EQUALITY OBJECTIVES (2025-26)

• Eliminate disparities in academic achievement between pupils with SEND and their peers by enhancing curriculum access and targeted support.
• Advance equality of opportunity by ensuring all pupils, including disadvantaged and minority groups, have equal access to enrichment activities and leadership opportunities.

How have the objectives been chosen?

These objectives have been chosen as a result of the analysis of audit trails (including learning walks, book scrutinies and talking with pupils), as well as the analysis of external data reports including ASP and IDSR and in consultation with other stakeholders.

What is going to be done to achieve each objective?

We will:

Objective 1: Eliminate disparities in academic achievement between pupils with SEND and their peers

Actions	Person Responsible	Resources Needed	Time Frame	Success Criteria
Review and adapt curriculum materials to ensure accessibility for SEND children	SENDCO, Curriculum Leaders	SEND resources, specialist advice	End of Autumn term	- Curriculum resources include adaptations for SEND - Increased engagement and participation of SEND children in lessons
Continue to provide targeted CPD for teachers on adaptive teaching and scaffolding strategies	SENDCO,  Curriculum Leaders	Training sessions, external consultants	End of Spring term	- All teaching staff accessed/ refreshed CPD - Lesson visits and book looks show adaptive teaching practices
Implement regular formative assessments to identify and address learning gaps promptly	Class teachers, SENDCO	Assessment tools, data tracking	Ongoing throughout academic year	- Reduction in achievement gap between SEND and non-SEND pupils - Pupil outcomes shows SEND pupils meeting expected standards
Increase use of pre-teach and immediate intervention strategies in lessons	Class teachers, TAs	Intervention materials, planning time	Ongoing	- SEND pupils demonstrate improved retention and confidence in key skills
Engage parents of SEND children through regular communication and workshops	Family Support Worker, SENDCO	Meeting spaces, communication tools	Termly	- Positive parental feedback - Increased parental engagement in SEND support plans

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Objective 2: Advance equality of opportunity by ensuring all pupils have equal access to enrichment and leadership opportunities

Actions	Person Responsible	Resources Needed	Time Frame	Success Criteria
Audit current participation in clubs, leadership roles, and enrichment activities by demographic groups	SLT, Inclusion Team	Participation data	End of Autumn term	- Comprehensive report on participation rates
Develop targeted outreach and encouragement strategies for underrepresented groups	Inclusion Team, Family Support Worker	Communication materials, staff time	End of Spring term	- Increased participation from disadvantaged, SEND, and minority pupils
Ensure all clubs and leadership opportunities are inclusive and accessible	Club coordinators, SLT	Accessibility resources, staff training	Ongoing	- Equal access demonstrated in participation data
Monitor and evaluate the impact of initiatives to increase inclusion in extracurriculars	Inclusion Team, SLT	Data analysis tools	Termly	- Year-on-year increase in diverse pupil involvement
Celebrate and publicise pupil leadership and participation achievements school-wide	SLT St Ann’s University Lead	Newsletters, assemblies, displays	Ongoing	- Pupils from all groups feel valued and represented - Pupils from all groups attend St Ann’s University

 

What is the diversity of our school population?

Our school population on 5^th September 2025 was as follows (taken from Arbor): the ethnic groups are White British 81.57%, White English 8.11%, White and Asian 1.72%, any Other White Background 0.98%, Indian 0.98%, Other White British 0.98%, Afghan 0.73%, Any Other Asian 0.73%, Chinese 0.73%, White European 0.49%, Black African 0.49%, White Other 0.25%, White and Black Caribbean 0.25%, Iranian 0.25%, Black British 0.25%, any other Mixed Background 0.25% and any other Ethnic group 0.25%. The school had 17 ethnic groups. 

How are we performing in relation to the three aims of the equality duty?

Eliminate unlawful discrimination, harassment and victimisation

Our Christian ethos, school vision and aims, curriculum provision and policies, as well as our approach to pastoral support and behaviour management ensures unlawful discrimination, harassment and victimisation is eliminated.

Advance equality of opportunity

We effectively advance equality of opportunity through our curriculum and wider curriculum provision, as a result of being a UNICEF Rights Respecting School, and through our day to day practices e.g. we encourage participation in sport for those with disability, teaching girls and boys they can have the same aspirations, deliberate and careful selection of teaching materials and resources.

Foster good relations

We actively foster good relations by promoting positive attitudes and good relationships between all pupils and staff. We also seek to promote and secure genuine home-school links and achieving excellent communication. Examples of how this is achieved include: weekly newsletter, regular use of in-app messages, pupil/parent mentoring conversations, parent forum, family learning opportunities inc Meet the Teacher and Parent Insight sessions, inviting family members to participate in the life of the school, signposting our families to other agencies. We also have an open-door policy.

The Equality Act brought in changes in to what schools should and must do

The Act covers all aspects of school life to do with how a school treats pupils and prospective pupils, parents and carers, employees, and members of the community. Everything a school does must be fair, non-discriminatory and not put individuals or groups of people at a disadvantage. In particular, a school must not discriminate, harass or victimise a pupil or potential pupil in relation to:

• Admissions

• The way it provides education for pupils

• How it provides pupils access to any benefit, facility or service

• Excluding a pupil or subjecting them to any other detriment

What actions and behaviours are unlawful under the Act?

The Act defines a number of types of unlawful behaviour, including:

• Direct discrimination

• Indirect discrimination

• Failing to make reasonable adjustments for disabled pupils or staff

• Discrimination arising from disability

• Harassment related to a protected characteristic

• Victimisation of someone because they have made, or helped with, a complaint about discrimination

What are “protected characteristics”?

Protected characteristics refer to aspects of a person’s identify. Treating a person less favourably because they have one or more of these characteristics would be unlawful. The protected characteristics are:

• Age

• Disability

• Gender reassignment

• Marriage and civil partnership

• Pregnancy and maternity

• Race

• Religion or belief

• Sex

• Sexual orientation

 

The Equality and Accessibility Action Plan is located on our school website.

 

The Equality Scheme is located under the policies section of the Three Saints Academy Trust website.