Equalities Information 2016 – Pupil and Staff Profile
The school has a maximum of 45 pupils per year group. This necessitates the formation of some mixed age classes throughout the school. They are organised as follows:
Reception – One single-age class of 22 pupils; one single-age class of 23 pupils
Key Stage 1 (Years 1 and 2) – One single age Year 1 class of 30 pupils; one mixed-age year 1/2 group of 30 pupils; one single-age year 2 group of 30 pupils.
Lower Key Stage 3 (Years 3 and 4) – One single age Year 3 class of 30 pupils; one mixed-age year 3/4 group of 30 pupils; one single-age year 4 group of 28 pupils.
Upper Key Stage 2 (Years 5 and 6) – One single age Year 5 class of 30 pupils; one mixed-age year 5/6 group of 30 pupils; one single-age year 6 group of 30 pupils.
We plan each class’s composition carefully to ensure we have a balance of ages within it.
The staff profile is not representative of any age group more than another. There is a spread of ages from those commencing their professional lives to those approaching retirement.
We are a co-educational school. There are currently 151 boys and 159 girls on our roll. The balance in each year group is as follows:
We serve a multi-ethnic community. Currently, 41% of our pupils are of Minority Ethnic Origin (MEO). 30% of our pupils have English as an Additional Language (EAL).
Our pupils are of 15 different ethnicities – the largest group (59%) is White British; Our pupils speak 21 different home languages – the largest home language group is English – approximately 60%, with the next largest groups being Somali, Portuguese, Turkish, Polish, then Bengali.
Our staff profile is predominantly White British. We have two MEO teachers and two BME lunchbreak supervisors. The governing body is also predominantly White British.
The school serves a multi-faith community. Our pupils are of 8 different faiths – the largest faith groups being Christian, Roman Catholic and Muslim. The pupil’s uniform policy does make reference to cultural sensitivities, in respect of headscarves.
We do not record data about the faiths adhered to by our staff.
One of out pupils on roll currently has a physical disability. There are no other pupils with a physical disability, hearing or visual impairment. An accessible disabled toilet is available and used by pupils with short term medical needs, eg. Using crutches.
There are a very small number of pupils (less than 10), whose long term health issues have an impact on attendance. This number is not published, as the pupils could be identified. There are no disabled members of staff.
There are no accessibility issues which affect staff and pupils in the school, as this was carefully planned when the new school building and outdoor environment was designed and built in 2011.
The percentage of pupils supported at “SEN Support” level or with a statement of SEN, (or an Educational Health Care Plan), is well above the national average.
Children Looked After
There is currently 1 looked after children 5 children adopted from care and tow adopted from within their family on roll.
There is one child whose parent is a serving member of the armed forces.
Free School Meals and Economically disadvantaged pupils
36% of our pupils are currently known to be eligible for Free School Meals, or were ever eligible during the last 6 years (“FSM Ever6”) – well above the 2014 national average of 26%.
Our school serves a culturally-, socially- and economically-diverse community. It includes four “Super Output Areas” which are the most deprived in South Gloucestershire. The deprivation indicators which impact most on our families are those relating to Health, Housing, Crime, and Economic Circumstances.
Our most recent Raiseonline report shows us as at 0.26 on the School Deprivation Indicator, above the national figure of 0.24.
The South Gloucestershire School Profile’s most recent ACORN analysis (Showing “Geodemographic factors impacting on households) in September 2013 indicated that 43% of our pupils were in the “Financially Stretched” category, with a further 20% in the category of “Urban Adversity”. This suggests that over 60% of our pupils live in households which are subject to a high level of deprivation.
No data about the sexual orientation of staff is collected or held by the school.
No data about staff in relation to gender reassignment is collected or held by the school.
