Cherry Orchard Primary Academy
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Equality Objectives

Equality Objectives

Cherry Orchard Primary Academy Equality Objectives 2018-2021

The Equality Act 2010 requires schools to publish specific and measurable equality objectives. Our equality objectives are based on our analysis of data and other evidence. Our equality objectives focus on those areas where we have agreed to take action to improve equality and tackle disadvantages. We will regularly review the progress we are making to meet our equality objectives. 

Cherry orchard Primary Academy (COPA) is located in North West Kent in a diverse social, economic and cultural area. It is the first school on the new Ebbsfleet Garden City Development which will eventually comprise of over 15,000 homes.  

Students are therefore growing up in an increasingly multicultural society where they are subject to various attitudes towards various groups and certain images portrayed in the media and online.

At COPA, as of March 2019,  we have 19% of children with English as an additional language, 9% of children from disadvantaged backgrounds (entitled to the Pupil Premium Grant) and 10% of pupils with special education needs or disabilities (SEND).

 

Objective Strategies
1 Promotion of cultural understanding and awareness of different religious beliefs between different ethnic groups in the local community. Identify opportunities in the curriculum to look at other cultures/countries, study famous people from ethnic minorities and with a variety of abilities and to celebrate diversity.

 Use assembly times as an opportunity to celebrate festivals of a range of cultures and countries. 

Use global  events like the World Cup, Olympics, Remembrance day  as an opportunity to explore other cultures. 

IB curriculum is taught throughout the academy with an emphasis on students being global citizens, part of their local communities and the wider global community.

Improve provision for pupils for whom English is an additional language, particularly new arrivals at the early stage of English acquisition Information about new pupil shared across staff working with them. 

In class, teachers will select pupils to buddy/mentor new arrivals.

Teachers to make early assessment of EAL needs and identify appropriate interventions. 

Home visits by Family Liaison and Attendance officers if required.

3 Actively close gaps in attainment, especially students eligible for free-school meals, looked after children and students from minority ethnic groups. Tracking of different groups through in year achievement data and outcomes of summative assessments each term.  This will be reviewed through the regular modular reviews and next steps agreed at pupil progress meetings.

Plan and deliver interventions to address gaps in learning as identified through ongoing assessment.

Where applicable parents will be offered breakfast and after school clubs at a reduced cost in order to improve child’s punctuality or attendance.

4 Ensure all children with SEN make good progress given their starting points (inc those in the SRP) and that this can be evidenced through data, work books etc. Tracking of different groups through in year achievement data and outcomes of summative assessments each term.  This will be reviewed through the regular modular reviews and next steps agreed at pupil progress meetings.

Plan and deliver interventions to address gaps in learning as identified through ongoing assessment.

EHCPs will be reviewed annually and targets on their provision plans evaluated and discussed with parents at least three times each year 

 

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