Single Equality Scheme Contents of our Single Equality Scheme


Make money off online casinos PART A: (the Scheme)

  1. 1.        check here Our distinctive character, values, priorities and aims

order generic Lyrica online 1.1      his explanation Characteristics of our school

Bonuses 1.2      go to link School values

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  1. a fantastic read 2. Principles of our SES 2.1   Purpose of the SES

currency trading charts 2.2   Relevant and proportionate


3.     Responsibilities

              3.1   Governing Body

              3.2   Senior Leadership Team

              3.3   All members of the school community


4.     Information gathering

              4.1   Purpose and process

              4.2   Types of information gathered


5.     Review


6.     Publication and reporting



PART B: Appendices

Appendix 1. Description of Legal duties relating to each strand, and definitions

Appendix 2. Table of legislation and duties – general and specific

Appendix 3.        Action Plan













1. Our Distinctive Character, priorities and Aims

1.1 Characteristics of our school (March 2012)


Parkland is a large county primary school with 429 pupils from 4-10 years. It serves an area of mixed property and is on the boundary for Leicester City. Over 22% of our pupils come from outside our catchment area, living within the city boundary. A high proportion of these pupils coming from a large council estate within the city boundary, with significant deprivation.

Our school deprivation is ranked as 9/219 in Leicestershire on the Indices of Multiple Deprivation. This has a huge impact on skills used by parents before entry to school. We have a relatively high proportion of children eligible for free school meals at 24.8%. We have 23% of pupils with SEN.

Our Ethnicity is predominantly White British, with 7.3% from broad ethnic groups. We have 5% of pupils with a first language not believed to be English. Current assessments place Parkland pupils consistently below average on entry in all areas of the Foundation Stage Profile by using ‘age bandings’.


1.2 School Aims


Parkland Primary School


Learning Together


Mission Statement


To strive to attain high standards of achievement and personal growth. This will be accomplished through continued cooperation between school, community, parents, and pupils. We will foster a school environment that is safe and supportive of individual pupils enabling them to succeed in our ever-changing world.


Vision Statement


‘Quality progress through quality work’ 








Our Aims


  • To ensure that vulnerable groups of pupils achieve challenging targets and the gaps in attainment for these pupils are reduced
  • Pupils should make at least expected to good progress
  • To continue to raise attainment of gifted and talented pupils throughout the school
  • To ensure that all pupils can access extended school services


1.3 Our Priorities


Children and young people

  • narrowing the attainment gap between different groups of children and young people in the school
  • challenging stereotypes
  • ensuring equality of opportunity


Our school community

  • ensuring the involvement of children and young people, parents and carers from all backgrounds in the life of the school
  • ensuring access to information e.g. translation or assistance wherever possible
  • tackling bullying based on race, religion, gender, disability, sexuality or poverty;
  • promoting positive attitudes toward diversity
  • implementing equal opportunities principles in all aspects of staffing and employment.



1.4 Aims of our Single Equality Scheme

At Parkland School we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school, irrespective of race, gender, disability, faith or belief, sexual orientation, age or socio-economic background. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and able to participate fully in school life.

The achievement of pupils from different groups will be monitored, as appropriate and we will use this data to support pupils, raise standards and ensure inclusive teaching. We aim to tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all. At Parkland School we believe that diversity should be celebrated by all those who learn, teach and visit here.


2. Principles of Our SES



2.1 Purpose of the SES


We recognise our duty and responsibility to establish equality for all students, staff, other members of the school community and service users regardless of their ethnicity, gender, disability, sexual orientation, age or beliefs as defined within existing equalities legislation.

The purpose of our Single Equality Scheme (SES) is to fulfil the duties to promote equality for people with ‘protected characteristics’, and embed fairness and equality at the heart of our school community and in all aspects of our provision. We recognise within this Scheme the inequality linked to poverty and socio-economic factors and take steps to reduce their impact.

Our SES enables us to meet the duties under equality legislation, and to achieve the following for all groups:

  • eliminate all forms of unlawful discrimination;
  • eliminate harassment and bullying (schools must keep accurate records of bullying and harassment related to equalities and report as required to the Local Authority);
  • advance equality of opportunity through vision, strategy and practice;
  • foster good relations.


