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Our school vision statement says:

Our school community is made up of a wide range of families and below is a summary of our census data showing the range of differing groups we have in the school:

Contextual information about our school community taken from Census data from October 2018

212 pupils: 101 boys and 111 girls

33.5% Pupil Premium (National not yet available for 2018. Was 27% in 2017)

20.9% Free School Meals (National 14%)

19% Special Educational Needs (National 12.5%)

3.3% Education Health & Care Plans (National 1.4%)

1.4% Disability

43.6% BME (National 33%)

21% EAL (National 21.2%)

17 languages spoken – the most common being English, Bengali, Arabic, Hindi and Pashto.

Religions: 60% No religion, 17.5% Christian, 15% Muslim, 3% Other, 2% Hindu, 1% Buddhist, 1% Prefer not to say, 0.5% Jewish.

Gender identity-We are aware that there may be individual children in our school community who question their gender identity and may express their gender identity in a way that does not conform to stereotypical norms or the biological sex they were born as. We would work with any child and their family to support them if they were gender questioning.

We also know that our parents and carers will be represented across all the protected groups.

What we do:

We aim to give the best possible education to all children and make sure everyone feels equally welcomed and valued. In order to achieve this we have worked hard to ensure that the equalities agenda is threaded throughout all that we do. Our school motto is referenced by staff in all they do and understood clearly by children and families at Carlton Hill.

 We have a carefully planned and full PSHE curriculum which includes lessons on gender and family diversity, disability education, democracy and citizenship, global education, protective behaviours, racism including Islamophobia, Young Carers and relationship and sex education in all year groups. As well as teaching the children about equality and diversity generally through the curriculum and particularly through our PSHE curriculum, we also regularly discuss these ideas with the children in assemblies and aim to reflect these values in our day to day interactions with the children.

We have developed a clear behaviour policy to ensure the safety and happiness of all and enable all children and adults to be able to work to their best ability. As well as a high ratio of adults on our playgrounds, we have a team of playground buddies who support pupils to use ‘Peaceful Problem Solving’ methods when needed. We have a robust system of recording and reporting racist, homophobic, religiously motivated and other prejudiced based incidents. Our Anti-bullying work includes a high profile antibullying week in November, with recent themes focussing on challenging stereotypes around disability and special needs and the importance of standing up for others.

We have an active school council to give pupil voice a clear platform and who work to contribute to the outcomes of the School Development Plan as well as respond to issues raised by pupils throughout the year. Annual pupil, parent and carer, staff and governor questionnaires are carried out each year, and the findings of these are reported to the school community and inform our school development planning. Our Key Stage 2 children take part in the citywide Safe and Well School survey in addition to our own annual pupil surveys, and the findings from this inform our planning for further work on wellbeing and anti-bullying  at school

We promote Disability equality by

  • Recognising the different abilities we all have whilst also acknowledging that some people have specific difficulties which require adjustments to be made.
  • Teaching about Disability Equality in PSHE, encouraging all pupils to reflect on how to welcome and include everybody in our learning and play.
  • Marking Disability History Month and other national events such as Diabetes Awareness week , Dyslexia Week and Autism week with special assemblies and learning in PSHE.
  • Working closely with the family of any child with a disability to plan for their additional needs at school and to review any support plan regularly.
  • All children at Carlton Hill have the same access to learning opportunities and to attend school visits and clubs, including the Y4 and 6 residential trips.
  • Working to ensure better access to our school grounds and buildings for those with physical disabilities by installing ramps and rails and markings on the playground (see our school accessibility plan for further details).
  • When appropriate, and with the consent of the child and parent/carer, we will support a child with disabilities, to talk to their peers about his/her specific needs, with the aim of promoting better understanding and relationships with the group.
  • Children may become diagnosed with a learning disability during their time at our school (e.g. dyslexia). We have clear pathways to diagnosis of specific learning difficulties / disabilities and parents/carers will be involved with this process and given information about support offered as a result. Please see our SEND website page and policy for further information.

