| Eliminate unlawful discrimination, harassment, victimisation and any other conduct prohibited by the 2010 Equality Act. | Bullying
You have evidence of an increase of bullying for children and young people from different racial backgrounds in your school or significant national or local evidence that children and young people from different racial backgrounds are particularly at risk of bullying or you have seen an increase in your school of bullying for this group.
| Before April 2025 reduce racial bullying incidents by 100%. | Carry out classroom activities such as word association activities (using words such as ‘Gypsy’, ‘Gay’, ‘disabled’, ‘asylum seeker’) to establish perceptions and baselines.
Develop targeted pupil voice work to ensure ongoing access to pupils’ views.
Survey attitudes / self-esteem.
Develop curriculum work in several year groups, and assemblies, to develop more positive attitudes to targeted groups.
Increase involvement of parents/carers and/or community organisations in seeking resolutions to incidents.
Develop positive staff training and pro-active work to create a culture of valuing difference, where everyone is respected.
| Revised procedures in place and evidence that they are being used by pupils at an early stage, avoiding escalation of disputes.
Reduced bullying incidents or cases of conflict between pupils.
Classroom activities and targeted pupil voice work show improvements.
Attitudinal measures show improvements (surveyed).
Self-esteem measures (surveyed) show improvements.
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| Advance equality of opportunity between people who share a protected characteristic and people who do not share it
remove or minimise disadvantages
meet the needs of people from protected groups where these are different from the needs of others.
| Attainment
Evidence of wide gaps between the attainment of children with SEN and others.
Significant national, local and school level evidence that pupils from certain groups consistently achieve lower than average end of KS results, including boys, Travellers, EAL learners and pupils from some other minority ethnic groups, summer born pupils and those eligible for FSM.
| Over 4 years.
Close attainments gaps for groups currently achieving lower than average end of KS results (whilst raising average attainment overall) including boys, some minority ethnic groups, pupils with SEN, summer born pupils and those eligible for FSM.
| Provide training for staff on classroom and whole school strategies for meeting the needs of targeted groups.
Through consultation meetings and advice, ensure appropriate targets are set.
Track progress of individuals and provide challenge and support as needed.
| Improved end of KS attainment and reduced gaps between groups. |
| Advance equality of opportunity between people who share a protected characteristic and people who do not share it
remove or minimise disadvantages
meet the needs of people from protected groups where these are different from the needs of others.
| Exclusions and internal sanctions impacting on learning
Significant national, local and school level evidence that pupils from certain groups tend to be excluded a higher than average rates, including boys, Travellers, pupils from some other minority ethnic groups, pupils from some SEN categories and those eligible for FSM.
| Over 4 years.
Reduce exclusion and internal sanction rates for groups that currently have disproportionately high levels of exclusion including boys, some minority ethnic groups, pupils with SEN and those eligible for FSM.
| Develop opportunities for those with pupils to demonstrate their strengths.
Broaden suitable curriculum opportunities to increase motivation.
Challenge stereotypes.
Provide staff training on behaviour management.
Improve home school communication on issues related to behaviour and bullying.
| Reduced exclusion and internal sanction rates for targeted groups. |
| Advance equality of opportunity between people who share a protected characteristic and people who do not share it
remove or minimise disadvantages
meet the needs of people from protected groups where these are different from the needs of others.
| The extended life of the school
Evidence that pupils and parents/carers from certain groups (including those covered by the Equality Act) tend to participate less in extra-curricular activities and other aspects of the school’s extended life.
NB A very small school may be reluctant to name specific groups in an objective for fear of identifying individuals, but the objective could nevertheless refer to the Act, and detailed monitoring could show how representation for particular protected characteristics had been improved.
| Over 3 years.
Increase numbers of pupils and parents/carers participating in the extended life of the schools, with a focus on those who are currently under-represented (particular those falling under Equality Act protected characteristics).
| Investigated barriers and address any problems identified.
Provide staff with information/training if appropriate.
Improve home school communication if appropriate, eg through translated materials.
Meet parents/carers if appropriate to overcome concerns they may have.
| Improved participation rates for certain groups in a range of activities, including clubs, performances, residential visits, parents’ consultation events etc. |
| Foster good relations between people who share a protected characteristic and people who do not share it
tackling prejudice
promoting understanding between people from different groups.
| Positive attitudes
Significant school, national and local level evidence that there are widely believed negative stereotypes of some groups of people, including Travellers, people moving to Britain for work or asylum, some faith groups (particularly Muslims), disabled people and people who are lesbian, gay, bisexual or transgender.
| Over 2 years.
Broaden pupils’ perspectives and understanding of groups, cultures and countries different from their own (particularly Travellers, migrants, some faith groups, disabled people and people who are LGBT).
| Carry out classroom activities such as word association activities (using words such as ‘Gypsy’, ‘Gay’, ‘disabled’, ‘asylum seeker’) to establish perceptions.
Survey attitudes and knowledge using questionnaires.
Develop curriculum work in several year groups to promote more positive attitudes to disability.
| Attitudinal measures show improvements (analyses of word association or survey results). |
