Equality Objectives

Beauchamp City Sixth Form Equality Objectives
Beauchamp City Sixth Form recognises that the public sector equality duty has three aims and they are to:
• Eliminate unlawful discrimination, harassment and victimisation and other conduct under the Act
• Advance equality of opportunity between people who share a protected characteristic and those who do not
• Foster good relations between people who have a shared characteristic and those who do not

Beauchamp City Sixth Form is committed to promoting equality and diversity, providing an inclusive, caring and supportive environment, which is committed to the promotion of genuine equal opportunities for all. We recognise that every member of the School is regarded as of equal worth and importance, irrespective of their faith, culture, class, race, gender, sexuality and/or disability. The Equal Opportunities, Equality and Diversity statement builds on the core values of the School:
• Resilience
• Reciprocity
• Reflectiveness
• Resourcefulness

Beauchamp City Sixth Form Equalities Objectives 2023-2027

The Equality Act 2010 was introduced to ensure protection from discrimination, harassment and victimisation on the grounds of specific characteristics (referred to as protected characteristics). For schools, this means that it is unlawful to discriminate against students or treat them less favourably because of their gender; race; disability; religion or belief; gender reassignment; sexual orientation; pregnancy or maternity.

The Equality Act states that schools and other public bodies must:

Have due regard to the need to eliminate discrimination
Advance equality of opportunity
Foster good relations between different people when carrying out their activities

In line with our duties under the Equality Act, we assess our existing practices in relation to equality and consider objectives to help us improve further.

The governing board will:

Ensure that the equality information and objectives as set out in this statement are published and communicated throughout the school, including to staff, pupils and parents
Ensure that the published equality information is updated at least every year, and that the objectives are reviewed and updated at least every 4 years
Delegate responsibility for monitoring the achievement of the objectives on a daily basis to the Principal

The Principal will:

Promote knowledge and understanding of the equality objectives among staff and pupils
Monitor success in achieving the objectives and report back to governors

The designated member of staff for equality will:

Support the Principal in promoting knowledge and understanding of the equality objectives among staff and pupils
Support the headteacher in identifying any staff training needs, and deliver training as necessary
All school staff are expected to have regard to this document and to work to achieve the objectives

Eliminate unlawful discrimination, harassment and victimisation

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 annually.

The school has a designated member of staff for monitoring equality issues to discuss any issues and make senior leaders and governors aware of these as appropriate.

Advance equality of opportunity between people

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 that are connected to a particular characteristic they have (e.g. pupils with disabilities, or gay pupils who are being subjected to homophobic bullying)
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 data referenced above 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

Foster good relations between people

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

Promoting tolerance, friendship and understanding of a range of religions and cultures through different aspects of our curriculum. This includes teaching in RE, citizenship and the Personal Development Curriculum (PDC), 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
Encouraging and implementing initiatives to deal with tensions between different groups of pupils within the school. For example, our school student leadership is formed of pupils from a range of backgrounds. All pupils are encouraged to participate in the school’s extra-curricular. We also work with parents to promote knowledge and understanding of different cultures
We have developed links with people and groups who have specialist knowledge about particular characteristics, which helps inform and develop our approach

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 all students

1. Eliminate unlawful discrimination, harassment and victimisation

Objective	Success criteria	Date
Celebrate diversity, encourage respect and promote equality.	Celebrate diversity, encourage respect and promote equality.	Ongoing
Ensure staff know how to talk to students about inappropriate and discriminatory language and provide all staff with the confidence to address these boundaries.	Staff report being able to speak to students confidently and students report the impact of communication from staff.	Ongoing
Ensure students understand expectations, consequences and reporting systems and know that discrimination, harassment and victimisation will not be tolerated at the school.	Students can articulate how to access support and know how systems work. Students report having confidence in the way discrimination is dealt with at the school.	Ongoing
Provide governors with guidance on school processes and information about outcomes related to actions.	Governors report having a good understanding of the systems and processes designed to eliminate unlawful discrimination, harassment and victimisation.	Ongoing

