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 a fair and equal opportunity 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/carers) 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, , PSHE (including Relationships and Sex Education) 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:
- 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. Trustees and staff were provided with Equalities Act training in November 2018 and June 2019 respectively.
Inclusion is one of the 8 priorities set out in the Trust’s Strategic Plan: “Inclusion: TKA welcomes and encourages diversity and has an inclusive culture that attracts, values and supports a diverse school community and active citizenship. TKA meets the needs of and is aspirational and equally ambitious for all pupils”.
2.3 We also have two specific duties:
- To publish information which shows we have due regard for equalities, as defined by the Act; and
- 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. Examples and evidence of how we are meeting each of the three elements of the Public Sector Equality Duty:
3.1 Eliminating discrimination, harassment and victimisation and other conduct prohibited by the Equality Act 2010:
- 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 details are annexed in full. Trustees are aware of their duty to consider equalities when taking decisions, and equalities monitoring is carried out, for example in recruitment and following pay reviews.
- Recruitment: all shortlisting of applicants is ‘blind’ with name and other identifying factors removed from their application.
- Gender neutral toilets have been provided in the new STEM building (approx. 30) which opened this year.
- The school uniform policy has been rewritten so as not to be gender specific
- Trustees are aware of their duty to consider equalities when taking decisions and when holding the school to account, for example the need to work to challenge gender stereotypes through careers guidance and education was discussed at the Curriculum Performance and Standards Committee (March 2018).
- In March 2019 the history department delivered a module on women in history as part of International Women’s Month and on International Women’s Day form tutors ran an Aspire Smart session using resources relating to the UN’s ‘Think equal. Build smart. Innovate for change.” initiative.
- In November 2018 trustees and the Senior Leadership Team received Equalities Act training. This was repeated for all staff in June 2019 to ensure that duties under the Equalities Act in an education context are fully understood.
- In October 2018 the TKA Equality and Diversity Charter was created by the pupil Equality and Diversity Ambassadors. This was shared with tutor groups to sign as a pledge to the values of Equality and Diversity at TKA, as part of an equality and diversity themed Aspire SMART session delivered during form times.
- In October 2018 a whole school Equality and Diversity Lead appointed
- In September 2018 an Equality and Diversity Ambassadors club was established. This is open to all pupils and meets weekly. Pupils lead on events and raising awareness and are all anti bullying trained.
- In September 2018 all staff were given unconscious bias in education training, delivered by the Institute of Physics.
- An assembly in January 2018 and subsequent Aspire SMART sessions focused on Face Equality, to highlight discrimination faced by individuals with disfigurements.
3.2 Advancing equality of opportunity between people who share a protected characteristic and those who do not
- We use attainment data to assess how pupils with different characteristics are performing.
- We identify and address barriers to the participation of particular groups in learning and enrichment activities.
- We ensure the inclusion of positive, non-stereotypical images across the curriculum and in displays around the school.
- The school continues to celebrate Black History Month and LGBT+ History Month annually with poster displays and curriculum based activities.
- Equality and Diversity lead was added as one of the whole school lead roles for teaching staff on the Upper Pay Range.
- Staff were provided with a list of anti racism resources for personal development and curriculum based reading
- A series of ‘Conversations About Race’ were livestreamed and shared with staff and pupils, providing an opportunity for pupils and staff to share their experiences and thoughts.
- The TKA Staff Equality and Diversity Book Club was established with a suggested reading list and to provide an opportunity to consider key themes and the implications for teaching practice and for pupils.
- March 2019- Equality and Diversity pupil ambassadors are working with a member of staff to develop the annual gender equality survey for 2018/19. This will consider for example perceived gender bias across subject areas and the results will be shared with pupils, teachers and trustees. The ambassadors will follow this up with a presentation to teachers on how to champion equality in the classroom (April 2019).
- Vote 100 marked the centenary of the Representation of the People Act 1918 and the school celebrated the impact of the suffrage movement in November 2018:
- Vote 100 guest speakers were invited into school: women leading in different industries spoke to year 9 pupils and then attended an Equali-tea party with pupils.
