St. Patrick's Catholic Primary School

Making learning irresistible

Equality Policy

St Patrick’s Catholic Primary School.



2016 -2020




  1. Aims of the Single Equality Scheme
  2. Purpose of the Equality Scheme
  3. Planning to Eliminate Discrimination and Promote Equality of Opportunity
  4. Roles and Responsibilities for Implementing the Single Equality Scheme

The Governing Body will:

The Head teacher (or Senior Leader responsible for Equalities) will:

All Staff: teaching and non-teaching and Other Adults involved with our School will:

Pupils will:

  1. School Aims Statements

Staffing and Employment

Pupils’ Attainment and Progress

Curriculum Development and Delivery

Pupil Welfare and Pastoral Care

The Quality of Provision – Curriculum and Other Activities

Behaviour and Attendance

Partnership with Pupils, Parents, Carers and the Wider Community

Leadership and Management

Linguistic Diversity

Gender Equality

Admissions and Exclusions


  1. Our School Profile
  2. Disability Equality Duties
  3. Racial Equality Duty and Community Cohesion
  4. Gender Equality Duties
  5. Religion and Belief Equality Duties
  6. Sexual Orientation Equality Duties
  7. Pregnancy and Maternity Equality Duties
  8. Publication of the Single Equality Scheme
  9. Complaints

Part 3 – Equality Objectives/Action Plan

Appendix A – Key Legislation

Appendix B – Process Chart for the Development and Review of Equality Scheme, Objectives and Action


Appendix C – Equality Impact Assessments (EqIAs) - Guidance

Appendix D – Example Objectives and Action Plan


At St Patrick’s School, we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from our school, irrespective of race, gender, disability, faith or religion or socio-economic background. We aim to develop a culture of inclusion and diversity in which all those connected to our school feel proud of their identity and are able to participate fully in school life.

We have taken an organisational approach and have ensured that all equality strands are woven into the everyday working of our school, particularly in relation to formulating policy and practice around both delivery of our service and employment but also in relation to other functions such as setting budgets, making public appointments and funding.

The achievement of pupils will be monitored by race, gender and disability and we will use this data to support pupils, raise standards and ensure inclusive teaching. We will tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all. At St Patrick’s School we believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here.

The Single Equality Scheme (SES) to which this Policy Statement relates also highlights how our school has worked with and listened to the staff, pupils, parents and carers to inform development of objectives and action plans and the need and commitment required to ensure the Scheme is a success. This is underpinned by a commitment to promoting positive relationships and understanding between all groups within our school community.

The SES sets out how pupils with the following protected characteristics (previously known as equality strands) will be protected in our school from harassment and discrimination:-

  • Disability
  • Gender
  • Race
  • Religion and belief
  • Sexual orientation
  • Gender reassignment
  • Pregnancy and maternity

This Scheme extends, however, to cover all aspects of vulnerability, including those associated with socio-economic factors (e.g. pupils from low income families), Children Looked After and those with Child Protection plans.

As well as delivering high quality services to our pupils, the school is also committed to being a good employer and as such the Scheme outlines how we meet our varied duties in terms of recruitment and employment practices. We are also committed to be fully inclusive of all community users, including parents and carers. As such, the Scheme therefore also sets out how we will work to overcome any discrimination related to the other protected characteristics:-

  • Age
  • Being married or in a civil partnership

This Policy Statement and Single Equality Scheme will be reviewed every three years and is reported on to the Governing Body annually.

Signed: ___________________________________ (Head teacher) Date:_________________

Signed: ___________________________________ (Chair of Govs) Date:_________________


1.Aims of the Single Equality Scheme

  • To articulate this school’s commitment to equality which permeates all school policies and practices
  • To ensure that everyone who belongs to, or comes into contact with, our school community is valued and respected
  • To promote equality of opportunity and eliminate unlawful discrimination, harassment or victimisation
  • To comply with statutory duties under equalities legislation in one document

2.Purpose of the Equality Scheme

This Equality Scheme is our school’s response to the specific and general duties in the current equality legislation, which has been brought together under the Equality Act 2010 (see Appendix A). It is an attempt to capture how we are systematically establishing and implementing good practice in equality and diversity

This Equality Scheme sets out how we will:

  • develop and review the Scheme and Action Plan (See Appendix B)
  • eliminate discrimination
  • eliminate harassment or victimisation related to any aspect of social identity or diversity;
  • promote equality of opportunity;
  • promote positive attitudes to all aspects of social identity and diversity;
  • encourage participation by disabled people and people representing different aspects of social identity in public life;
  • take steps to take account of difference even where that involves treating some people more favourably than others;
  • take proportionate action to address the disadvantage faced by particular group of pupils.

3.Planning to Eliminate Discrimination and Promote Equality of Opportunity

This Scheme is underpinned by the core belief that all children and young people belong to their local community and share the same rights to membership of that community and a quality education. An Action Plan linked to our objectives accompanies this Equality Scheme which identifies what we will be doing over the coming year and beyond to make our school more accessible to the whole community, irrespective of background or need. (See Part 3).