2. Advance equality of opportunity between people

Objective	Success criteria	Date
Ensure detailed and robust analysis of student outcomes by cohort.	Student performance at A Level is consistent across groups from different backgrounds.	Ongoing
Student performance at A Level is consistent across groups from different backgrounds.	There is clarity about the way in which recruitment processes support our commitment to equality.	Ongoing
Share equality and diversity information for applications, interviews and appointments with governors.	Equality information linked to applications, interviews and appointments is shared and shows a representative approach.	Ongoing

3. Foster good relations between people

Objective	Success criteria	Date
Develop pupil understanding of tolerance and mutual respect for others through the promotion of British values.	Students demonstrate a good understanding of values promoted. Students treat each other with respect. This is reflected in student voice.	Ongoing
Ensure that there are opportunities for staff from all demographics to share their experiences and contribute to the development of the organisation.	Staff report having access to opportunities that enable anyone from any background to have their voice heard.	Ongoing
Ensure that there are opportunities for staff from all demographics to share their experiences and contribute to the development of the organisation.	Staff report having access to opportunities that enable anyone from any background to have their voice heard.	Ongoing

Equality Objectives 2022-23

Objective	Action	Date
Staff & governors more fully understand the Equality Duty and the college’s responsibility	Staff training day including guest speakers, student speakers, group discussions, department pledges	Equality objectives shared with governors. School leaders have shared the planned actions and will update on progress.
	Governor meeting	Further training required linked to governor responsibilities – Autumn term 2023.
Increased understanding of the need for positive affirmation of ethnicity - staff and students	Staff training day Governor meeting	Staff briefings have had a clear focus on the need to address any disproportionate representation of ethnic groups in the distribution of rewards and sanctions. In addition we regularly focused on identification of underperforming groups. Black students who had been in receipt of fewer rewards and more sanctions were achieving less well than their peers. In the final exam results, black students had better VA than non-black students.
Celebrating diversity events together	World Mental Health Day Black History Month (student led) International Human Rights Day Amnesty international campaigns LGBTQ+ History Month International Women’s Day Autism Awareness Month Eid Pride Month Islamic relief fundraising (collaboration with the Amnesty group)	Students have been involved in a wide range of activities which celebrate the diversity of our school community. Every assembly references our commitment to celebrating the diversity of our community and keeping each other safe. Students speak positively about their experiences and are clear that this is a school where it is ok to be yourself and discrimination and prejudice will be challenged. For the academic year we aim to add an African Caribbean society for students and to work on shared activity between our established faith groups: Christian Union and Islamic Society.
Staff and students use appropriate pronouns to support wellbeing	Staff training day	There is an ongoing commitment to diversity across the trust. James McKenna (Principal) is a member of the Trust-wide
	Staff training day Staff bulletin info– provided by students Trust Diversity newsletter	There is an ongoing commitment to diversity across the trust. James McKenna (Principal) is a member of the Trust-wide diversity group which ensures that staff have the opportunity to join groups linked to social characteristics. These groups have a direct line to feedback to the Trust on the lived experience of each demographic.
	PSHE including assemblies, Tutor Time. Consistent use of behaviour policy to educate / sanction	Students report feeling well supported and confident that they are taught about diversity and that action will be taken where our community ethos is not adhered to. This year, we will continue to use staff development time to support colleagues in the delivery of PDC content related to diversity.
Reducing sexist and LGBTQ+-phobic language & encouraging students to be upstanding	PSHE including gatherings, Tutor Time, posters Consistent use of behaviour policy to educate / sanction	Student voice suggests that most students do not experience homophobic language. Whilst there have been examples of sexist language, students feel confident and reassured in reporting incidents and know that they will be dealt with. We had a series of assemblies and PDC sessions looking at the influence of Andrew Tate and this had a positive effect on student behaviour.
Diverse cultures are valued and understood	Global learning supports student understanding of the complex backgrounds of refugees, Ukraine, Afghanistan	A trust review of the school commitment to diversity found that teaching about culture, ethnicity and diversity is strong at the school and as a result, experience of racism was very rare and if it did happen it would be dealt with swiftly.
Closing national academic gaps for SEND, Pupil Premium, Looked After Children and other vulnerable groups	Wide range of actions – see Development Plan	SEND, and Bursary groups out performed other students in terms of value added and progress this academic year.
Increasing the understanding of mental health	PDC including gatherings, Tutor Time	In addition to assemblies and PDC content on wellbeing, this year we have produced a wellbeing handbook for students which clearly details all of the access routes and support available to students.
Curriculum celebrates diversity and supports an understanding of equality issues	Trust and college work to review	Staff have worked together to ensure that displays celebrate subject contributions from a wide range of diversity categories. We are explicit with students about this and draw their attention to it. Where possible we make good use of literature and research from a wide range of diverse backgrounds.
Raised awareness and understanding for staff of barriers for colleagues who come from ethnic minority, LGBTQ+, disability or working-class backgrounds - and the gifts which these characteristics bring to our school community	Diversity Research Group, sharing learning Diversity newsletter Staff training day	Diversity group newsletter has shared experiences from a range of backgrounds and contributed to raising awareness. The profile of this needs raising again this year. We have been fortunate to benefit from staff contributions to PDC content and staff briefings from a range of lived experiences.
Staff with protected characteristics are supported to identify barriers to progression and enabled to overcome these	Research and development groups to provide a forum for discussing barriers and identify actions.	The central trust team carried out focus group work and made amendments to recruitment processes e.g. representation of ethnicity on panels, to support progression. Experience of promotion for colleagues from working class backgrounds have been shared in the newsletter.

