Equality Objectives

Implement the Trust Inclusion Strategy so that the challenges the most disadvantaged and those with SEND experience, are reduced enabling these pupils to achieve at least in line with their non-SEND/ non-Pupil Premium peers.
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: Implement the Trust Inclusion Strategy so that the challenges the most disadvantaged and those with SEND experience, are reduced enabling these pupils to achieve at least in line with their non-SEND/ non-Pupil Premium peers.

Actions	Person Responsible	Resources Needed	Time Frame	Success Criteria
Agree final school‑specific version of the Trust Inclusion Strategy and approve for publication	Headteacher & SENCO	Draft Trust strategy; time for joint meeting; SLT sign‑off time	By end Aut 2	Finalised localised strategy approved and saved to staff network
Publish the approved strategy on the school website and staff shared network	Headteacher	Website admin access; staff network	By end Aut 2	Strategy live on website
Whole‑staff training on the Inclusion Strategy: “What this means for classroom practice” linked to St Ann’s Stages of Practice (teachers & TAs). Include exemplar universal adjustments	Headteacher & SENCO (supported by Trust Inclusion lead where available)	SLT release time; INSET/Staff meeting time; training slides; exemplar teaching materials	Aut 2 – run initial session; follow‑up coaching across Aut 2–Spr 1	100% staff attendance at training; Staff feel confident to apply classroom adjustments
Targeted coaching and modelling in classrooms (focus on universal adjustments, behaviour strategies and small‑step scaffolds) with follow‑up coaching cycles.	Deputy Headteacher, Headteacher & SENCO	Cover for lesson modelling; coaching schedule; coaching proforma; peer observation time	From Aut 2, ongoing; first cycle completed by Spr 2	Each teacher receives modelling visit and coaching follow‑up; teacher practice shows agreed adjustments in lesson observations
Implement agreed adaptations for identified SEND and disadvantaged pupils; record on Support Plans with clear outcomes and review dates.	Class teachers (with SENCO)	Support Plan templates; centralised pupil record (SIMS/other); staff meeting time to write plans	Begin Aut 2; initial plans in place by end Aut 2; reviewed Spr 2 and Sum 2	100% of identified pupils have Support Plans with SMART targets; Reviews show planned actions in place.
Establish and publish a whole‑school provision map (intervention timetable) with entry/exit criteria; centrally track attendance and progress in interventions.	Headteacher & SENCO	Provision‑map template; intervention documentation (Trust format)	Draft Aut 2; operating by Spring 1; reviewed each term	Provision map published; All interventions logged centrally; Tracker shows intervention attendance and baseline/exit progress measures.
Train staff who deliver interventions and check fidelity using Trust intervention documentation.	Deputy Headteacher & SENCO	Training materials; release time for training; intervention resources/programmes	Training completed Aut 2; fidelity checks Spr 2 and ongoing	All intervention staff trained; Monitoring show fidelity to programme delivery; Improvement in targeted measures.
Monitor implementation through lesson visits, book looks, pupil voice, Support Plan reviews and pupil progress meetings; feed back to staff with clear next steps.	Deputy Headteacher, Headteacher & SENCO	Monitoring schedule and proformas; time in calendar; SLT meeting time for feedback	Monitoring from Aut 2; termly reporting (Spr 2, Sum 2)	Termly monitoring reports with strengths and focused next steps; Evidence of changes in classroom practice following feedback.
Link expectations and application of Inclusion Strategy to performance management and CPD records; set specific, measurable targets for teachers and TAs.	Headteacher & ECT Mentors	Performance management templates; CPD budget; meeting time	Targets set by end Aut 2; reviewed Spr 2 & Sum 2	Staff have inclusion‑linked targets in PM documents; PM evidence shows progress against targets.
Manage SENDCO handover and capacity: complete handovers, joint monitoring, and ensure SENDCOs have protected time; Y4‑6 SENDCO to commence NPQ for SENDCOs.	Headteacher & SENCOs	Protected non‑teaching time; handover meetings; NPQ funding/ release time; meeting schedule	Handover completed Aut 2; NPQ started by Spr 2; protected time ongoing	Handover completed; Joint monitoring evidence shows consistent expectations; Y4‑6 SENDCO enrolled on NPQ and making progress.
Collect and act on staff, pupil and parent feedback about the Inclusion Strategy	SENCO (with HT)	Survey tools; meeting time; anonymised data templates	Parent/staff survey Aut 2; pupil voice Spr 2; annual report Sum 2	Feedback shows actions taken and impact evidence.
Evaluate impact on pupil outcomes (Support Plans, intervention progress, phonics, MTC, KS2 R/W/M) and review strategy as necessary.	Deputy Headteacher, Headteacher & SENCO	Data reports from MIS; time for data analysis; SLT/Governor meeting agenda time	Baseline Aut 2; termly reviews Spr 2 & Sum 2; full evaluation end of year	Termly data shows at least sustained progress for pupils accessing support; Gap between SEND/PP and peers is narrowing termly; Governors receive evaluation and agree next steps.

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
Regularly audit participation in clubs, leadership roles, and enrichment activities by demographic groups	SLT, Inclusion Team	Participation data	Ongoing	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	Yearon-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 SOAR programme

What is the diversity of our school population?

Our school population on 26th September 2026 was as follows (taken from Arbor): the ethnic groups are White - British 78.69%, Other White British 1.21%, White - English 10.65%, White and Asian 1.69%, Any Other White Background 1.21%, Afghan 0.73%, White European 0.48%, White European 0.48%, White European 0.48%, Chinese 0.48%, Indian 1.21%, Black - African 0.48%, Any Other Asian Background 0.48%, Any Other Ethnic Group 0.48%, Any Other Mixed Background 0.48%, Black - British 0.24%, Asian and Chinese 0.24%, White Other 0.24%, White Eastern European 0.24%, Iranian 0.24% and White and Black African 0.24%. There are 20 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.