It encompasses our duties to promote positive outcomes in relation to race, gender and disability, but also identifies actions to address other social identities. It encompasses our anticipatory duties to plan ahead for the reasonable adjustments (reasonable and proportionate steps to overcome barriers that may impede some pupils) we need to make to be best placed to help disabled pupils who come or may come to our school.

The Objectives and action plan replace the school’s Disability Accessibility Plan (previously required under the planning duties in the Disability Discrimination Act) as it sets out how we will increase access to education for disabled pupils, alongside other protected groups, in the three areas required:

  • increasing the extent to which disabled pupils can participate in the school curriculum;
  • improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services;
  • improving the delivery to disabled pupils of information which is provided in writing for pupils who are not disabled.

The action plan is reviewed annually and progress towards the equality objectives within it is reported on regularly to the Governing Body. Equality objectives have been identified through consultation with key stakeholders including pupils, parents, Governors, staff and others in the community.

This action plan is understood and implemented by all staff and is available on the school website/on request. It will be made available in different formats and in different languages on request to the school office.

4.Roles and Responsibilities for Implementing the Single Equality Scheme

The Governing Body will:

  • ensure that our school complies with all relevant equalities legislation;
  • recommend all governors receive up-to-date training in all equalities duties;
  • designate a governor with specific responsibility for the Single Equality Scheme;
  • draw up, publish and implement our school’s equality objectives;
  • establish that the action plans arising from the Scheme are part of our School Development Plan;
  • support the Head teacher in implementing any actions necessary;
  • ensure that people are not discriminated against when applying for jobs at our school on grounds of race, gender or disability.
  • take all reasonable steps to ensure that our school environment gives access to people with disabilities, and also strive to make school communications as inclusive as possible for parents, carers and pupils;
  • welcome all applications to join our school, whatever a child’s socio-economic background, race, gender, disability, faith/religion. However our admissions policy gives priority to Catholic Children.
  • ensure that no child is discriminated against whilst in our school on account of their race, gender, disability, faith/religion etc;
  • inform and consult with parents about the Scheme;
  • evaluate and review the Scheme every three years;
  • evaluate the objectives and action plan yearly.

The Head teacher (or Senior Leader responsible for Equalities) will:

  • ensure that staff and parents are informed about the Single Equality Scheme;
  • ensure that staff understand the broad legal definition of disability;
  • ensure that the Scheme is implemented effectively;
  • manage any day to day issues arising from the Scheme whether for pupils, for our school as an employer or for our local community;
  • ensure staff have access to training which helps to implement the Scheme;
  • monitor the Scheme and report to the Governing Body at least annually, on the effectiveness of the Scheme, Objectives and Action Plan;
  • ensure that the SLT are kept up to date with any development affecting the Scheme/action plan arising from the Scheme;
  • provide appropriate support and monitoring for all pupils and specific and targeted pupils to whom the Scheme has direct relevance, with the assistance from relevant agencies;
  • ensure that all appointments panels give due regard to this plan, so that no one is discriminated against when it comes to employment or training opportunities;
  • promote the principle of equal opportunity when developing the curriculum, and promote respect for other people and equal opportunities to participate in all aspects of school life;
  • treat all incidents of unfair treatment and any incidents of bullying or discrimination, including racist incidents, with due seriousness;
  • report any incidents of racism in accordance with the Equality Act and LA guidance;
  • deal with complaints of discrimination and harassment speedily and according to LA and national guidelines and notify complainants of the outcome and actions taken;
  • in the event of expectations not being met, ensure action is taken in accordance with the status of those involved e.g. pupil. member of staff, volunteer etc..

All Staff: teaching and non-teaching and Other Adults involved with our School will:

  • accept that this is a whole school issue and support the Single Equality Scheme;
  • be aware of the Single Equality Scheme and how it relates to them;
  • keep themselves up-to-date with relevant legislation and attend school organised training and information events;
  • make known any queries or training requirements;
  • ensure that all pupils are treated fairly, equally and with respect, and will maintain awareness of our school’s Equality Scheme and its Equality Objectives;
  • strive to provide material that gives positive images based on race, gender and disability, and challenges stereotypical images;
  • ensure that pupils from all groups are included in all activities and have full access to the curriculum;
  • promote equality and diversity through teaching and through relations with pupils, staff, parents, and the wider community;
  • know how to deal with incidents of concern, and how to identify and challenge bias and stereotyping;
  • know procedures for reporting incidents of racism, harassment or other forms of discrimination.

Pupils will:

  • be involved in the development of the Scheme and will understand how it relates to them, appropriate to age and ability;
  • be expected to act in accordance with any relevant part of the Scheme;
  • experience a curriculum and environment which is respectful of diversity and difference and prepares them well for life in a diverse society;
  • understand the importance of reporting discriminatory bullying and racially motivated incidents;
  • ensure the peer support programme within our school promotes understanding and supports pupils who are experiencing discrimination.

