,
Message sent from:

Equality Information

Equality Information 2014

Introduction

It is now widely acknowledged that inequality linked to socio-economic factors (poverty) is one of the major issues affecting educational attainment in England today.  This school is committed to tackling this aspect of disadvantage, and information about the measures being taken is published separately in a report about how we spend our Pupil Premium. 

This school recognises that socio-economic factors (poverty) are not the only issue affecting how pupils achieve in school, as gender, ethnicity, disability/SEN, sexual orientation and gender identity may all affect whether children fulfil their academic potential.  This report highlights the measures this school is taking to address inequality that cannot solely be linked to socio-economic factors (poverty). 

Gender

Wiltshire’s results for the attainment of girls and boys at the end of the last year of primary school compare favourably to the national result (England), however, both nationally and in Wiltshire, there is a significant gender achievement gap for all subjects, apart from mathematics.  Although the largest gap (10 percentage points) is in writing,  girls out-perform boys at every stage of their education apart from in mathematics. 

 

 

Reading, Writing & Mathematics

 

National Data

Wiltshire Data

Girls

79%

79%

Boys

72%

73%

All Pupils

76%

76%

 

 

Wardour Catholic Primary School is working hard to eliminate the gaps between the attainment of boys and girls in literacy (reading and writing) and is following the Ofsted 2012 recommendations, ‘Moving English Forward’ which are summarised as follows:

  • more opportunities for pupils to complete extended writing
  • more time in lessons to complete writing tasks
  • more emphasis on creative and imaginative tasks
  • more emphasis on the teaching of editing and redrafting
  • more choice in the topics of writing
  • real audiences and purposes for writing

 

Wardour Catholic Primary School also recognises the importance of speaking and listening, and drama, to engage and motivate all pupils and provide them with the skills to discuss and explain their reading and writing.  Wardour Catholic Primary School also uses ICT to enhance literacy learning and improve engagement and performance. 

 

Ethnicity

Ethnic monitoring helps schools to identify those groups of pupils who may be vulnerable to underachievement, (in addition to pupils who are or who have been eligible for free school meals), so that interventions can be made to reduce or eliminate achievement gaps.

The table below details the ethnic categories where the proportion of pupils achieving level 4 in Reading, Writing & Mathematics is significantly lower than the proportion of All Pupils achieving level 4 in Reading, Writing & Mathematics.

 

 

National Data (England)

Percentage of Pupils achieving Level 4 or above in Reading, Writing & Mathematics (Lower Performing Groups)

 

Percentage of pupils achieving level 4 or above

Achievement Gap (comparison is with data for England All Pupils)

England data for All Pupils

 

75%

 

Traveller of Irish Heritage

35%

- 40%

Gypsy/Roma Pupils

23%

- 52%

 

 

 

Wiltshire Data

Percentage of Pupils achieving level 4 or above in Reading, Writing & Mathematics (Lower Performing Groups)

 

Percentage of pupils achieving level 4 or above

Achievement Gap (comparison is with data for Wiltshire All Pupils)

Wiltshire data for All Pupils

 

76%

 

Pupils of any Black background

65%

- 11%

Gypsy/Roma Pupils and Traveller of Irish Heritage

Small numbers so the data cannot be published, but it should be noted that the attainment of these two groups is extremely low.

 

 

The table below details the ethnic categories where the proportion of pupils achieving level 4 in Reading, Writing & Mathematics is significantly higher than the proportion of All Pupils achieving level 4 in Reading, Writing & Mathematics. 

 

 

National  Data (England)

Percentage of Pupils achieving Level 4 or above in Reading, Writing &  Mathematics (Higher Performing Groups)

 

Percentage of pupils achieving Level 4 or above

Achievement Gap (comparison is with data for All Pupils)

All Pupils

75%

 

Chinese pupils

85%

+ 10%

Asian/Indian pupils

83%

+ 8%

White Irish pupils

82%

+ 7%

Mixed White/Asian pupils

81%

+ 6%

 

 

 

 

Wiltshire Data

Percentage of Pupils achieving level 4 or above in Reading, Writing & Mathematics (Higher Performing Groups)

 

Percentage of pupils achieving level 4 or above

Achievement Gap (comparison is with data for Wiltshire All Pupils)

Wiltshire data for All Pupils

 

76%

 

Chinese pupils

100%

+ 24%

Mixed White/Asian pupils

97%

+ 21%

White Irish pupils

88%

+ 12%

Asian/Indian pupils

80%

+ 4%

 

