Equality Objectives 2017
There are a number of statutory duties which must be met by every school in line with legislation from the Race Relations (Amendment) Act (2000), Disability Equality Duty (2005) and Equality Act (2010).
Sir Alexander Fleming Primary School is committed to meeting its public sector duties and acknowledges that we have a statutory duty to:
Eliminate discrimination, harassment and victimisation.
Promote equality of access and opportunity within our school and within our wider community.
Promote positive attitudes to difference and good relationships between people with different backgrounds, genders, cultures, faiths, abilities and ethnic origins.
The Senior Leadership Team and Governing Body at Sir Alexander Fleming Primary School regularly review the progress we are making to meet our equality objectives with regard to the protected groups (race, disability, gender, gender re-assignment, age, pregnancy and maternity, marital status, religion and belief) under the Equality Act (2010).
Characteristics of Sir Alexander Fleming Primary School
Sir Alexander Fleming Primary School is a larger than average primary school in Telford. The school catchment includes one of the most deprived wards in the borough and faces considerable socio-economic challenges; the 2016 School Deprivation Indicator was 0.50, well above the national average. Most pupils are of White British heritage and very few speak English as an additional language. The percentages of children eligible for free school meals, and those who have special educational needs, are both above the average for the Borough.
In May 2017, 9 families were on the child protection register, 2 children were subject to a CIN plan and 8 children in families subject to CAF and TAC procedures. 4 children were in care. However, these figures are constantly changing.
Unfortunately domestic violence, drug and alcohol abuse, neglect and poor housing are factors which frequently have to be overcome. Pupil mobility is consistently high; stability in 2016 was very low at only 77.3%; in 2016 – 2017, 51 children joined the school and 29 left mid-year.
Such mobility often has a dramatic impact on continuity and progression of education for individual pupils.
The percentages of children eligible for free school meals, and those who have SEND, are both well above the average for the borough. In July 2017, 135 children in the main school were entitled to PPG (42.5%). In addition, 16 children in the EYPP (44%) were entitled to PPG. 73 children (23%) were on the school's SEN register, 3 with an Education, Health and Care Plan (EHC Plan). In addition, 13 pupils aged under 5 were on the Early Years SEND register. 90% of the pupils on the SEN Register were also entitled to FSM.
In 2016-2017 attendance has risen to 96.75%, having improved greatly in recent years. The school is focused on continuing this positive trend through detailed action plans initiated by the school’s Education Welfare Officer.
Attainment in Key Stage 1 and Key Stage 2 has improved steadily over recent years, so that the gap between school and national levels have nearly closed, matching or exceeded.
Key Stage 2: In 2017, pupils’ attainment was very high.
In Reading, 81% (National 71%) of pupils reached or exceeded the Expected Standard, with 38% (National 25%) attaining 110+ on the Scaled Score.
In Mathematics, 84% (National 75%) of pupils reached Expected Standard, with 26% attaining 110+ (National 23%).
In Writing, 81% (National 76%) of pupils attained Expected Standard and 16% achieved Greater Depth Standard (National 18%)
In Grammar Punctuation and Spelling, 76% (National 77%) of pupils reached the Expected Standard with 22% of pupils attaining 110+ ( National 31%).
Overall, 78% (National 61%) of pupils reached the Expected Standards in Reading, Writing and Mathematics. In addition 11% attained 110+ in Reading, Writing and Maths combined.
Boys attained better than girls in Writing and Maths at EXS+ and at the higher standard, but girls performed better in Reading at both standards.
In 2017, the performance of disadvantaged pupils was very similar to others in the cohort. However, it is worth noting that 70% of disadvantaged pupils achieved EXS+ in Reading, Writing and Maths combined, well above the average figure for all pupils nationally.
Key Stage 1: In 2017, 82% of pupils reached the threshold in the Y1 Phonics Test compared with 81% nationally.
Standards at the end of Key Stage 1 were very good.
In Reading, 95% ( National 76%) of pupils attained or exceeded the Expected Standard, with 52% (National 25%) working at Greater Depth Standard.
In Maths, 93% (National 75%) of pupils reached Expected Standard with 52% at Greater Depth Standard (National 21%)
In Writing, 88% (National 68%) reached Expected Standard and 20% (National 16%) of pupils achieved Greater Depth Standard.
Detailed progress data indicates that pupils make very good progress from EYFS to the end of Year 2. Disadvantaged pupils performed better than non-disadvantaged pupils in all three subjects, both at EXS+ and at GDS. Two pupils with English as an additional language and two Looked After Children all performed well.
At Sir Alexander Fleming Primary School we aim to be an inclusive school and provide for equal opportunities throughout all aspects of our work and activities.
We are strongly committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers, irrespective of race, gender, disability, belief, religion or socio-economic background.
In order to further support pupils, raise standards and ensure inclusive teaching, we have set ourselves the following objectives:-
Objective 1: To monitor and analyse pupil progress and achievement by race, gender and disability and act on any trends or patterns in the data that require additional support for pupils.
Objective 2: To raise levels of progress and attainment for all groups particularly disadvantaged learners and ensure any attainment gap between boys and girls is narrowed and eventually eradicated.
Objective 3: To continue the positive trend of increasing attendance to ensure all children have equal access to the curriculum.