5.School Aims Statements

Staffing and Employment

St Patrick’s School complies fully with legislation which protects our staff (including teachers, teaching assistants, supervisors, student teachers) and other adults working in our school, from discrimination based on the protected characteristics. To do this we will:

  • ensure that our staff are trained to help them understand their equality duties and/or the differing needs of protected groups within our school community and have mechanisms in place to identify areas for development;
  • make such reasonable adjustments as are necessary to prevent a disabled person being at a substantial disadvantage in comparison with people who are not disabled;
  • monitor recruitment and retention;
  • invest in continued professional development opportunities for all staff;
  • make efforts to ensure that the diversity of our workforce reflects that of our local community and wider society;
  • not enquire about the health of an applicant until a job offer has been made or require job applicants to complete a generic ‘all encompassing’ health questionnaire as part of the application procedure unless the questions are specifically related to an intrinsic function of the work – for example ensuring that applicants for a PE teaching post have the physical capability to carry out the duties;
  • ensure the safety and well-being of our staff and take seriously and act on incidents of harassment and discrimination recognising that our staff may be either victims or perpetrators.

Pupils’ Attainment and Progress

St Patrick’s School expects the highest possible standards. Staff have high expectations of all pupils and continually challenge them to reach higher standards.

The school recognises and values all forms of achievement. We will monitor and analyse pupil performance by ethnicity, gender, disability and special educational need and social background. Any disparities which are identified will be addressed through targeted curriculum planning, teaching and support.

Curriculum Development and Delivery

We aim to provide all our pupils with the opportunity to succeed, and to reach the highest level of personal achievement. To do this, we will:

  • use contextual data to improve the ways in which we provide support to individuals and groups of pupils;
  • monitor achievement data by ethnicity, gender and disability and action any gaps;
  • encourage pupils to become independent and assist them in taking responsibility for the management of their own learning and behaviour;
  • take account of the achievement of all pupils when planning for future learning and setting challenging targets;
  • ensure equality of access for all pupils and prepare them for life in a diverse society;
  • use materials that reflect the diversity of the school, population and local community in terms of race, gender and disability, without stereotyping;
  • promote attitudes and values that will challenge racist and other discriminatory behaviour or prejudice;
  • provide opportunities for pupils to appreciate their own culture and celebrate the diversity of other cultures;
  • promote activities that celebrate our common experience as well as those that recognise diversity generally and foster understanding and respect for the culture and faith of all our pupils and their families;
  • use self-assessment as a teaching-learning strategy, and we will provide all pupils with opportunities to take responsibility for their own learning through regular reflection and feedback on their progress;
  • seek to involve all parents and carers in supporting their child’s education;
  • encourage classroom and staffroom discussion of equality issues which reflect on social stereotypes, expectations and their impact on learning;

Pupil Welfare and Pastoral Care

We aim to promote the health, safety and welfare of all the children and staff providing a caring and supportive pastoral system that takes account of their needs. To do this we will:

  • develop and continually review a Health, Safety and Welfare Policy document;
  • ensure that the details of this Scheme are shared with all staff both teaching, non-teaching and ancillary staff;
  • expect all staff and volunteers working in the school to foster a positive atmosphere of mutual respect and trust among boys and girls from all ethnic groups and range of abilities;
  • challenge stereotypes and foster pupils’ critical awareness and concepts of fairness, enabling them to detect bias and challenge inequalities;
  • take account of religious, cultural and ethnic differences, special educational needs, disability and the experiences and needs of all pupils, throughout our pastoral support;
  • provide appropriate support for pupils learning English as an additional language and encourage pupils to use their home and community languages to enhance their learning;
  • give appropriate support (using external agencies where required) to victims of harassment and bullying. The perpetrators are dealt with in line with the Whole School Behaviour Policy and are provided with relevant support to consider and modify their behaviour;
  • ensure that guidance and support for pupils is delivered in a way that does not discriminate against pupils with the unseen (visual, hearing, mobility, cognitive and prone to seizure) impairments;
  • ensure that pupils who are pregnant or have recently had a baby are supported and have access to education;
  • ensure that appropriate and discreet facilities are available for those pupils who require personal or intimate care in order to protect their dignity and foster respect for their individual needs;
  • ensure that staff are empowered to raise any concerns with the Senior Management Team relating to their health, safety and welfare by promoting well-being strategies among staff as a whole and in their respective groups.

