Public Sector Equalities Duty Statement and Targets

Context:
On 6 April 2012 all schools had a legal requirement to publish information showing how they comply with the Equality Duty and to set equality objectives:
  • Published information should be updated annually.
  • Equality Objectives should be published every four years.
  • The Equality Duty extends to all the aspects of a person’s identity – race, disability, sex, age, religion or belief, sexual orientation, pregnancy and maternity and gender reassignment.
 
 
General Equality Duty:
In carrying out day to day business we are required to have ‘due regard’ when making decisions and developing policies, to the need to:
  • Eliminate discrimination, harassment, victimisation and other conduct that is prohibited by the Equality Act 2010.
  • Advance equality of opportunity between people who share a protected characteristic and people who do not share it.
  • Foster good relations across all protected characteristics – between people who share a protected characteristic and people who do not share it.
 
 
Legislation and Guidance:
This document meets the requirements under the following legislation:
  • The Equality Act 2010, which introduced the public sector equality duty and protects people from discrimination
  • The Equality Act 2010 (Specific Duties) Regulations 2011, which require schools to publish information to demonstrate how they are complying with the public sector equality duty and to publish equality objectives.
  • This document is also based on Department for Education (DfE) guidance: The Equality Act 2010 and Schools. 
 
 
Eliminating discrimination at TGGS
The school is aware of its obligations under the Equality Act 2010 and complies with non-discrimination provisions.  Where relevant, our policies and guidance documents include reference to the importance of avoiding discrimination and other prohibited conduct.  Staff and governors are regularly reminded of their responsibilities under the Equality Act, for example during meetings.  Where this has been discussed during a meeting it is recorded in the meeting minutes. 
 
The school has a designated member of staff for monitoring equality issues, and they report to the Governing Board on an annual basis with regard to fulfilling the Public Sector Equality duties.
 
 
Advancing equality of opportunity at TGGS
As set out in the DfE guidance on the Equality Act, the school aims to advance equality of opportunity by:
  • Removing or minimizing disadvantages suffered by people who are connected to a particular characteristic they have (e.g. pupils with SEND, or homosexual or transgender pupils who are being subjected to homophobic or identity bullying).
  • Taking steps to meet the particular needs of people who have a particular characteristic (e.g. making specific provision during Christmas celebrations for pupils of other faiths / enabling Muslim pupils to pray at prescribed times).
  • Encouraging people who have a particular characteristic to participate fully in any activities (e.g. encouraging all pupils to be involved in the full range of school clubs and activities).
 
In fulfilling this aspect of the duty, we at TGGS will:
  • Publish attainment data each academic year showing how pupils with different characteristics are performing.
  • Analyse the above data to determine strengths and areas for improvement, implement actions in response and publish this information.
  • Make evidence available identifying improvements for specific groups (e.g. declines in incidents of homophobic or transphobic bullying).
  • Publish further data about any issues associated with particular protected characteristics, identifying any issues which could affect our own pupils.
 
 
Fostering good relations at TGGS
The school aims to foster good relations between those who share a protected characteristic and those who do not share it by:
  • Promoting tolerance, friendship and understanding of a range of religions and cultures through different aspects of our curriculum. This includes teaching in RE, citizenship and personal, social, health and economic (PSHE / PSHRE) education, but also activities in other curriculum areas. For example, as part of teaching and learning in English/reading, pupils will be introduced to literature from a range of cultures and in Art pupils will study a range of artists and artistic traditions from other cultures.
  • Holding assemblies dealing with relevant issues. Pupils will be encouraged to take a lead in such assemblies and we will also invite external speakers to contribute.
  • Working with our local community, this includes organizing school trips and activities based around the local community.
  • Encouraging and implementing initiatives to deal with tensions between different groups of pupils within the school. For example, our School Council has representatives from different year groups and is formed of pupils from a range of backgrounds. All pupils are encouraged to participate in the school’s activities, such as sports clubs.
  • We have developed links with people and groups who have specialist knowledge about particular characteristics, which helps inform and develop our approach for example Stonewall and Elly Barnes, Director of Education for LGBT History Month and LGBT Schools Advisor for Birmingham City Council in us becoming a LGBT Aware School.  
 
 
Equality considerations in decision-making at TGGS
The school ensures it has due regard to equality considerations whenever significant decisions are made.  The school always considers the impact of significant decisions on particular groups. For example, when a school trip or activity is being planned, the school considers whether the trip:
  • Cuts across any religious holidays.
  • Is accessible to pupils with SEND needs.
The school keeps a written record on the risk assessment and planning documentation when planning school trips and activities. The record is completed by the member of staff organising the activity.
TGGS Equality Targets