Rushey Green is an inclusive school; we focus on the well-being and progress of every child and we are committed to ensuring all members of our community are of equal worth. We believe that the Equality Act provides a framework to support our commitment to valuing diversity, tackling discrimination, promoting equality and fostering good relationships between people. It also ensures that we continue to tackle issues of disadvantage and underachievement. We recognise that these duties reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998.
Our equalities objectives for the year 2022-23 are as follows:
The Public Sector Equality Duty requires our school to monitor our policies and procedures and to publish information about equalities in our school. The Equality Act 2010 has 3 main ‘General Duties’ which we must aim to achieve, these are:
To eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act.
To advance equality of opportunity between people.
To foster good relations between people who share a protected characteristic and those who do not.
The Equality Act clearly states that the following groups must be taken into account. People identified in the following groups are considered to have a protected characteristic. The school must take these into account when publishing information.
The Equality Act 2010 states that it is unlawful to discriminate against people with the following protected characteristics. This applies to the whole school community:
To gather and publish information to show how we are complying with the Equalities Duty; how we remove or minimise disadvantage and take steps to meet different needs and encourage participation when it is proportionately low. We record and analyse the progress and attainment of all children, including vulnerable groups.
We want to make sure that our school is a safe, secure and stimulating place for everyone.
We recognise that people have different needs, and we understand that treating people equally does not always involve treating them all exactly the same.
We recognise that for some pupils extra support is needed to help them to achieve and be successful.
We try to make sure that people from different groups are consulted and involved in our decisions, for example through talking to pupils and parents/carers and through our School Council.
We aim to make sure that no-one experiences harassment, less favourable treatment or discrimination because of their age; any disability they may have; their ethnicity, colour or national origin; their gender; their gender identity or reassignment; their marital or civil partnership status; being pregnant or having recently had a baby; their religion or beliefs; their sexual identity and orientation
We welcome our general duty under the Equality Act 2010 to eliminate discrimination, to advance equality of opportunity and to foster good relations, and our specific duties to publish information every year about our school population; to explain how we have due regard for equality; and to publish equality objectives which show how we plan to tackle particular inequalities, and reduce or remove them.
We welcome the emphasis in the Ofsted Common inspection framework on the importance of narrowing gaps in achievement which affect, amongst others:
- pupils from certain cultural and ethnic backgrounds
- pupils who belong to low-income households and pupils known to be eligible for free school meals
- pupils who are disabled
- pupils who have special educational needs
Currently there are 563 pupils on roll.
Information on pupils by protected characteristics
|Number of Pupils||Percentage (%) of School Population|
|No Special Education Need||445||79|
|Ethnicity and Race||Boys||Girls||Total|
|Religion and Belief||Percentage (%) of pupils|
|Pupils with English as an additional Language (EAL)|
|Number of pupils who speak English as an additional Language||306|
|Number of pupils who are at an early state of English language acquisition|
|Children Looked After|