The Quality of Provision – Curriculum and Other Activities

We aim to provide an appropriate curriculum for pupils of all backgrounds. To do this we will:

  • monitor and evaluate its effectiveness through target setting and attainment analysis;
  • ensure that all pupils participate in the mainstream curriculum of the school;
  • develop and continuously monitor a curriculum which builds on pupils’ starting points and is differentiated appropriately to ensure the inclusion of:

-boys and girls

-pupils learning English as an additional language

-pupils from minority ethnic groups, including Gypsies and Travellers

-pupils who are gifted and talented

-pupils who are pregnant or who have recently given birth

-pupils who are undergoing gender reassignment

-pupils with special educational needs

-pupils with a disability

-pupils who are looked after by the Local Authority

-pupils who at a risk of disaffection and exclusion

-lesbian, gay or questioning young people

-pupils who are the subject of child protection plans

  • ensure that each area of the curriculum is planned to incorporate the principles of equality and to promote positive attitudes to diversity. All subjects contribute to the spiritual, moral, social and cultural development of all pupils;
  • deliver a curriculum which reflects and values diversity. It encourages pupils to explore bias and to challenge prejudice and stereotypes;
  • ensure extra-curricular activities and special events e.g. school performances, cater for the interests and capabilities of all pupils and take account of parental preferences related to religion and culture;
  • ensure educational visits and excursions take account of the capabilities of all pupils including both physical and cognitive disabilities and cultural differences;
  • make use of web-based technologies to support a high quality learning and teaching experience. This is delivered to all of our pupils irrespective of disability (e.g. visual, hearing, mobility, cognitive and prone to seizure impairments).

Behaviour and Attendance

St Patrick’s School expects high standards of behaviour from all pupils as appropriate for their developmental level, all staff and others who are working or connected with the school. Details of these expected standards are set out in the Whole School Behaviour Policy.

Through our school ethos and curriculum, we want our pupils to understand better the diversity that exists in society. We want to provide opportunities for them to explore the subtleties and complexities in order to prevent and respond to incidents and situations. We will address the experience, understanding and needs of the victim, the perpetrator, bystanders and the wider school community through our actions and responses. In order to ensure that the Whole School Behaviour Policy and associated policies are equitable, we:

  • have procedures for disciplining pupils and managing behaviour that are fair and applied equally to all. All staff are expected to operate consistent systems of rewards and sanctions;
  • recognise that cultural background and disability may affect behaviour. Our schools takes this into account when dealing with incidents of unacceptable behaviour;
  • recognise that hate incidents or prejudice-based bullying behaviour is driven by negative assumptions, stereotypes or misinformation. These are then directed against an individual or group, based on difference (real or perceived), and linked to, for example, racism, homophobia, negative views of disabled people or sexism. We will take action to prevent, challenge and eliminate any such behaviour;
  • have clear procedures in place so that all forms of bullying and harassment, including racism and harassment related to disability, sexism and homophobia, are dealt with promptly, firmly and consistently and are in line with relevant policies such as those for anti-bullying and dealing with racist incidents. All forms of harassment are recorded, monitored and dealt with in line with relevant school policies;
  • ensure that all staff are trained to deal effectively with bullying, racist incidents, racial harassment and prejudice and are offered support in handling such matters;
  • encourage staff to explore their own views and attitudes to difference and to monitor their practice in relation to this Scheme. Adults in school take care to lead through example, demonstrating high expectations of all pupils;
  • will take steps to ensure that pupils, staff and parents are aware of policies and procedures for dealing with harassment. They know that any language or behaviour, which is racist, sexist, homophobic or potentially damaging to any minority group, is always unacceptable;
  • provide information and advice on attendance and exclusion to parents/carers in accessible formats such as relevant community languages and large print;
  • have strategies in place to reintegrate long-term non-attenders and excluded pupils, which address the needs of all pupils;
  • ensure that families are aware of their rights and responsibilities in relation to pupil attendance and absence and that cases are always followed up in a way that takes account of cultural issues or matters relating to a child’s disability;
  • make provision for leave of absence for religious observance, for staff as well as pupils;
  • monitor attendance by gender, ethnicity and special educational need. Background is also considered. Action is taken in order to address any disparities between different groups of pupils;
  • will fully support children with long-term medical needs who may have an erratic attendance because they are in and out of hospital or not well enough to attend school on a regular basis;
  • expect full-time attendance of Traveller and Gypsy pupils whilst they are on the roll of the school.

Partnership with Pupils, Parents, Carers and the Wider Community

St Patrick’s School have established good links with our local and wider community. We welcome them into our school. From them, we learn about quality issues outside school and can establish mechanisms for addressing them within school.