Through our SES we make links to all our actions and commitments to:


  • promote community cohesion;
  • narrow the attainment gap in outcomes between children and young people;
    • improve outcomes


2.2 A Relevant and Proportionate Approach


In promoting equality and complying with legislation we apply the principles of relevance and proportionality. We aim to ensure that our actions are proportionate and relevant to the equality issues within our school. This means we prioritise those actions that enable us to tackle the most significant issues with regard to equality in order to deliver the best equality outcomes.

We accept that there will be ‘hidden’ disabilities and equality issues so we are thorough in identifying factors that lead, or have the potential to lead, to inequality.

The views of stakeholders are genuinely taken into account when we set priorities. We monitor outcomes and the impact of our action planning incorporating the fullest possible participation of stakeholders.



3. Responsibilities


3.1 Governing Body


The governing body has a duty to promote equality of opportunity and eliminate discrimination. Functionally, the governing body discharges this responsibility through the Senior Leadership Team (SLT).





3.2 Senior Leadership Team (SLT)


The Senior Leadership Team (SLT) promotes equality and eliminates discrimination by:


  • raising awareness of all the duties within the whole school community;
  • referring to relevant and up-to-date documentation
  • ensuring understanding of the broad legal definition of disability;
  • sensitively encouraging declaration of protected characteristics by children and young people, parents/carers, staff and other users of the school;
  • working with trade unions to implement the relevant duties in employment functions;
  • ensuring that action plans and risk assessments are undertaken;
  • consulting with stakeholders including:
  • providing appropriate training for staff, Governors and other members of the school community;
  • Monitor the outcomes and impact of provisions, criteria and practices on all groups, and respond with appropriate actions;
  • In the event of expectations not being met, ensuring action is taken in accordance with the status of those involved.


3.3 All Members of the School Community


The school regards equality for all as a responsibility for all. All members of our community (staff, contractors, volunteers, children, parents and carers etc) contribute to ensuring that our school is a fair, just and cohesive community by:


  • contributing to the SES implementation and review process
  • raising issues with line managers which have an impact or potential impact on the school’s provision;
  • maintaining an awareness of, and professional interest in, the school’s current SES and the provision to which it relates;
  • implementing provision in accordance with agreed protocols and standards;
  • behaving with respect and fairness to all members of the school community



4. Information gathering


4.1   Purpose and process


The collection of information is crucial to supporting us in deciding what actions to take to improve equality and eliminate discrimination within the school community. The information also subsequently helps us to review our performance so it needs to be detailed enough to enable us to measure how we are delivering on equality duties. The information also helps us to do accurate impact assessment and identify which of the school’s aims have been achieved and what we need to do better.


4.2      Types of information gathered


The wide range of information is gathered to support our planning and action to promote equality and eliminate discrimination such as:


  • identification of children and young people, parents, carers, staff and other users of the school representing the different protected characteristics. This helps us develop and monitor the scheme. Comprehensive and sensitive efforts are made to collect accurate information and meet security of information requirements, in addition to our duty to secure accurate information relating to ethnicity and first language;
  • pupil attainment and progress data relating to different groups;
  • children and young people views actively sought and incorporated in a way that values their contribution;
  • sports and activities choices of all groups;
  • exclusions data analysed by group;
  • records of bullying and harassment on the grounds of any equality issue;
  • data on the recruitment, development and retention of employees;
  • outcomes of activities promoting community engagement and community cohesion;
  • outcomes of actions taken to secure the involvement of parents and others who have been identified as difficult to engage;


The information gathered by the above processes informs our action planning. See appendix A



5. Review


As part of the review of the SES, the school commits to:

  • involving the participation of a range of stakeholders,
  • analysing the information and data used to identify priorities for the SES and action plans,
  • Monitoring whether actions taken have had a positive impact across all protected characteristics,
  • ensuring that the promotion of equality is at the heart of school planning and that discrimination is being eliminated effectively.




6. Publication and reporting

The SES is published on our school website and a paper copy is available on request.


Single Equality Scheme Appendices

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