Equality Objectives 2022-23

Objective	Action	Date
Staff & governors more fully understand the Equality Duty and the college’s responsibility	Staff training day including guest speakers, student speakers, group discussions, department pledges	August 22
	Governor meeting	November 22
Increased understanding of the need for positive affirmation of ethnicity - staff and students	Staff training day	August 22
	Governor meeting	November 22
Celebrating diversity events together	World Mental Health Day	October 22
	Black History Month (student led)	October 22
	International Human Rights Day	December 22
	LGBTQ+ History Month	February 23
	International Women’s Day	March 23
	Autism Awareness Month	April 23
	Eid	April 23
	Pride Month	June 23
Staff and students use appropriate pronouns to support wellbeing	Staff training day	January 23
	Staff bulletin info– provided by students	December 23
	Trust Diversity newsletter	December 23
	PSHE including gatherings, Tutor Time	Ongoing
	Consistent use of behaviour policy to educate / sanction	Ongoing
Reducing sexist and LGBTQ+-phobic language & encouraging students to be upstanding	PSHE including gatherings, Tutor Time, posters	Ongoing
	Consistent use of behaviour policy to educate / sanction	Ongoing
Diverse cultures are valued and understood	Global learning supports student understanding of the complex backgrounds of refugees, Ukraine, Afghanistan	Ongoing
Closing national academic gaps for SEND, Pupil Premium, Looked After Children and other vulnerable groups	Wide range of actions – see Development Plan	Ongoing
Increasing the understanding of mental health	PDC including gatherings, Tutor Time	Ongoing
Curriculum celebrates diversity and supports an understanding of equality issues	Trust and college work to review	Ongoing
Raised awareness and understanding for staff of barriers for colleagues who come from ethnic minority, LGBTQ+, disability or working class backgrounds - and the gifts which these characteristics bring to our school community	Diversity Research Group, sharing learning	Ongoing
	Diversity newsletter	Termly
	Research and development groups to provide a forum for discussing barriers and identify actions.	October 22 and ongoing

For further information, please see the
Equalities Act 2010
Public Sector Equality Duty