Participation is based on information gained about representation of different groups. We aim to do this as fully as possible whilst recognising issues of sensitivity in relation to the different protected characteristics. We take particular steps to ensure disabled children and young people, parents and carers are involved as is their entitlement. To do this we will:

  • involve stakeholders including pupils, staff, parents/carers and other users of the school in relation to all equalities duties;
  • take into account the preferred means of communication for those with whom we are consulting e.g. translated materials or interpretation facilities for disabled people or those for whom English is an additional language or are newly arrived in this Country;
  • include representation from the widest range of relevant groups that we can reasonably achieve;
  • monitor parental involvement and have strategies to raise participation of under-represented groups of parents and sections of the community. Information and meetings for parents are made accessible for all;
  • progress reports to parents/carers are clearly written and free from jargon to encourage parents to participate in their child’s education. Where necessary, information is available in languages and formats other than English. Parents with a disability or with learning difficulties will be able to access school’s information;
  • parents are fully involved in the school-based response for their child with special educational needs, understand the purpose of any intervention or programme of action and are told about the parent partnership service when SEN is identified;
  • encourage participation of under-represented groups in areas of employment e.g. through work experience placements;
  • ensure that any informal events which we may hold are designed to include the whole community and at times may target minority or marginalised groups;
  • work in partnership with parents and the community to address specific incidents and to develop positive attitudes to difference;
  • ensure that the school’s premises, grounds and facilities are equally available and accessible for use by all groups within the community.

Leadership and Management

St Patrick’s School have a clear admissions policy and procedures. Our aim is to ensure that our admission process is fair and equitable to all pupils. We will also ensure that our employment practices reflect equality and diversity. To do this we will:

  • not discriminate against a disabled pupil in the arrangements we make for determining admission;
  • admit pupils with already identified special educational needs. Pupils with statements of special educational needs will always be admitted unless, through the statutory assessment process, it is demonstrated that the pupil’s inclusion would be incompatible with the efficient education of other children;
  • gather comprehensive information about pupils’ ethnicity, first language, religion, physical needs, diet etc. via the admissions form.
  • adhere to recruitment and selection procedures which are fair, equitable and in line with statutory duties of the Governing Body.
  • will take steps to encourage people from under-represented groups to apply for positions at all levels in the school and ensure recruitment and selection processes are monitored;
  • ensure that everyone associated with the school is informed of the contents of this policy. All staff and visitors must support the ethos of the school, promoting equality and challenging bias and stereotyping wherever they observe it;
  • ensure that staff training continually highlights equality issues. Equality is incorporated into the induction programme for new staff;
  • recognise and value the skills of all staff, including non-teaching and part-time staff. All staff are given status and support and are encouraged to share their knowledge.
  • ensure that staff handbooks and regular professional development activities are available for all staff members to support their practice in relation to this policy;
  • ensure that resources and displays in our school reflect the experience and backgrounds of pupils, promote diversity and challenge stereotypes. They are reviewed regularly to ensure that they reflect the inclusive ethos of the school e.g. the inclusion of images relating to minority ethnic and Gypsy and Traveller children.

Linguistic Diversity

We recognise and celebrate the linguistic diversity in British society. We look for opportunities to enrich the curricular experience of all our pupils by:

  • highlighting how English has borrowed from other languages;
  • raising awareness of the similarities and differences between English and other languages;
  • reflecting the multilingual nature of wider society in our resources and displays;
  • acknowledging the differences in syntax with non-spoken forms of English e.g. British Sign Language.

Gender Equality

St Patrick’s School is committed to combating sex discrimination and sexism and promoting the equality of women and men. We welcome the requirements of the Gender Equality duty and this section sets out our commitment to meeting the duty. We will give due regard to the need to:

  • eliminate unlawful discrimination and harassment on the grounds of sex, including domestic violence, sexual violence, bullying and exploitation;
  • promote equality of opportunity between women and men in all of our functions;
  • recognise that society has stereotypes for both women and men, and both women and men can lose opportunities because of these stereotypes;
  • be aware that staff with caring and domestic responsibilities may need to work part-time or flexible working hours;
  • work in partnership with other agencies to eliminate sexual harassment, domestic violence and other hate crimes;
  • ensure the rights, under the Gender Recognition Act 2003, of transgender people (who have Gender Recognition Certificates).

Admissions and Exclusions

Our admissions arrangements are fair and transparent, and do not discriminate on race, gender, disability or socio-economic factors.

Exclusions will always be based on the school’s Whole School Behaviour Policy. We will closely monitor exclusions to avoid any potential adverse impact and ensure any discrepancies are identified and action taken to eliminate these. In addition, we will:

  • monitor exclusions by gender, ethnicity and special educational need. Background is also considered. Action is taken in order to address any disparities between different groups of pupils;
  • take all reasonable steps to prevent the exclusion of a pupil for a reason related to any disability they may have;


St Patrick’s School – Single Equality Scheme Objectives

1.Our School Profile

Example school profile:

St Patrick’s School is a Catholic Voluntary aided School. The number on roll is currently 250 pupils. The percentage of pupils taking free school meals above the national average .

12.5% of our pupils have special educational needs.

20% of our pupils enter the school from private nurseries or other settings other than the home. The remainder enter school direct from home at reception age. As a result, attainment and maturity is wide-ranging. In order to address this inequality, we have worked closely with pre-school settings building in regular visits by members of our staff. In the term prior to starting school in September, all children who had applied to the school for a place were offered visits to the school . This allowed them to settle into the school environment and allowed the EYFS staff to get to know the pupils and to make initial assessments of the pupils and form relationships prior to the start of the new school year.