The same groups are high performers both nationally and in Wiltshire.  There are also similarities in the lower performing groups, with Gypsy/Roma Traveller pupils of considerable concern both nationally and in Wiltshire.  In Wiltshire the LA EMAS team has identified Gypsy Roma Traveller pupils, White Irish Traveller pupils, pupils of any Black background and White British pupils eligible for free school meals[i] as the ethnic groups most vulnerable to underachievement.  A conference exploring these issues in more detail has been scheduled for the end of this academic year, with additional input and support being provided for Wiltshire schools’ Equality Advocates.   Wiltshire schools have an excellent record for raising the attainment of vulnerable groups, and in particular the attainment of the Mixed White/Black groups are now in line with the results for All Pupils, which is a significant achievement for Wiltshire schools. 

This school recognises that groups of pupils may be vulnerable to underachievement for a number of complex reasons, and is able to put the following measures in place to raise attainment:

  • The school ensures that all teaching staff are aware of the groups that have experienced historic underachievement
  • The school ensures that all teachers have high expectations of all pupils, and individual pupils’ progress and attainment is tracked, with a special focus on pupils who may be vulnerable to underachievement
  • All teachers are aware that different factors can combine to exacerabate educational disadvantage, e.g. gender, being summer born, being eligible for free school meals, having special educational needs, being a young carer, etc.
  • The school works closely with parents/carers to address any underachievement at an early stage, and is able to implement a wide variety of interventions. 

 

English as an Additional Language

Nationally, the gap between attainment in Reading, Writing & Mathematics for pupils whose first language is English (with 76% of these pupils achieving level 4 or above) and pupils with English as an additional language (73% of these pupils achieving level 4 or above) is 3 per cent.  In Wiltshire, while the results for pupils whose first language is English were in line with the national figure, the results for pupils whose first language is not English were lower, with only 67% of pupils achieving a level 4 in this test - a gap of 9%.       

The particular challenges facing schools in Wiltshire are:

  • the small numbers of pupils whose first language is not English
  • their dispersal across the county
  • the high proportion who are relatively new to this country and have consequently missed a number of years of primary schooling in English schools. 

The challenge over the next 18 months is to raise the attainment of this group.  However,  Wiltshire schools will also benefit more broadly from strategies used with learners of English as an additional language, as it is recognised that guidelines used when learning English as an additional language benefits all pupils.

 

 

 

 

Disability/SEN

Wiltshire has fully engaged with the transformation of the system for children and young people with special educational needs (SEN), including those who are disabled, and our services consistently support the best outcomes for these children.

 

We recognise the extension of the SEN system from birth to 25, giving children, young people and their parents greater control and choice in decisions and ensuring needs are properly met.  Wiltshire has been a pilot authority in the national Pathfinder Project, and has worked hard with Wiltshire families to ensure:

 

  • A co-ordinated assessment process
  • The development of “My Statuary Plan” and “My Support Plan”, replacing the SEN   Statement, and other assessments
  • The introduction of SEND lead workers
  • The strategic linking of Wiltshire LA and schools, as facilitated by the revised LA Accessibility Strategy, and its partner Accessibility Plan Statement/Action Plan for educational settings

 

Using the framework provided by the LA Accessibility Strategy, Wiltshire is working closely with schools to support disabled pupils, and those with Special Educational Needs (SEND) so that increasing numbers of SEND pupils, some with very complex needs, are able to successfully attend and flourish within a mainstream school setting.  As part of supporting SEND pupils to achieve their full academic potential, schools aim to develop learners who are:-

 

  • Self-aware, and have the necessary skills and knowledge to take on challenges of the future
  • Confident learners, who are adaptable and resilient, can think independently and communicate effectively
  • Self-directed, and can question, reflect and persevere
  • Active contributors, able to work effectively with others. 

 

Combining the current specific SEN categories of School Action and School Action Plus into one group, in 2013, 36 per cent of pupils achieved level 4 or above, in Reading, Writing & Mathematics.  For Wiltshire pupils with a statement of SEN, 12 per cent of pupils achieved level 4 or above in reading, writing and mathematics.    

 

Equally important is that:

 

  • Wiltshire primary school pupils identified as having SEND are supported to enable a smooth transition to the secondary schools/academies that are best able to support their individual learning needs
  • Wiltshire schools, in conjunction with the LA, work extremely hard to ensure that individual pupils meet their potential and that pupils have gained all they can from their time at primary school. 