Performance Trends, Behaviour and Attendance
The school has worked hard to improve the attainment and progress of boys in writing. We have been largely successful in previous years in narrowing the gap in achievement in this area. Last years attainment and progress in writing across the school was less good for boys. Boys achievement in Writing is below girls when they enter Reception (This is partly caused by different rates of physical development). At the end of Reception in 2015, boys attainment and progress was below that of the girls. At the end of Year 2 last year, boys attainment was below girls and both groups had made the same amount of progress. At the end of Year 6 last year, the boys attainment and progress was just below that of the girls. However, in Years 1 and 3, boys attainment and progress was better than girls.
In 2015 Y1 phonics screening test, boys achievement was above girls.
This data suggests that we have more work to do in order to help the boys to make accelerated progress in writing across the school. This is being addressed through curriculum content (to make some of it more boy-friendly) and through specific interventions.
EAL and BME pupils achievement is generally in line with or just above that of their white british peers in all phases of the school. Historically, some EAL pupils have lagged behind their peers in Writing and Reading in EYFS and KS1, but tend to catch up by the end of KS2. In some cohorts, Black African boys achievement in Writing has been below that of their peers. In Y1 phonics screening 2014 Black African achievement was below their peers, but their overall achievement in core subjects was broadly in line with their peers.
In some cohorts, White British Boys have achieved below their peers (often, but not exclusively, in Writing). However, their progress has often been better than their peers.
Our Disadvantaged (FSM Ever 6, LAC and/or Forces children)pupil’s achievement has been generally in line with their peers by the end of Year 6, having begun Reception at a lower level overall in core subjects. They tend to make better progress than Disadvantaged children nationally. Our Disadvantaged children achieved higher levels than their peers nationally in Maths but lower in Reading and Writing in KS1 SATs 2015; they outperformed Disadvantaged children nationally in the Y1 phonics test (by a huge margin – 85 to 66); at the end of KS2 2015, Disadvantaged pupils attained lower levels than their peers in all subjects, but the gap between Disadvantaged and non-Disadvantaged pupils attainment in our school was a lot less than the average gap nationally.
Our LAC pupils’ achievement is generally in line with their peers.
Our data continues to show that the most vulnerable group in the school is the White British Disadvantaged Boys.
From our behaviour monitoring, we can see that there are more concerns presented by white british FSM boys than any other group, but this is not always the case. The majority of fixed period exclusions over previous years have been for white british boys. Two pupils were given fixed period exclusions in the current academic year; both are White British Disadvantaged.
Our attendance monitoring is extensive. There are more Disadvantaged pupils whose attendance causes concern than for any other groups. (This is the same as national data for this group). Our Disadvantaged pupil’s attendance is good, being well over the national average. Many of these Disadvantaged families are affected by a range of deprivation indicators. Amongst those whose attendance is low, there is no evidence of any gender or ethnic group being over-represented.
Bullying and Discrimination
We have very few instances of bullying. We are proactive in combatting bullying, spreading anti-bullying educational initiatives across the school year. These range from whole-school to class assemblies and include coverage of key issues in lessons. We have a rigorous anti-bullying procedure. All cases which have come to our attention have been dealt with promptly. There is no one group of pupils who are victims or perpetrators of bullying.
In the last two years, there are no recorded instances of homophobic or of racist bullying. There have been minor instances where racist behaviour has occurred. These have related to one child, whose behaviour is being appropriately and effectively managed, and the incidents have ceased.
Our Equalities Objectives
We publish Equalities Objectives every year as part of our School Improvement Plan. The objectives with a particular Equalities focus are as follows:
To make effective use of pupil premium funding to narrow the gaps in achievement between vulnerable groups, especially White British boys,
To provide an engaging, creative curriculum which is accessible to all pupils and fully reflects their diverse circumstances, backgrounds and interests.
To provide a curriculum which challenges, stimulates and raises the attainment of More Able pupils.
To use Pupil Premium effectively to narrow the gap between the progress and attainment of vulnerable groups (especially UK White Boys) and all pupils both in school and nationally in Reading and Writing as measured by APS.