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Equality Objectives

Corpus Christi Equality Objectives 2011-2014

Our objectives will detail how we ensure equality is applied to:

• eliminate discrimination    • advance equality of opportunity    • foster good relations

1. Promote equality of opportunity for members of identified groups

2. Eliminate unlawful discrimination, harassment and victimisation

3. Foster good relations between different groups in terms of ethnicity, socioeconomic background, gender, disability and age.

Indicators of progress towards meeting objectives

  • The Access Plan has identified a range of suitable actions to be taken, some of which will be incorporated into this plan.
  • Staff training on Communicate in print
  • Staff Training on ASD and Dyspraxia
  • The school monitors the progress of all pupils, sets targets for all pupils and identifies pupils who are not making progress, in order to provide relevant support.
  • It is our intention to support Disabled pupils wherever possible in KS2 to participate in Residential Education.
  • Asthma and epilepsy training from School nursing team.
  • Children identified as dyslexic receiving support from outside agency (LABSS).
  • New SENCO appointment and enrolment of SENCO working towards NASenco qualification.
  • SENCO part of Inclusion network meetings discussing Equality issues.
  • Achievement for all meetings established and Award received.
  • Emergency evacuation plans in place (PEEP)
  • MGSS grants applied for –Newly arrived children 
  • Access to technology support for ASD and visually impaired children.


What kind of a school are we?


School Vision and Values

The school’s vision and values statement reflects the school’s ambitions for all its pupils and have been developed with the whole community.  It refers to the key requirements set out in the National Curriculum Inclusion Statement for developing an inclusive curriculum: setting suitable learning challenges; responding to pupils’ diverse learning needs; overcoming potential barriers to learning and assessment for individuals and groups of pupils.

School Context

The nature of the school population and context to inform action planning for the equality scheme (derived from section 1 of school Self Evaluation Form):

Factors of the geographical location of the school:-

This is an average-sized primary school. The proportion of pupils known to be eligible for free school meals is well-above average. The vast majority of pupils are White British. The remainder are from a range of other ethnic backgrounds, the largest being Polish and Black African, and most of these pupils speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities is average. The main needs are speech, language and communication difficulties, behavioural, social and emotional difficulties or autistic spectrum disorders. The school was below government floor standards for English and mathematics last year. The school has achieved Healthy Schools status, Achievement for All accreditation, and an ECO school award. 

The training taken to position the school well for the equality and diversity agenda. 

  • There are 2 fully trained First Aiders at work plus of which two First Aiders who are Paediatric First Aid trained
  • The SENCO has been in post since September 2011. The Headteacher has supported this role
  • School employs a full time learning mentor.
  • School employs a family support worker
  • SENCO is enrolled on NASenco qualification
  • OB2L/Group talk training (Neil Mercer)
  • Staff have received training from the sensory support service (Sept 2011)
  • All staff have received training on the needs of pupils with ASD and Dyspraxia SMT and governors have completed training on safer recruitment
  • School employs a polish speaking TA who receives training from MGSS
  • The school has an anti-bullying policy
  • School has run ‘Achievement for all’ program to facilitate all the needs of SEND pupils
  • Language support assistant employed in Year 1-Talking Partner training
  • Termly pupil progress meetings take place- Children not making progress identified and interventions put in place.
  • Emotional Health and well-being team has been established and meets termly identifying needs and putting support in place.
  • Site inspection audit- steps taken to support visually impaired pupil on KS1 and KS2 playgrounds
  • Computer program in place to facilitate translation of letters/homework-Training received by staff ASD training for TA

School provision

Examples of reasonable adjustments the school makes as a matter of course

  • Newsletters are published on website
  • Structured conversations are held termly to review and set targets for SEND pupils, SEND children views are noted during target setting and review
  • Visual timetables and Communicate in print used to support ASD pupils
  • Children identified as Dyslexic supported by LABSS specialist teacher
  • Work is differentiated to meet pupil needs
  • Provision maps are produced and monitored by SMT and SENCO to monitor progress, baseline assessments in place and progress measured from this point.
  • Site inspection audit- steps taken to support visually impaired pupil.
  • Behaviour policy in place. Steps are taken to support EBD pupils, LABSS, Outreach worker from Woodfield school.
  • Polish speaking TA facilitates language of math activities in YR R Language support TA running
  • Talking partners for EAL and less able pupils
  • Some homework and communication is translated into Polish.
  • Creative curriculum designed around pupil voice (Pupils suggested interests)
  • Care plans for identified pupils displayed in classrooms and offices.
  • Asthma and Epilepsy training for all staff through School nurse service
  • Communicate in print sign posts in place around the school for EAL and Dyslexic pupils.
  • Transition support from LABSS, CASS, SENCO