 

Pupil attainment is monitored using the current SEN categories.  National and Wiltshire data shows that the proportion of pupils with SEN achieving level 4 in all the tests and teacher assessments is significantly lower than for pupils who do not have SEN.  There is a 40% gap between the attainment of Wiltshire pupils with SEN without a statement (including School Action and School Action Plus), and All Pupils.

There is an increasing understanding of the negative impact of behaviour, social and emotional difficulties[ii] on the educational attainment of those pupils.  The incorporation of mental health into the Equality Act 2010 has helped to highlight this important issue.

Pupils at Wardour Catholic Primary School with SEN Behaviour, Social and Emotional Difficulties, and their teachers, now now have access to a range good practice interventions including:

  • Access to the Local Authority Primary Behaviour Support Service who work with schools, teachers as well as individual pupils
  • The Emotional Literacy Support Assistant scheme used for time limited one-to-one or small group interventions
  • Individualised positive reinforcement i.e. sticker charts, marble jar, etc. 
  • Nurture groups so pupils can continue their learning in a supportive and calming environment away from their busy classroom
  • A school behaviour management system that supports pupils with behaviour related SEN to make good behaviour choices
  • Access to the services of a Parent Support Adviser to ensure robust parent/school communication
  • Ensuring any underlying special education need that may be affecting behaviour at school is identified and addressed. 

 

Faith and Belief

Data is not collected for monitoring purposes on Religion and Belief, so there is no information available to compare the attainment of pupils who have/or do not have a religion or a belief.    

 

Wardour Catholic Primary School recognises how important faith and belief can be as part of a young person’s developing identity, whether this relates to a particular faith or belief, or whether this relates to wider belief systems, and moral ethics.

 

Wardour Catholic Primary School is committed to supporting all our young people as they develop a personal relationship with their particular set of values and beliefs, and to supporting, in the context of the Human Rights agenda, the role this plays in the moral and ethical choices they make in life.

This school takes incidents of prejudice-related bullying seriously and is committed to working closely with parents/carers to create a school environment which is nurturing, friendly and supportive for all our children.  Our school has established a procedure for recording all incidents of prejudice-based bullying and this includes bullying relating to religion and belief.

The new Wiltshire LA Anti-bullying Guidance specifically states that Religious Bullying can be identified as ‘a negative or unfriendly focusing on religious difference or how somebody expresses their faith’.  This school is vigilant in ensuring we adopt a zero-tolerance approach with regard to upholding this definition.

 

Sexual Orientation/Different Families

This is one of the fastest changing areas of society, and one that is being addressed by Wardour Catholic Primary School. 

Different families may include:

  • families with adopted children
  • families with foster children
  • families headed by grandparents/uncles and aunts
  • single-parent families
  • children with more than one home
  • step or blended families
  • families with two mums/dads. 

Celebrating different families is one of the ways Wardour Catholic Primary School has been recognising the differences and similarities between pupils.  Same-sex couples are now legally able to adopt children, and that this puts additional responsibility on schools to make sure that all families providing love and care for children feel welcome as part of the school community.   

Wardour Catholic Primary School works with pupils to address any use of discriminatory and bullying language that would create an unequal school environment. Wardour Catholic Primary school confidently tackles homophobic language (and other discriminatory language) and supports pupils to create a school environment that values diversity

 

 

 

 

 

Gender Identity

Wardour Catholic Primary School is aware of the support that we can access in relation to this equality issue, including Local Authority support, and support from the Mermaids charity (this charity supports families and schools where gender identity has been identified as a specific issue).

 

Wardour Catholic Primary School has had access to LA training in this area, and we are able, with the additional help of the Local Authority if required, to appropriately support pupils and their parents/carers should the need arise.

 

In addition, this school is aware of the changes we can make to avoid unnecessary gender distinctions.  Such changes introduced by the school not only ensure that the school is a more equal environment should there be pupils who are uncertain about their gender identity, but can also contribute to providing a clearer perspective with regard to reviewing our data on attainment gaps between girls and boys.

 

This school has flexibility within the school uniform, and does not make any distinction between the sports that girls and boys can play.

 

[i] Please refer to the published information on how we as a school spend our Pupil Premium to raise the attainment of pupils eligible for free school meals. 

 

[ii] It is currently being considered how helpful the category of Behavioural, Emotional and Social Development (BESD) is in identifying the underlying needs of children with emotional and social difficulties and ensuring the right support is put in place.