Equality Statement


At Ravenswood School all staff and governors are committed to working together to provide a safe, nurturing and inclusive learning environment to ensure every pupil feels they are a central part of the school community.

 

From April 2012 schools were expected to meet the requirements of the Equality Act.  The effect of the law is that all schools must work to:

 

• Eliminate discriminations, harassment and victimisation

• Promote equality of access and opportunity within the school and within our wider community

• Promote positive attitudes to difference and good relationships between all members of the school community.


These equality duties align with our school values.


For information on how we work to fulfil these duties please see our full Equality and Diversity Policy in the Governors section of our School Policies page.

We are also required to publish and review Equality Objectives at least every 4 years.  Below is the review of our objectives for 2014-16.

 

 

Objective Progress 
To design new tracking system for Reading, Writing and Maths which aligns with new Primary Curriculum.  Achieved.  Assessment framework designed and used. 
To improve progress of pupils at KS3 so they make progress equivalent to pupils in other key stages. Achieved.  The school’s priority focused on improving teaching at KS3 led to pupils making outstanding progress.
To establish a more inclusive school organisational structure, so that classes of pupils are grouped according to age rather than special need. Achieved.  Following consultation we transformed from having 3 hubs organised by special need to 4 departments organised by Key Stage. 

 

 

Our Equality Aims and Objectives for 2016-18 are: 

 

AimObjective 
Increase the extent to which disabled pupils can participate in the school’s curriculum. Ensure teachers set challenging homework that consolidates learning and prepares pupils well for work to come.

 

Establish clearer links between KS4 accreditation pathways and our assessment framework.

 

Establish clearer links between p-16 accreditation pathways and our assessment framework.

 

Extend the number of p-16 students developing leadership/sports coaching skills.

 

Improve opportunities for most vulnerable pupils to participate in performance showcases.

Improve the physical environment of the school for the purpose of increasing the extent to which disabled pupils are able to take advantage of education and benefits, facilities or services provided or offered by the school. As rooms are refurbished and internal doors need replacing, they will be replaced with disabled access doors.  This will improve access for those in wheelchairs and those with unsteady gait.

 

Provide protective sleeves for all internal metal posts in rooms where children learn. This will improve the accommodation for children at risk of head-banging.

 

Decorate rooms in calm colours, with a contrast calm colour on the teaching wall. This will help ASD pupils focus and be ready for learning.

Improve the delivery to disabled pupils of information which is readily accessible to pupils who are not disabled.

Ensure all cohorts of pupils make outstanding progress in improving behaviour and sustain excellent behaviours.

Providing social stories transitioning into school and as they move class.