Outcomes for pupils

Outcomes for pupils are analysed against social identity issues, ie gender, ethnicity, disability, faith background, and aspects of vulnerability identified by the school. This is compared with the outcomes made for all pupils. This is recorded in the School Self evaluation Form (SEF). 

This process determines the impact of our provision on improving outcomes for identified pupils. In line with statutory requirements all new policies as well as existing policies and functions are evaluated for the impact they have, in consultation with identified pupils and parents/carers.

  • pupils’ attainment - analysis of end of key stage results for pupils of particular groups 
  • the quality of particular groups of pupils’ learning and the progress they make throughout the school
  • Incidents of prejudiced based bullying recorded)
  • the behaviour of particular groups of pupils (e.g. exclusion data for particular groups of pupils)
  • the extent to which year groups adopt healthy lifestyles –Food Dude data
  • the extent to which pupils from particular groups contribute to extra-curricular/extended school activities, participation on school trips
  • attendance data for all pupils and for particular groups
  • the effectiveness of the school’s engagement with parents/carers of particular groups of pupils (e.g. attendance at parents’ meetings, involvement in planning provision, consultation with, results of parental feedback)
  • Achievement of LPPA award (Leading Parent Partnership Award)


Roles and Responsibilities in Implementing the Single Equality Scheme


The Head Teacher will:

  • Ensure that staff and parents are informed about the Single Equality Scheme;
  • ensure that the scheme is implemented effectively;
  • manage any day to day issues arising from the policy whether for pupils or for the school as an employer;
  • ensure staff have access to training which helps to implement the scheme;
  • liaise with external agencies regarding the policy so that the school’s actions are in line with the best advice available;
  • monitor the scheme and report to the Governing Body at least annually, on the effectiveness of the policy;
  • ensure that the SLT are kept up to date with any development affecting the policy/action plan arising from the scheme;
  • provide appropriate support and monitoring for all pupils and specific and targeted pupils to whom the scheme has direct relevance, with assistance from relevant agencies.

The Governing Body will:

  • Ensure that the school complies with all relevant equalities legislation;
  • recommend all governors receive up to date training in all the equalities duties;
  • designate a link governor with specific responsibility for the Single Equality Scheme;
  • establish that the action plans arising from the scheme are part of the School Development Plan;
  • support the Headteacher in implementing any actions necessary;
  • inform and consult with parents about the scheme;
  • evaluate and review the action every three years;
  • evaluate the action plan yearly.

The Senior Leadership Team will:

  • Hve general responsibility for supporting other staff in implementing this scheme;
  • povide a lead in the dissemination of information relating to the scheme;
  • identify good quality resources and CPD opportunities to support the scheme;
  • with the Headteacher, provide advice/support in dealing with any incidents/issues;
  • assist in implementing reviews of this scheme as detailed in the School Development Plan.

People with specific responsibilities:

  • SENCO Learning Mentor and HT: responsible for maintaining and sharing with all the staff those vulnerable pupils and how their needs will be met;
  • HT and line managers: responsible for ensuring the specific needs of staff members are addressed;
  • HT and SMT: responsible for gathering and analysing the information on outcomes of vulnerable pupils and staff;
  • Class teachers, TA, DRA and HT: responsible for monitoring the response to reported incidents of a discriminatory nature.

Parents/Carers will:

  • Have access to the scheme;
  • be encouraged to support the scheme;
  • have the opportunity to attend any relevant meetings/awareness raising sessions related to the scheme;
  • have the right to be informed of any incident related to this scheme which could directly affect their child.

