Equalities statement

  1. The Academy’s Aims and Values

At The Kingston Academy we continuously strive to ensure that everyone is treated with respect and dignity. Every person in our school is given fair and equal opportunities to develop their full potential regardless of their gender, ethnicity, cultural and religious background, sexuality, disability or special educational needs and ability.

The Academy works actively to promote equality and foster positive attitudes and commitment to an education for equality.

We do this by:

  • treating all those within the school community (pupils, staff, trustees and parents) as individuals with their own particular abilities, beliefs, challenges, attitudes, background and experience;
  • challenging stereotypical views and learning to value each other’s differences through assemblies, Aspire-SMART, PSHE and the Philosophy and Ethics curriculum;
  • creating and maintaining a school ethos which promotes equality, develops understanding and challenges myths, stereotypes, misconceptions and prejudices;
  • encouraging everyone in our school community to gain a positive self image and high self esteem;
  • having high expectations of everyone involved with the whole school community;
  • promoting mutual respect and valuing each other’s similarities and differences and facing equality issues openly and honestly;
  • identifying, challenging and removing all behaviours, practices, procedures and customs which are discriminatory and replacing them with practices that are fair to all;
  • monitoring evaluating and reviewing all the above to secure continuous improvement in all that we do.

2 Equality at The Kingston Academy

2.1 The Kingston Academy is aware of its responsibilities under the Equality Act 2010, and of our Public Sector Equality Duty introduced by the Act, which extends to certain protected characteristics:

  • Sex
  • Race
  • Disability
  • Religion or belief
  • Sexual orientation
  • Gender reassignment
  • Marriage and civil partnership
  • Pregnancy and maternity
  • Age (a relevant characteristic in considering duties in our role as an employer but not in relation to pupils).

2.2 The Act gives us three general duties:

  • to eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under this Act;
  • to advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it;
  • to foster good relations between persons who share a relevant protected characteristic and persons who do not share it.

All of our trustees and staff are made aware of the need to have due regard to these general duties when making a significant decision (including the development of policies) and to assess whether it may have particular implications for people with particular protected characteristics.

2.3 We also have two specific duties:

  1. To publish information which shows we have due regard for equalities, as defined by the Act; and
  2. To publish at least one equality objective every four years. This should be specific and measurable and further the aims of the equality duty.
  3. Our Equality Objectives

Our equality objectives are firstly improving outcomes and diminishing the gap for disadvantaged White British Boys and secondly encouraging girls to consider STEM related career options.

  1. Examples and evidence of how we are meeting each of the three elements of the Public Sector Equality Duty and are working towards our equality objectives:

Eliminating discrimination

  • Reflected in our Behaviour and Anti-Bullying policies (copies published on our website).
  • The Public Sector Equality Duty is referenced in the Terms of Reference for each of the Trust’s committees and are annexed in full and trustees are reminded of their duty to consider equalities when taking decisions (see Minutes of the meeting of the Trust Board held on 22 September 2016).

Advancing equality of opportunity

  • We use attainment data to assess how pupils with different characteristics are performing.
  • We have engaged with people who have special knowledge including Sarah Herbert, Achieving for Children’s Lead Educational Advisor for SEND and Hannah Webber Lead Advisor for ASD and we have provided bespoke staff training on the needs of our SEND pupils relating to dyslexia, ASD and are raising staff awareness of emotional intelligence.
  • We identify and address barriers to the participation of particular groups in learning and other activities, for example to support the literacy of White British Boys:
    • A Parent Reader programme targets White British boys who have low reading ages;
    • We have targeted the use of the Pupil Premium: Kindles are to be offered to selected Pupil Premium White British Boys to support independent reading;
    • Aspire SMART writing sessions for Y8 focus on writing skills across the curriculum;
    • All Y7 pupils have had access to Tudor Drive library in December;
    • A House Reading buddy system pairs Y7 and Y8 pupils to read aloud every week;
    • All staff have received literacy CPLD.
  • In May 2016 all TKA girls were involved in a workshop called ‘People Like Me’ which was delivered by Alex Farrer, the AfC Science Consultant. The aim of the workshop was to get girls thinking about possible STEM career pathways by matching up their own personality traits with different STEM careers. The ‘People Like Me’ programme has been designed by WISE (a campaign group whose mission statement is to promote women in science, technology and engineering), and the activities are specifically targeted at Y7 girls (this is the optimum age to engage girls in thinking about STEM career pathways based on research carried out by WISE). The workshop was followed up by an evening workshop for Y7 girls and significant adult females in their lives, with the intention of consolidating ideas delivered. It was attended by 20 pupils and 20 significant adult females and the feedback from both groups was overwhelmingly positive about the programme. We are developing further STEM Projects to encourage girls’ interest in STEM subjects and careers.
  • We ensure the inclusion of positive, non-stereotypical images of women and men/girls and boys across the curriculum and in displays around the school.

Fostering good relations

  • Our curriculum promotes tolerance and friendship, and the understanding of a range of religions and cultures, for example through assemblies PSHE promotes and supports pupils to be accepting of one another’s lifestyles and beliefs.
  • The curriculum is supported by resources that reflect the diverse communities of modern Britain.
  • Speakers at school assemblies have promoted positive images of equality, including a Paralympic gold medalist.
  • Displays around the school promote positive images of equality.
  • Should any tensions arise between different groups of pupils within the school we will put in place initiatives to address this.

This Statement will be reviewed annually by a member of the Senior Leadership Team and by the Kingston Educational Trust . The next review is due in January 2018.

Approved by the Kingston Educational Trust on 2 March 2017