Equality Objective

To Achieve this objective, we plan to:

Progress toward achieving objective:

To ensure the school taught curriculum takes into account context, background, demographic of our pupils and promotes understanding and respect for difference.

- Identify opportunities in the curriculum to look at other cultures/countries, study significant people and events from a diverse range including prominent BAME figures and events.

- Use the curriculum as an opportunity to

celebrate festivals of a range of cultures and

countries.

- Use events like, Olympics, WW1 centenary as an opportunity to explore other cultures.

- the children’s identity are

represented in the learning environment

• Project curriculum mapped out with significant individuals from a range of ethnicities and cultures that reflect our school context - this to be reviewed again September 2023 alongside Equality and Diversity Gov.
• Celebrations from different cultures are learnt and discuss throughout our curriculum - whole school events to reflect our demographic to be discussed and planned in next academic year

To continue to improve outcomes for key groups including Disadvantaged and SEND

- Plan and deliver interventions to address

gaps in learning as identified through ongoing assessment.

- Ensure reasonable adjustments are in place

to break down learning barriers for these

children

- SENCo to support teachers in effective

strategies to support the learning progress

for individuals or groups

• Termly pupil progress meetings with class teachers: disadvantaged pupils are at least working in line with non-disadvantaged pupils across all year groups - this was supported by Trust pupil premium review in January 2023
• SEND pupils progress assessed using B-square assessments and targets - reviewed termly by class teachers and SEND team - final year review yet to take place (July 2023)
• Trust termly assessment meetings - differences between disadvantaged and non-disadvantaged always discussed - disadvantaged have been at least working inline with non-disadvantaged throughout this academic year (see Regional Directors reports from previous AGC meetings)

To continue to improve provision for pupils for whom English is an additional language, particularly new arrivals at the early stage of English acquisition

- EAL lead to monitor and support strategies that are put in place to ensure learning is made

accessible for all learners

- Use of programmes like Makaton and wigit to make work accessible for EAL learners

- Attendance officer to ensure the family is supported via an

informative and supportive induction meeting prior to starting school

- In class teachers will select pupils to

buddy/mentor new arrivals. This includes the ‘Young interpreter’ programme overseen by our EAL lead

- Teachers to make early assessment of EAL

needs and identify appropriate interventions

• EAL lead has led training for all staff, focusing on a range of strategies to use in the classroom to support pupils that are new to English.
• EAL lead to be revised in September as current EAL lead is now Phonics leader
• Next EAL lead will need to complete training through the Bell Foundation
• Young Interpreters programme to be launched in Sept 2023
• All staff working with SEND pupils have had Makaton training
• Makaton sign of the week shared with all staff on weekly briefing
• All new starters have had an informative and supportive induction process when joining our school
• All pupils are assessed on our Phonics programme within the first 2 days of starting at Nightingale and then join the relevant daily phonics group

To ensure pupils have consistently high levels of attendance with a particular focus on our Disadvantaged, SEND and EAL learners

- Attendance data shared with staff frequently in assembly (fortnightly and end of half term)

and to reward and celebrate excellent examples of attendance

- Review school’s attendance policy and

procedures regarding attendance leading to

earlier intervention for historical PA pupils

- Work closely with the local attendance authority officer to target those parents/carers whose child/ren’s attendance is poor without good reason

• Attendance data shared and celebrated termly in assemblies
• Attendance officer shares weekly attendance data with all staff across the school
• Termly attendances ‘traffic lights’ letters sent to parents and attendance meetings held - to be reviewed in Sept by assessing their impact
• Support has been sought from the Cluster but, due to Cluster capacity, no support has been given to the school - liaise with new Co-op Cluster personnel to plan processes for next academic year