Our catchment area takes in the town of Cleator Moor and the village of Cleator. There are a small number of ethnic minority pupils. We have a breakfast club which operates from 7.30 a.m. each morning and an after-school club which operates to 5.30 each evening. Over an average week, over 5% of the pupils use both the breakfast club and the after-school club.

We have a number of vulnerable groups including those with special educational, learning and medical needs.

We are a Voluntary aided School with a strong Catholic ethos which develops the whole child.

We have never had problems attracting staff and currently have a full teaching staff complement. The Headteacher is an executive head and shares her time with another local Infant school.

The LA deals with admissions to the school. When we are made aware of pupils who are joining the school with disabilities, we make arrangements to meet both the pupil and the parents and involve professionals from the Local Authority and the Health Authority in order to ensure that any adjustments required to the school building are made in readiness for the pupil starting school. The school has fully ramped access and is level throughout the building enabling access to any wheelchair users. We have one disabled toilet and a shower facility.

Less than 1% of our pupils have English as an additional language.

Information for parents and others is provided in written and verbal form. All information is offered in alternative formats on request.

Recruitment procedures are based on those provided by the CES with all advertising being processed through the County HR and Advertising Team.

2.Disability Equality Duties

St Patrick’s School’s commitment to disabled pupils, their families and staff’s equality has four objectives:

We will promote equality for disabled people by:

  • removing barriers to accessibility, particularly in relation to education, employment and access to services, information and buildings;
  • encouraging good practice by our partners through our advisory capacity;
  • ensuring we take their needs into account when procuring goods and services from our providers;
  • promoting positive images of disabled people;
  • challenging patronising or discriminating attitudes;
  • making the environment as safe as possible for and challenging antisocial or bullying behaviour against, or harassment of, disabled pupils, staff and families.

We plan to increase access to education for disabled pupils by:

  • increasing the extent to which disabled pupils can participate in the school curriculum;
  • increasing the inclusion of positive images of disabled people across the curriculum;
  • improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services;
  • improving the delivery of information to disabled pupils, to the standard of which is provided in writing for pupils who are not disabled;

We welcome the requirements of the Disability Equality duty and this section sets out our commitment to meeting the duty. Our Scheme shows how we promote disability equality across all areas of the school, to disabled pupils, staff, parents, carers and other school users.

3.Racial Equality Duty and Community Cohesion

St Patrick’s school recognises that Black, Asian and Minority Ethnic (BAME) people experience discrimination on the basis of colour, race, nationality, religion and ethnic origin. Racial harassment and violence is one of the most serious consequences of racism, damaging people emotionally and physically and limiting life choices and opportunities.

The school will take all necessary measures to prevent and tackle racial harassment and assist BAME people to live in freedom from harassment and to feel safe as they enjoy and achieve throughout their education.

In order to comply with this duty, we will:

  • keep accurate records of all ethnic and faith groups, their backgrounds and needs and how we respond to them;
  • encourage dialogue between different racial groups on the appropriateness of our educational provision;
  • prevent racial discrimination, and to promote equality of opportunity and good relations between members of different racial, cultural and religious groups;
  • encourage pupils and their families of all ethnic groups to participate fully in all aspects of school life;
  • use our support for the voluntary and community sector to promote good race relations;
  • counter myths and misinformation that may undermine good community relations;
  • ensure the school staff and other adults working within the school, pupils and their families as well as our partners and the wider community fully understand the principles of good race relations.

4.Gender Equality Duties

In accordance with our Single Equality Scheme, we welcome the requirements of the Gender Equality duty and this section sets out our commitment to meeting the duty. We will give due regard to the need to:

  • Eliminate unlawful discrimination and harassment on the grounds of sex, including domestic violence, sexual violence, bullying and exploitation;
  • Promote equality of opportunity between women and men in all of our functions.

5.Religion and Belief Equality Duties

St Patrick’s School recognises that people can face discrimination because of attitudes in society towards the faith communities to which they belong. Faith-based hate crime has been on the increase in recent years, developing a character that is distinct from race hate crime.

The school also recognises that a person’s religious (or similar) beliefs may mean that they have different needs, demands and expectations, which require flexibility.

The school is committed to eliminating illegal discrimination and exclusion on the basis of religion or belief.

Our school recognises the need to consider the duties which require us to assess the impacts of our policies, functions and procedures have on promoting equality for people based on their religion, belief or non-belief.

Our admissions policy discriminates in relation to those of the Catholic Faith.

6.Sexual Orientation Equality Duties

St Patrick’s is committed to combatting discrimination faced by lesbians, gay men, bisexual people and transgender (LGBT). We aim to ensure equality of opportunity for LGBT people across services and employment.

