy development and implementation.

3. Legal Background

Public Sector Equality Duties

We are committed to meeting the public sector equality duties (PSED)

The Equality Act 2010 protects pupils from discrimination and harassment based on protected characteristics.  The protected characteristics for school provision are:

At Shaftesbury Primary School we implement accessibility plans which are aimed at:

General duties

Disability general duty – Disability Discrimination Act 2005

We have a statutory duty to carry out our functions with due regard to the need to:

Gender general duty – Sex Discrimination Act as amended by the Equality Act 2006

We have a statutory duty to promote gender equality with due regard to the need to:

Race general duty – Race Relations Amendment Act 2000

We have a statutory duty to promote race equality with due regard to the need to:

Community cohesion duty – Education and Inspections Act 2006

In addition to addressing the duties outlined above, our school is committed to taking action on other equality strands (e.g. religion and belief, ‘vulnerable’ children) and we will also work hard to meet the duty to promote community cohesion. We will increase our focus on helping children and young people to learn to understand others, to value diversity whilst also promoting shared values, to promote awareness of human rights and to apply and defend them, and to develop the skills of participation and responsible action. We are committed to following DfES guidance in providing:

Specific duties: disability, gender and race

The specific duties ask schools to prepare and publish their policies and plans for meeting the general duties. All the specific duties have informed the production of our equality scheme. Section 4 (Roles and Responsibilities) details the involvement of all staff in the implementation of the scheme.

Action relevant to disability, gender, race, community cohesion and other diversity strands is specifically identified in the Action Plan.

Our school equality scheme will be published on our website.  At Shaftesbury Primary School we will publish information annually about equality as part of this document.

4. Roles and Responsibilities

The Board of Governors, supported by the Headteacher and staff, is responsible for ensuring the implementation of this scheme.

Commitment to implementation

Paul Lavis retains overall responsibility for ensuring that the action plan is delivered effectively.

Every 12 months, managers and key staff will report to the Headteacher on actions and progress.

All staff are responsible for delivering the scheme both as employees and as it relates to their area of work. 

Responsibility for

Key person

Single equality scheme

Paul Lavis

Disability equality (including bullying incidents)        

Jane Frost / PL

SEN/LDD (including bullying incidents)

Jane Frost / PL

Children Looked After

Jane Frost / PL

Safeguarding & Vulnerable children

PL/ Jane Frost


Premises / Govs

Gender equality (including bullying incidents)

Jane Frost/ PL 

Race equality (including racist incidents)

Jane Frost / PL

Equality and diversity in curriculum content

All teaching staff

Equality and diversity in pupil achievement

All teaching staff

Equality and diversity – behaviour and exclusions

All teaching staff

Participation in all aspects of school life

All staff

Impact assessment

Paul Lavis / Govs

Stakeholder consultation

Paul Lavis / Governors

Policy review

Paul Lavis / Governors

Communication and publishing

Paul Lavis / Ruth D’All

Commitment to review

The school equality scheme will be aligned with the School Development Plan and Premises / Accessibility Plan. Its implementation will be monitored within the school’s self-evaluation and other review processes as well as being updated at least annually. Following this regular impact assessment, the whole equality scheme will be reviewed at least every four years.

Commitment to publish

We are committed to sharing information about our equality scheme as broadly as appropriate. To this end, we will publish a summary document, plus an annual update consisting of impact assessment results, progress made, refinements, amendments and new actions.

Commitment to action

Governors will:

Policy Development

  • Provide leadership and drive for the development and regular review of the school’s equality and other policies

Policy Implementation

  • Provide leadership and ensure the accountability of the Headteacher and senior staff for the communication and implementation of school policies
  • Highlight good practice and promote it throughout the school and wider community


  • Provide appropriate role models for all managers, staff and pupils
  • Congratulate examples of good practice from the school and among individual managers, staff and pupils
  • Ensure a consistent response to incidents, e.g. bullying cases and racist incidents

Public Sector Duties

  • Ensure that the school carries out the letter and the spirit of the statutory duties (and ensuring the provision of ‘returns’ to the local authority)