- Vote 100 equality banners were created by the Art Department and are displayed in the Hall.
- TKA pupils attended a talk at Tiffin Girls’ School on Women and Careers in STEM.
- 2017/18 We have a comprehensive SEND training programme for staff, for example all staff received ADHD training in January 2018 delivered by the SENCo and Finton O’Regan, an ADHD specialist has been booked to follow this up with a training session for all staff on De-escalating Conflict and Managing Challenging Behaviour in the Classroom in June 2018.
- February 2018: We have reviewed our behaviour policy (see copy on our website) and introduced a new differentiated response consequence. All SEND pupils now complete differentiated detentions that are appropriate to them and their needs, led by a member of the Inclusion Team.
- March 2018: We have also strengthened the equalities provisions in our trips policy (see copy on our website).
- On International Women’s Day March 2018 a group of 32 year 8 pupils visited the National Portrait Gallery to meet journalist, writer and activities Bee Rowlatt. Bee discussed her research on the pioneering feminist Mary Wollstonecraft, telling stories of her life and work. She invited the pupils to join her in her campaign to raise awareness of Wollstonecraft’s life by erecting a statue in her honour (Campaign for Mary). Pupils then spent time in the galleries with TKA Art and History Lead teachers, discussing women’s suffrage amongst a special exhibition ‘Votes for Women’. This was particularly special given this is the centenary of votes for women. Pupil Ophelia (Y8) commented “We really enjoyed the trip and were truly inspired.”
- TKA Art and History leads attended a teacher’s seminar at the National Portrait Gallery as part of the celebrations of Vote 100. Prior to attending, a group of male and female pupils who had previously attended a lecture at the National Portrait Gallery by Leyla Hussein were invited to discuss their thoughts on gender equality. Their sound bites were read out as part of the event in London, including: “Girls just want to be equal. At school, we learn through International Women’s day, but it is not up to the school, or something the school can affect; equality comes from the person and what they believe in.” (Georgia Y9)
3.3 Fostering good relations between people who share a protected characteristic and those who do not
- Our curriculum promotes tolerance and friendship, and the understanding of a range of religions and cultures, for example through PSHE and Philosophy and Ethics and 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.
- In response to feedback from the pupil Equality and Diversity group, training and guidance was given to staff on giving sanctions to pupils for the use of homophobic, biphobic and transphobic language.
- February 2018: METRO a leading equality and diversity charity ran an anti-homophobic, biphobic and transphobic bullying training session for pupil Equality and Diversity ambassadors (open to all pupils).
4.1 We set Equality Objectives every four years
a. The school has set the following new equality objectives:
i. to increase the participation in sport and extra curricular activities of pupils with disabilities; and
ii. to increase understanding between members of our school community of different heritage (ethnic or national origins)
b.The school opened its Sixth Form in September and will also continue with its equality objective of encouraging girls to consider STEM related careers.
4.2 Our current Equality Objective and how we are worked towards it:
- Encouraging girls to consider STEM related career options:
The STEM Girls’ Club was set up in September 2019, aimed exclusively at Year 7 girls with the intention of providing opportunities to explore STEM careers. It has covered a variety of topics including biomedicine, coding, structural engineering and the environment. Sessions focus on real-world applications of STEM subjects and explore different career options each week. Attendance to these after school sessions was strong (up until the closure of the school due to COVID-19) . Plans are now underway to continue this into Year 8 for 2020/21.
September 2019: A Year 8 trip took place for 14 girls to the Sandhurst STEM careers fair in September. Feedback from pupils following the trip was very positive, including: “It has motivated me to choose and work even harder at STEM subjects as I have seen amazing STEM careers”. “The trip taught us so many opportunities and opened our eyes to the variety of career choices we can do and it also helped us choose subjects and decide what we want to do in the future”.
February 2020: Helen Sharman, a chemist who became the first British astronaut as well as the first woman to visit the Mir space station, was the guest speaker at the grand opening of the school’s STEM building. She spoke to all pupils about her career, including groups of pupils from local primary schools who were invited to the event.