Our school recognises the need to protect pupils from unlawful discrimination and harassment on grounds of sexual orientation as required by the Equality Act 2010. We are committed to taking a proactive approach to preventing all forms of homophobia within the school and will assess the impacts of our policies, functions and procedures on promoting sexual orientation equality as part of the Equality Impact Assessment process.

We will deal with complaints of discrimination and harassment speedily and according to LA and national guidelines and notify complainants of the outcome and actions taken.

School will endeavour to display realistic images of LGBTQI people as appropriate.

7.Pregnancy and Maternity Equality Duties

St Patrick’s School recognise that the Equality Act 2010 now specifically includes the need to protect female students who are pregnant or who have recently given birth from discriminatory practices.

This school will ensure that no student will be excluded purely on grounds of pregnancy and that up to 18 calendar weeks authorised absence period immediately before and after the birth may be given in order to ensure that the student is reintegrated into education as quickly as possible.

Female staff are already covered under existing employment legislation.

Such a student is protected from discrimination because:

  • she is or has been pregnant;
  • she has given birth and unfavourable treatment occurs within a period of 26 weeks beginning on the day she gave birth;
  • she is breastfeeding and unfavourable treatment occurs within the period of 26 weeks beginning on the day she gave birth;
  • a female student is protected even when the baby is stillborn, so long as she was pregnant for at least 24 weeks before she gave birth;
  • both direct and indirect discrimination related to pregnancy and maternity relate to the person being disadvantaged and treated unfavourably.


8.Publication of the Single Equality Scheme

St Patrick’s School Single Equality Scheme is published as a separate document and is available on request.


If a member of the public feels that they have suffered harassment or being treated unfairly by the School because of their sex, colour, race, nationality, ethnic group, regional or national origin, age, marital status, disability, political or religious belief, sexual orientation or class they should report this without fail through the School’s Complaints Procedure.

Complaints by staff will be dealt with under the Grievance Procedure, as appropriate.

We take all external and internal complaints seriously and will not tolerate any form of discriminatory behaviours. Complaints about staff will be investigated using the appropriate procedures.

Monitoring complaints is also an alternative method of gathering information to establish whether we are meeting our equality duties. We will report regularly to the Governing Body on complaints made and action taken.

Objectives and Action Plan 

Link to Public Sector Equality Duty

Protected Characteristic/ Equality Group



Target Group (s): e.g. whole school, girls, boys, SEN, staff etc.


Who’s responsible?

Dates from and to:

Indicator of Achievement

All aims of duty


To increase pupil, staff and governor awareness of legal and human rights and the responsibilities that underpin society

For pupils to understand they have rights, how they can exercise their rights and understand how rights link to responsibilities

All pupils and staff

To increase awareness of the School Single Equality Scheme across all groups within school and how it affects each individual

Senior Leadership Team, staff and Governors

March 2016 – December 2017

Pupils, staff and Governors are aware of the school’s objectives and action plan (age appropriate)

All aims of duty


To equality impact assess all policies procedures and practices with particular emphasis on the attainment levels of pupils and students from vulnerable groups

To enable the school to address the needs of diverse and vulnerable groups at risk of disadvantage and set priorities accordingly

Whole school

Undertake Equality Impact Assessments on those policies, procedures and practices which remain outstanding



All policies, procedures and practices equality impact assessed and action points identified and recorded

All aims of duty


All staff receive CPD on the school’s arrangements to promote equality in the context of their job role (e.g. mid-day supervisory – positive ethos and preventing/managing incidents.  Teachers – curriculum and teaching and learning strategies)

School staff are able to identify the specific actions and behaviours needed to promote equality in the context of their job role and the impact of this assessed as part of the overall review of policies, procedures & practices in school

Whole school

Identify either in-school or external training providers who will assist with different or alternative strategies.


Identify any gaps using gap analysis tools


September 2016 - on-going

Evaluations of CPD indicate an increase in staff confidence and competence.


Observations of teaching and learning include strategies to promote equality and narrow the gap outcomes

All aims of duty


To increase participation of disabled pupils in Gifted and Talented programmes and ensure representation on the programmes full reflect the school population in terms of race and gender

Disabled pupils participation and self-esteem is improved with participation and recognition on such programmes

SEN pupils

Recognise and represent the talents of disabled pupils in Gifted and Talented programmes


September 2016– on- going

Analysis of the Gifted and Talented register indicates it is changing to reflect the school’s diversity

All aims of duty


Improve displays and other images in the school to reflect and promote diversity in terms of the equality groups

For pupils to have positive visual images throughout their education which show and promote diversity

All staff, pupils and visitors

Ensure that displays in classrooms and corridors promote diversity in terms of race, gender and ethnicity


Ensure curriculum promotes role models and heroes that young people can identify with, which reflects the school’s diversity in terms of the equality groups.

All staff


More diversity reflected in school displays across all year groups.

Increase in pupils’ participation, confidence and achievement levels

All aims of duty


To increase the participation of pupils/students from minority, marginalised or vulnerable backgrounds in school life

Increase the diversity of pupils/students involved in the decision-making of the school

Minority, marginalised and vulnerable pupils/students

Identify which groups are under-represented in the School Council and/or pupil voice processes within the school.