Headteachers and senior staff will:

Policy Development

  • Initiate and oversee the development and regular review of equality policies and procedures
  • Consult pupils, staff and stakeholders in the development and review of the policies

Policy Implementation

  • Ensure the effective communication of the policies to all pupils, staff and stakeholders
  • Ensure that managers and staff are trained as necessary to carry out the policies
  • Oversee the effective implementation of the policies
  • Hold line managers accountable for effective policy implementation


  • Provide appropriate role models for all managers, staff and pupils
  • Highlight good practice from departments, individual managers, staff and pupils
  • Provide mechanisms for the sharing of good practice
  • Ensure a consistent response to incidents, e.g. bullying cases and racist incidents

Public Sector Duties

  • Ensure that the school carries out its statutory duties effectively

Line managers will:

Policy Development

  • Respond to consultation requests by creating opportunities for pupils and staff to share their comments, suggestions and feedback, ensuring that all voices are heard

Policy Implementation

  • Implement the school’s equality scheme, holding staff accountable for their behaviour and providing support and guidance as necessary
  • Be accountable for the behaviour of the staff team, individual members of staff and pupils
  • Use informal and formal procedures as necessary to deal with ‘difficult’ situations


  • Behave in accordance with the school’s policies, leading by example
  • Respond appropriately to the behaviour of pupils and staff, as a whole, and individuals (praising/challenging as necessary)

Public Sector Duties

  • Contribute to managing the implementation of the school’s equality scheme

All staff: teaching and non-teaching will:

Policy Development

  • Contribute to consultations and reviews
  • Raise issues with line managers which could contribute to policy review and development

Policy Implementation

  • Maintain awareness of the school’s current equality policy and procedures
  • Implement the policy as it applies to staff and pupils


  • Behave with respect and fairness to all colleagues and pupils, carrying out the letter and spirit of the school’s equality scheme
  • Provide a consistent response to incidents, e.g. bullying cases and racist incidents

Public Sector Duties

  • Contribute to the implementation of the school’s equality scheme

5. Stakeholder Consultation

Our school is committed to encouraging everyone to contribute to the development and review of all policies and practices affecting the life of the school and its impact within the wider community. We have involved a number of staff, pupils, parents and others with particular interests in the development of this scheme. We will continue to consult various stakeholders on this scheme and on our policies (see our Action Plan).

6. Impact Assessment

All school policies will be equality impact assessed with regard to disability, gender and race at the time of review and issues arising will be carried forward into the equality action plan. Additionally, in Section 4 (Roles and responsibilities) of our equality scheme a detailed table can be found showing staff responsibilities for gathering and monitoring data on an ongoing basis. A full report of outcomes will be sent to the governors each Autumn term.

7. Action Plan

Priority issue and objective





Review/impact assessment


Ensure that gender is not a barrier.


  • Survey pupil opinions about:
  • Playtimes
  • Clubs
  • School resources


June 2017,

December 2017

Priority issue and objective





Review/impact assessment


Provide positive role models


  • Arrange a school visit from a paralympic  athlete through PE / Sports links


For September 2017

Priority issue and objective





Review/impact assessment


Provide small teaching spaces for children who need periods of withdrawal for speech therapy, small group tuition etc


  • Adapt classroom space in Reception, Y1, KS2 (following installation of the EY village)

  • Recommission of SEN room and Kingfisher                        


By September 2017

Priority issue and objective





Review/impact assessment


Improve disabled wheelchair access within school


  • See Accessibility plan for further aims


Priority issue and objective





Review/impact assessment


Working together with parents


  • Ensuring that all colleagues are aware of the home experience that parents can provide


June 2017

  • Parents / Carers will be invited to attend a handover meeting at the end of each year so that new staff teams are fully aware of how best to support each child.


July 2017

  • To invite parents to attend any relevant training



  • To provide opportunities for parents to make suggestions about whole school improvements that would benefit their child – biannual survey with results reported to parents and governors



  • Ensure that information sent home is accessible to families


Home visits from FS team – identify any E2L issues or adult literacy needs