Hermitage school is committed to:
- challenging discrimination and harrassment whenever they occur.
- promoting equality of access and opportunity within our school and the wider community
- promoting positive attitudes to difference between people of different backgrounds, genders, sexual orientation, ethnic origins, faiths and beliefs, and capabilities
The leadership team and Governors will review the progress we are making to meet our equality objectives with regard to the following groups under the Equality Act(2010): Race, disability, gender, gender reassignment,age, pregnancy, maternity, maritul status, sexual orientation, religion and belief.
Characteristics of the school
(based on the 2016 school census data)
This is our school population. These are the groups of children we need to plan services for. As a school our main function is to provide good access to educational opportunities and help/support our pupils to make good progress and do well at school. We have to make sure we do not disadvantage anyone in our school. We use the following information to help us.
Hermitage is an average sized inner city primary school. The social deprivation factor is high(0.46, compared to 0.24 nationally) as is the number of pupils who have free school meals (42.2%, compared to 26% nationally). There are more boys than girls in the school (46.8% girls, 53.2% boys).
The school has a high proportion of pupils from minority ethnic groups(94.8% compared to 30.7% nationally) In terms of ethnicity, the largest group is Bangladeshi (63.4%) next is white British (6.2%). The other children come from a wide range of backgrounds. The proportion of children whose first language is not English is high (80.6% compared to 19.5% nationally).
The proportion of pupils supported at school with a statement of special educational needs is higher than national average(2.4% compared to 1.4%).
Hermitage pupils achieve above national average when they leave the school at the end of year 6 in English and Maths.
Our children who receive free school meals make better progress than those nationally,both in English and Maths, as do our children with statements
OFSTED commented " There is no significant difference between the achievements of different groups...well targeted and effective Interventions and very good support... ensure that disabled pupils and those with special educational needs or those at the early stage of learning English, make at least satisfactory, and some good progress"
Our Equality objectives
In order to further support all pupils, raise standards, and ensure inclusive teaching we have set ourselves the following objectives:
to monitor and evaluate pupil achievement by race, gender, SEN, social deprivation and disability and to act on any trends or patterns in the data. We will provide specific interventions, equipment, learning spaces and specialist staff to ensure that all groups make good progress in their learning.
to ensure that children arriving in school with little or no English are fully supported to make rapid progress in English, to enable them to access the curriculum.
to foster good relations between members of the school community who share a relevant protected characteristic and those do not share it, ensuring that our school is a welcoming and comfortable place for all who come here.