Equality and Diversity at Beeston Primary School

Here at Beeston Primary school equality and diversity are woven into the curriculum we teach. Here are the areas where we further look directly at promoting equality and diversity, every half term, throughout school.

Under The Equality Act 2010 and The Equality Act 2010 (Specific Duties) Regulations 2017 schools are required to:

  1. draw up and publish equality objectives every four years;
  2. annually publish information demonstrating how they are meeting the aims of the general public sector equality duty
  3. draw up an accessibility plan and review this every three years

Equality and Diversity Statements

At Beeston Primary School we aim to promote equality and develop positive relationships, by tackling any form of discrimination. As part of our duty under the Equality Act 2010 and the Public Sector Equality Duty we aim to eliminate discrimination, advance equality of opportunity and foster good relations in relation to the protected characteristics.  We make reasonable adjustments to remove any barriers that may prevent children from participating in all aspects of school life, making progress and achieving their full potential. We make reasonable adjustments to remove barriers to access and participation that may prevent parents and carers being fully involved in the wider education of their child at school.

At Beeston Primary we aim to create a diverse curriculum which reflects the diversity of our pupils, our local and wider community. We celebrate diversity by learning about a broad range of historical and current figures in all walks of life. This provides the opportunity to see a wide range of humanity, see people to which they can aspire that are similar to themselves and develop tolerance and understanding of people with different beliefs, religions, genders, abilities and sexual orientations.

Our Aim

Beeston Primary School aims to meet its obligations under the public sector equality duty by having due regard to the need to:

  • Eliminate discrimination and other conduct that is prohibited by the Equality Act 2010
  • Advance equality of opportunity between people who share a protected characteristic and people who do not share it
  • Foster good relations across all characteristics – between people who share a protected characteristic and people who do not share it

Equality Objectives 2020-2021

The Public Sector Equality Duty (PSED) requires all schools to publish specific and measurable equality objectives. Our equality objectives are based on our analysis of data and other information. Our equality objectives focus on those areas where we have agreed to take action to improve equality and tackle disadvantages.

We will regularly review the progress we are making to meet our equality objectives.

Equality objective 1:


Why we have chosen this objective:
Our data shows that girls are underperforming in maths when compared to boys in KS2. This also aligns with the picture nationally. Historically we have had cohorts of girls whose attainment was inline or exceeding that of the boys.

This objective is in line with our school development plan priority of increasing attainment in maths. By increasing girls’ attainment we aim to decrease the gap between school an national results by the end of KS2

To achieve this objective we plan to:
  • Children who are not “on track” are placed in BLOs and interventions to increase progress
  • Ensure that Daily 5/10 is embedded across school to improve arithmetic knowledge
  • Maths mastery approach shared across school with children having problems differentiated appropriately
  • Year 6 boosters planned to improve progress and attainment
  • ‘Chicks with Bricks’ (plan already in place).

Eliminating Discrimination

The school is aware of its obligations under the Equality Act 2010 and complies with non-discrimination provisions.

Where relevant, our policies include reference to the importance of avoiding discrimination and other prohibited conduct.

Staff and governors are regularly reminded of their responsibilities under the Equality Act, for example during meetings. Where this has been discussed during a meeting it is recorded in the meeting minutes.

New staff receive training on the Equality Act as part of their induction, and all staff receive refresher training every September.

The school has a designated member of staff (Miss Palmer and Mr Cosford) for monitoring equality issues, and an equality link governor (Mrs M. Jones). They regularly liaise regarding any issues and make senior leaders and governors aware of these as appropriate.

We ensure we teach a wide curriculum which includes specific teaching of difference, equality, BV etc. We also have assemblies and focus weeks/months, for example Black History, Anti Bullying, Mental Health.

Advancing Equality of Opportunity

As set out in the DfE guidance on the Equality Act, the school aims to advance equality of opportunity by:

  • Removing or minimising disadvantages suffered by people which are connected to a particular characteristic they have (e.g. pupils with disabilities)
  • Taking steps to meet the particular needs of people who have a particular characteristic (e.g. enabling Muslim pupils to pray at prescribed times)
  • Encouraging people who have a particular characteristic to participate fully in any activities (e.g. encouraging all pupils to be involved in the full range of school societies)

In fulfilling this aspect of the duty, the school will:

  • Publish attainment data each academic year showing how pupils with different characteristics are performing
  • Analyse the above data to determine strengths and areas for improvement, implement actions in response and publish this information
  • Make evidence available identifying improvements for specific groups (e.g. declines in incidents of homophobic or transphobic bullying)
  • Publish further data about any issues associated with particular protected characteristics, identifying any issues which could affect our own pupils
  • Provide a safe environment where there is a strong focus on high expectations and challenge to improve outcomes for all our children.
  • Provide a learning environment where all learners learn to be independent and resilient with the support of those around them.
  • Prepare children for life in a culturally diverse society where the children are able to be confident in understanding their place and responsibilities in their local, regional, national and international communities.
  • Include and value the contribution of all families to our understanding of equality and diversity with a clear focus on the participation of children and parents in decision-making.
  • Provide positive non-stereotyping information about different groups of people regardless of protected characteristics under the law (age, disability, gender, gender identity, race, religion or belief, sexual orientation, marriage or civil partnership and pregnancy/maternity)
  • Plan systematically to improve our children’s understanding and promotion of diversity
  • Actively challenge all types of discrimination.
  • Ensure that positive messages and actions about inclusion, equality and diversity are part of our daily practice.
  • Use all available information to set suitable learning challenges, respond to children’s individual needs and support children in overcoming potential barriers to their success.
  • Ensure that all reasonable adjustments are made to ensure equality of opportunity with respect to disability or varying needs.
  • Apply a graduated approach to identifying and supporting pupils and students with SEND.
  • Have a co-ordinated assessment process towards an Education, Health and Care plan (EHC plan) for those children identified as having significant and complex needs, where families are fully involved in planning, commissioning and reviewing services.

Fostering Good Relations

The school aims to foster good relations between those who share a protected characteristic and those who do not share it by:

  • Promoting acceptance, friendship and understanding of a range of religions and cultures through different aspects of our curriculum. This includes teaching in RE, citizenship and personal, social, health and economic (PSHE) education, but also activities in other curriculum areas. For example, as part of teaching and learning in English/reading, pupils will be introduced to literature from a range of cultures.
  • Holding assemblies dealing with relevant issues. Pupils will be encouraged to take a lead in such assemblies and we will also invite external speakers to contribute.
  • Working with our local community. This includes inviting leaders of local faith groups to speak at assemblies, and organising school trips and activities based around the local community
  • All pupils are encouraged to participate in the school’s activities, such as sports clubs.
  • Actively promote parent/carer engagement to monitor that needs are met and provision is appropriate.
  • Maintain high expectations of behaviour which demonstrate respect to others.
  • Work closely with other agencies to actively promote inclusion, equality and diversity.
  • Work closely with the Friends of Beeston and equality Governor
  • Safeguarding training – through Leeds City Council
  • Encourage all children to have a voice through children surveys

Equality Considerations in Decision Making

The school ensures it has due regard to equality considerations whenever significant decisions are made.

The school always considers the impact of significant decisions on particular groups. For example, when a school trip or activity is being planned, the school considers whether the trip:

  • Cuts across any religious holidays
  • Is accessible to pupils with disabilities
  • Has equivalent facilities for boys and girls