Equalities Statement and School Profile
Our school makes all members of our community feel welcome and valued. We have an inclusive ethos which means all staff, pupils and parents work together to ensure that everyone, regardless of race, gender, sexual orientation, disability or social background can thrive.
We are committed to equality of opportunity in line with the Equality Act 2010 and endeavour to make a positive contribution to society by demonstrating qualities such as respect, co-operation and valuing differences while celebrating cultural diversity. We tackle discrimination through the positive promotion of equality, by challenging bullying and stereotypes and by creating an environment which champions respect for all.
This commitment applies to our work in the classroom, our pupil support systems, our recruitment and retention of staff and our work in the local and wider community.
Our vision and values promote inclusion and equality and tackle discrimination. We have high expectations for all our pupils irrespective of race, creed, gender or disability. We promote the principles and practices of equality and justice throughout the school and we aim to be a school where everyone:
- is respected and respects others
- takes part in the life of the school
- achieves to their potential and is of equal value as a learner
- develops skills essential to life
- exercises choice
- celebrates cultural diversity
- fosters positive attitudes and relationships and a shared sense of community and belonging;
- observes good practice in recruitment, retention and staff development;
- aims to reduce and challenge barriers to equality that already exist.
Our community is predominately white British but we also serve pupils and their families from other backgrounds. Alongside our commitment to valuing the cultural inheritance of all the pupils in the school, the lack of diversity in our immediate area highlights the need to develop our pupils understanding and appreciation of equality and diversity in both the school and wider British society.
Through our PSHE, RE and assembles, we ensure our pupils consider and value diversity and celebrate different cultural inheritances, even if they have little direct experience of them. Pupils are taught to respect and celebrate difference and understand that everyone, regardless of race, gender, sexuality or disability has equal value.
Staff model respect and understanding in all their dealings within school. Empathy and care for others are part of our core values.
We carefully monitor the progress of pupils who fall into particular groupings (pupil premium grant, ethnic group, gender, special educational needs, English as an additional language) and put in place strategies within and outside of the class to minimise any gaps in educational achievement in comparison with other pupils, both within the school and nationally.
Our School Profile 2018/19:
Furneux Pelham CE Primary School currently has 113 on roll with 54% boys and 46% girls. Pupil mobility is generally low reflecting the stable community that our school serves. The large majority of pupils are of white British origin, with 6% from minority ethnic groups. The number of children eligible for the pupil premium grant is low at 4% as is the number of children with English as an additional language at 6%. 15% of our of children are on the special educational needs register. Attendance is high at 97%.
Our school council and eco-council are made up from a mixture of year two to year six children and have a mixture of boys and girls. These children are elected annually by their peer group.
We have 18 members of staff (16 female and 1 male) and currently no staff are from a minority ethnic groups. We also have two sports coaches working at our school, one male and one female. At present we have no physically disabled children on roll however the school is physically accessible and has disabled toilet facilities.
Our Governors all come from the surrounding area and represent different sections of the community. Of the 9 governors, 4 [44%] are female and 5 [56%] are male.
[Figures correct as at January 2019]