Set up group of pupils/students to develop actions which better involve the target group.

Senior Leadership Team/Head of Pastoral Care

On going

School Council/pupil voice has representation from pupils who are within the protected characteristics

Eliminate unlawful discrimination, harassment and victimisation


Equality of opportunity


To ensure that SLT and the Governors are clear about their responsibilities in the recruitment and selection of staff

Recruitment procedures ensure equality for candidates and that the recruiting panel recruit the best person to the role


Staff reporting improved sense of inclusion

Applicants and all school staff including volunteers

Undertake Equality Impact Assessments on Policies/ Procedures relating to recruitment and staffing and ensure alignment with LA/national guidance


Improved data collection and monitoring of equality information relating to staff

Senior Leadership Team and Governors on Staffing Sub-Committee

On going

Feedback from candidates on the process indicates fairness. 


School staff reflect diversity

Eliminate unlawful discrimination, harassment and victimisation

Race/ Religion or Belief/ Disability

To ensure the content of school meals and the earing environment meets the need of all race and faith groups and those with specific health needs

Increased take-up of school meals

All those with specific race, faith, cultural and health needs

Establish a school food group including representation from diverse groups


Introduce food culture days with different menus

School Caterers/cook-in-charge

From Sept 16

Increased take-up of school meals – variety in types of school meals served to reflect differing cultures

Eliminate unlawful discrimination, harassment and victimisation

Sexual Orientation/

Race/Gender identity/ Disability/

Religion or belief

To prevent and respond to all hate incidents and prejudiced based bullying

Pupils/students feel safer as they are assured that incidents will be dealt with promptly and fairly


Increased staff confidence


Accurate reporting rates

Whole school and specifically vulnerable and equality groups pupils/students or those from a faith background

To review and update existing policies and procedures relating to bullying using the Equality Impact Assessment method


Access staff training - stonewall


Ensure continuing professional development for staff to develop skills in identifying and challenging homophobia and transphobia.


Promotion of hate incident recording to pupils/students.




April 2016

Staff attend anti-bullying training

Eliminate unlawful discrimination, harassment and victimisation


Fostering and improving good relations

Sexual orientation

To ensure LGBT pupils are accepted and homophobia is challenged

Reporting rates of LGBT bullying decrease

Whole school and specifically LGBT pupils/students

Utilise …….. resource in PSHE


Celebrate lesbian, gay, bisexual and transgender (LGBT) History Month (February)

PSHE Co-ordinator

April 2016

Resources successfully used and students within LGBT group feel safer

Advance equality of opportunity


To ensure that girls are equally involved in physical activity

Improved participation of girls in targeted sports activities


Monitor attendance of girls at out-of-school hours sports clubs


Daily mile


Survey girls and understand barriers to participation

PE co-irdinator

September 2016 - on-going

Increase in number of girls taking part in competitive sports

Advance equality of opportunity


To increase social and emotional skills for pupils/students with behavioural, emotional and social difficulties (BESD)

Improved ability by pupils/students to handle difficult situations and a reduction in classroom disruption

Pupils/students with BESD

Train staff to deliver small group work sessions to support targeted pupils/students in developing social and emotional skills

Introduce nurture groups for the most vulnerable


September 2016

Improved classroom behaviour.

Reduced challenging behaviour and reduction in need to physically restrain

Advance equality of opportunity


To better understand the needs of disabled parents/carers within our school community

Improved access and communication with disabled parents/carers

Disabled parents/carers

Gather and record information relating to disabled parents

SLT/Assistant Head teacher

September 2016

Information obtained and identified disabled parents included on participation group for SES

Advance equality of opportunity


To promote opportunities for boys and girls to learn more about career opportunities which challenge gender stereotyping

Positive changes in options around work experience opportunities and diplomas

Early years

Provide activities that allow pupils/students to explore gender stereotyping in role play



Early years lead

On going

Pupils feel more confident about choosing options which are not stereotypical


Advance equality of opportunity


To improve the attainment of PP children

Improved attainment

Children eligible for PP

Collate and analyse data relating to attainment by target group


Research work – Sutton trust


Sept 16

Improved attainment levels of pupils eligible for PP

Fostering good relations


To improve understanding and to challenge stereotyping between young and older people

Increased positive attitudes towards each other

All year groups

Set up opportunities to visit residential homes

Class teachers

September 2012 – on-going

Improve relationships with older members of the community

Fostering good relations


To promote good relations between people from different backgrounds

Improved understanding of Cumbria and the diversity within it.


Increased positive attitudes towards disabled people


Set up school linking with another school


Make use of disability images pack


Invite in representatives from disability equality groups to meet with children


June 2012 – June 2014

Contact made with school in Manchester


Disability Images resources pack received and training for staff and other adults undertaken