School Staff will:

  • Accept that this is a whole school issue and support the Single Equality Scheme;
  • be aware of  the Single Equality Scheme and how it relates to them;
  • make known any queries or training requirements
  • know how to deal with incidents of concern, and how to identify and challenge bias and stereotyping;
  • know procedures for reporting incidents of racism, harassment or other forms of discrimination;
  • know procedures for dealing with and reporting prejudice related incidents
  • ensure that those with protected characteristics are not discriminated against and are given equality of opportunity;
  • keep themselves up to date with relevant legislation and attend training and information events organised by the school or LA;
  • ensure that pupils from all groups are included in all activities and have full access to the curriculum;
  • promote equality and diversity through teaching and through relations with pupils, staff, parents, and the wider community.

Pupils will:

  • Be made aware of any relevant part of the scheme, appropriate to age and ability;
  • be expected to act in accordance with any relevant part of the scheme
  • experience a curriculum and environment which is respectful of diversity and difference and prepares them well for life in a diverse society;
  • understand the importance of reporting prejudiced based bullying bullying/incidents;
  • ensure the peer support programme within the school promotes understanding and supports pupils who are experiencing discrimination.

Visitors and contractors are responsible for complying with the school’s Equality Scheme – non-compliance will be dealt with by the Headteacher.


Involvement Processes


Policies are vital to identify and consolidate thinking regarding appropriate provision for pupils, however, they are often viewed as an end, when they should be seen as a process - always evolving in response to changes and evidence from impact assessments.  When developing this Equality Scheme, the school is clear that this is a process which must be informed by the involvement of all participants such as pupils, parents, school staff, governors and external agencies.  This will ensure that the school gleans insights into the barriers faced by people from different social identity backgrounds and learns the best ways to overcome such barriers.  This Scheme will be informed, therefore, by:

  • The views and aspirations of pupils themselves from different social identity backgrounds;
  • the views and aspirations of parents/carers of pupils from different social identity backgrounds;
  • the views and aspirations of staff from different social identity backgrounds;
  • the views and aspirations of members of the community and other agencies, including voluntary organisations, representing different social identity backgrounds;
  • the priorities in the Coventry Children and Young People’s Plan.

Mechanisms for involvement

At this school the following mechanisms will ensure the views of pupils inform the Equality Scheme and action plan:

  • School council;
  • Individual interviews with pupils involved in incidents of a discriminatory nature;
  • Individual informal discussions with pupils experiencing reasonable adjustments (SEND children, G&T,EAL )
  • Pupil questionnaires carried out annually

At this school the following mechanisms will ensure the views of staff inform the Equality Scheme and action plan:

  • Exit interviews with staff;
  • Regular meetings with union representatives;
  • Regular staff meetings with specific agenda items;
  • Individual discussions with staff as a part of performance management.

At this school the following mechanisms will ensure the views of parents/carers and the community inform the Equality Scheme and action plan:

  • Structured conversations with parents with SEND pupils once per term.
  • Parent questionnaires for Yr 6 SEND children in summer term
  • Feedback through the Governing Body meetings;
  • Feedback from adults using the school beyond the school day;
  • Visitor feedback forms
  • Yearly new parents meetings
  • Yearly Curricular ‘help with homework’ meetings
  • Yearly home visit meetings to prepare pupils and families entering year R-with Polish speaking TA followed by questionnaire to assess effectiveness of meetings
  • Support from Polish Teaching TA when completing admission forms-Nursery

The school’s action plan will focus on developing the involvement of pupils, staff and parents from different social identity backgrounds over the three years of this Scheme.  We will consider varying the times, methods and the venues for this involvement to ensure the best possible attendance and ensure views can be heard.  This way the school will learn what works and the involvement of pupils, staff and parents will improve and deepen over time.

Action Planning

This scheme is supported by an action plan, the progress of which is monitored and evaluated by the Governing Body.

The action plan that identifies the equality objectives for the school arising from this scheme has:

  • clear allocation of responsibility;
  • clear allocation of resources, human and financial;
  • clear timescales;
  • expected outcomes and performance criteria;
  • specified dates for review;

The effectiveness of this Scheme will be evaluated and reflected in:

  • The School Self-evaluation Form;
  • discussions with the Education Improvement Advisor/School Improvement Partner.

Corpus Christi
Catholic Primary School

pic heartCorpus Christi Catholic Primary School
Langbank Avenue, Coventry CV3 2QP
T: 024 7645 4931 F: 024 7665 2714
E mail: This email address is being protected from spambots. You need JavaScript enabled to view it.">This email address is being protected from spambots. You need JavaScript enabled to view it.
Headteacher Mrs D Newman

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