We promote gender and family equality by

  • Avoiding using gender as a way of grouping in class or in PE, or by referring to ‘boys’ or ‘girls’, instead using more gender neutral terms such as ‘children’ or ‘Year 1’ etc.
  • We are careful to use gender equal language when speaking, using terms such as firefighters, and also to ensure our resources do not promote gender stereotypes in either pictures or language. In addition we mark International Women’s Day use assemblies to help children to about the history of gender inequality and the need to continue to challenge this in everyday life.
  • We analyse all our data by gender to check if there is a gender imbalance in any subject (e.g. improving the attainment of boys in writing).
  • While sports teams are generally mixed, we do provide weekly girls only sessions on the MUGA as we recognise that some girls are less likely to join in mixed football sessions.
  • We respectfully challenge any stereotyping or gender based comments made, and our pupils are also encouraged to challenge and report any sexist comments or behaviour.
  • Our PSHE curriculum includes learning about gender and family diversity, same sex relationships and Allsorts, a  LBGT Youth group provide  workshops for  Y5&6 as part of their LBGT equality PSHE topic.
  • We celebrate family diversity through marking LBGT month in February with a range of assemblies and class based work using local and National resources such as those produced by Stonewall.
  • We try to talk about our’ grownups’ rather than our ‘mums and dads’ to acknowledge the different family groupings our pupils live in
  • Our  relationship education includes teaching that that babies are conceived in different ways (key stage 2) but questions can begin before then and will be answered in an age-appropriate way  and details of the RSE curriculum can be found on our website
  • We recognise that children who are adopted or fostered often have specific needs and may need additional care. A key adult, usually one of our learning mentors, will be assigned to a child when they start at our school, and this adult will provide the consistent link between school and home throughout the child’s time at our school
  • We have access to  three family support workers through the City Partnership for Education,  who can offer support 1-2-1 support and training to our families

We promote Race, Religious and Cultural equality by

  • Ensuring there are regular opportunities to reflect on and celebrate the wide range of cultural backgrounds and languages spoken within the school. We regularly encourage pupils to share details about their identities and cultural links and share this with our whole school community via  PSHE topic work, assemblies and displays and family events such as our  Harvest and EID celebrations
  • Planning a  balanced programme of assemblies throughout the year celebrate important festivals from all religions, key national events such as Holocaust week, Black History Month, Refugee week, and other local community and cultural events.
  • Making sure toys, displays, books and other topic resources etc. reflect a range of people from different cultures and avoid stereotypes.
  • Regularly reviewing our behaviour policy and processes and remind children of the importance of reporting any racist or religiously motivated incidents. These would be recorded on CPOMS , shared as part of the council monitoring process, and used to help us inform future staff training and PSHE curriculum planning
  • Aiming to ensure signage in schools is clear and supported by visuals to add understanding. We have close links with Ethnic Minority Advisory Service (EMAS) to provide support and translation for pupils for whom English is not a first language.
  • Linking our pupils with English as an additional language with someone else in the school who is able to speak their home language, or providing another system of translating to help them communicate especially when they are new to the UK.
  • Developing our Brighton Schools of Sanctuary Welcome pack for new children and adults, which includes a buddy system to help them settle and become familiar with school routines.
  • Teaching children about migration, and why families may leave their home countries and travel so they have an understanding of the challenges refugees would face
  • Celebrating Gypsy, Roma, Traveller month in June and learning about Gypsy Roma Travellers and the discrimination this community face,
  • Actively involving our EAL families in school events via our Multicultural Women’s group who meet monthly
  • Following an RE curriculum which includes visits and visitors from a range of religions, and take care to ensure a balance of displays celebrating different religious festivals over the year
  • Linking with a local church and have regular assemblies lead by the vicar and also by other members of our school community from a range of faiths
  • Embedding children’s rights and rights and responsibilities in our PSHE curriculum.

Ofsted said about us:

There are good opportunities for pupils’ spiritual, moral, social and cultural development. Pupils engage in creative work, which is represented in many artistic displays. The school’s charitable work, ‘eco club’ and link with a school in Kenya help develop pupils’ moral understanding and sense of responsibility. The school actively works against discrimination and promotes equality through, for example, annual ‘family diversity weeks’ which demonstrate how the school values its pupils and their families. A wide range of clubs provides creative and sporting opportunities.

The behaviour of pupils is good. Pupils are keen to learn and are proud of their work, their achievements and their school. Their positive attitudes to learning contribute to the good progress that they make.

Pupils’ conduct in lessons, in the playground, during lunchtime and when travelling around the school is good. They work and play co-operatively and are friendly and courteous to each other. Pupils from different ethnic groups mix well together.

Staff have consistently high expectations of pupils’ behaviour and manage it well. The school has supported some pupils in difficult circumstances and has helped them to improve their behaviour.

An overwhelming majority of parents who expressed an opinion thought that behaviour in the school was well managed, that the school dealt effectively with bullying, and that their children were happy and well looked after in school.

In order to further meet our Equalities Objectives, between now and 2020 we will be:

  • Developing a more consistent approach to labelling in all classrooms using words and images to support EAL and SEN pupils in accessing resources and equipment.
  • Ensuring that multilingual signage is up in public areas of school
  • Continuing to develop our Welcome policy to ensure all new members of the school feel  a sense of belonging and inclusion
  •  Auditing all our guided reading books , and class library books, to ensure a good range of positive representations of all types of   families, ethnic minorities and people with disabilities
  • Review our new History and Geography topics to ensure that all protected groups are well represented in the people we learn about
  • Following an accessibility audit with local authority, we will be investigating further reasonable adjustments we could make to our school grounds and building
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