- Analysis of Year 9 (internal) Progress 8 scores indicates current gaps in attainment between boys and girls (outcomes for girls below that of boys) in Mathematics, Science and Design Technology.
- Gender balance on Design Technology and Engineering GCSE pathways is not reflective of the gender makeup of the school.
Areas for improvement:
- Increase the number of girls taking Design Technology and Engineering GCSE.
- Improve exposure of girls to possible STEM careers
- Improve girls perceptions of STEM subjects
- February 2019 Year 8 & 9 pupils surveyed to identify pupil perceptions of STEM subjects and to create a baseline.
- British Science Week March 2019: Guest speakers contacted via STEM ambassadors and spoke to Science and Design Technology classes, parents contacted via TKA Times and 2 parents talked with Year 10 students about STEM careers , a further guest speaker met with a group of Year 8 and 9 girls to talk about STEM careers. Kingston University outreach brought their Lab in a Lorry to school for Years 7 and 8. Speakers from the University spoke during assemblies.
- A sustained programme of STEM careers events is being established in conjunction with Kingston University (to include a programme of women guest speakers).
- Female science teacher to undertake training and will run Girls STEM club. Target group to be determined.
- Science and Design Technology leads to scrutinise Year 9 options. Compare to previous year and formulate action plan for year ahead.
- Behavioural Insights Team at DoE have been contacted to see if TKA can be a pilot school for Girls in STEM project. If not, the school will look to research intervention strategies used in pilot study.
- Science lead to formulate a communications plan to promote the project.
- Science lead to undertake learning walks across STEM and non-STEM subjects with a focus on girls’ engagement.
The SPARK programme has continued (see below) and in addition:
- A group of year 7/8 female pupils have joined the Institute of Physics Science Ambassadors Scheme, aiming to encourage girls to progress on to Science (particularly Physics) A Levels. They have received training from the Institute of Physics in March 2018 and will begin delivering outreach sessions soon.
- TKA is part of the Institute of Physics’ Whole School Equality Programme. A member of staff has received comprehensive training as the school’s “Gender Champion” in February 2018. The programme will involve the Gender Champion working with the Senior Leadership Team, other staff and pupils to gain a “whole school” picture of gender equality at TKA and work on possible improvements. Baseline data is currently being gathered. All staff at TKA will be receiving unconscious bias training as part of their CPD in June 2018 (this CPD will also be open to staff from other local schools).
- The SPARK programme of STEM immersion experiences to encourage girls to consider STEM careers commenced with a group of 15 high prior attaining girls from TKA and girls from two local primaries Latchmere and Fern Hill participating in a STEM outreach trip to Homerton College, Cambridge. “The girls from TKA acted as mentors for the girls in Year 5 which meant we guided the younger pupils to encourage them to enjoy STEM subjects (Science, Technology, Engineering and Maths)…The SPARK programme was definitely a success with my buddy because she said that she wanted to do something with STEM in the future; this was nice to hear as it was the whole point of the project. I would like to be a physiotherapist and this trip has made me realise how important it is to go to university.” Megan Yr 7.
This was followed by a workshop which focussed on the architectural design process and was run by Elliott Wood consulting (structural and civil engineers) and A Studio architects, who have been working on the school’s new building design. “I enjoyed today because it inspired me and made me think what it would like to be an architect.” Latchmere Yr 5 pupil.
Pupils worked with with Barclay Homes looking at the conversion of a local building Latchmere House, solved Maths problems at Bletchley Park and visited Google headquarters. 2017/18: The programme has now continued into its second year.
- April 2017: A team of Y7 and Y8 girls participated in the Salters’ Festival of Chemistry at Imperial College on 25/4/17, designed to improve understanding of practical chemistry in a forensic science context
- June 2017 a group of Year 7 girls attended a Science workshop at Imperial College, looking at how underrepresented women in science are in Wikipedia and helping to create new Wikipedia pages.
- In May 2016 all TKA girls were involved in a workshop called ‘People Like Me’ which was delivered by Alex Farrer, AfC Science Consultant (and now TKA Scientist in Residence). 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.
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 September 2021.
Approved by Kingston Educational Trust Board
Date: 12 October 2020