Equality Duty
The Head teacher, Staff and Governors of Frieth CEC school are aware of their responsibility under the Equality Act 2010, which requires schools to have due regard to the need to:
- Eliminate discrimination, harassment and victimisation and all other conduct that is prohibited by the Act
- Advance equality of opportunity between people who share a protected characteristic and people who do not share it
- Foster good relations across all characteristics- between people who share a protected characteristic and people who do not share it.
Protected Characteristics under the Equality Act 2010
- Age
- Disability
- Gender reassignment
- Marriage and Civil Partnership
- Pregnancy and Maternity
- Race (colour, nationality and ethnic or national origin)
- Religion or belief (including lack of belief)
- Sex (gender)
- Sexual Orientation (heterosexual, homosexual, lesbian and bisexual)
The full 'Equalities and Cohesion' Policy is available to download below.
These following observations taken from our most recent inspections provide evidence of this awareness.
"Frieth is a small rural school which offers a very warm, nurturing and inclusive community atmosphere. Pupils are articulate, confident and display excellent attitudes towards learning, their school and each other. Children are prepared well for life in modern Britain and speak confidently and knowledgeably about different faiths and cultures, recognising diversity and valuing equality."
Ofsted Report 2017
"Parents know that it is the school’s strong Christian ethos which underpins the drive towards ‘developing potential without limitations’. They feel that the school values all children and families equally, whether or not they are Christians."
"Everyone in the community is highly valued and respected and pupils’ spiritual, moral, social and cultural development is a strength. Pupils appreciate the many opportunities provided in RE lessons to learn about traditions within the Christian church and about different faiths represented in the wider community."
Statutory Inspection of Anglican and Methodist Schools (SIAMS) 2016
Equality Objectives 2022 - 2023
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Continued Development Objective |
To embed the new PSHE and RSE curriculum across the school, ensuring it addresses relevant topics for each age range. |
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Reasons for this development: Statutory Relationship/RSE and Health Education came into place in September 2020. RSE resources and curriculum were approved following consultation with staff, governors, parents and pupils. The curriculum is now implemented and being embedded across the school. |
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Success Criteria |
New curriculum and resources are fully in use within the PSHE curriculum. Teaching and learning in PSHE is strong across the school and linked to our new school vision, values and the protected characteristics of the Equalities Act 2010 |
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Continued Development Objective |
To continue to build relationships with members of the community from different religious backgrounds. |
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Reasons for this development: Places of worship with members who would be willing to come in were identified last year, but visits were not able to go ahead due to Covid-19 restrictions. We have had a visit from a practicing Muslim and Will be welcoming a Rabbi in the Spring of 23. All children across the school will have visited a place of worship of another faith by Summer Term 2023. |
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Success Criteria |
A wider range of visitors from different faiths and cultural backgrounds will be invited into school to talk to the pupils. |
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Development Objective |
To increase participation of disadvantaged pupils in after-school sporting activities. |
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Reasons for this development: It is widely recognised that disadvantaged children's mental health and wellbeing in particular has been impacted the most by the lockdowns/ COVID. We wish to address this by funding disadvantaged pupils extra-curricular sporting activities at school. |
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Success Criteria |
Disadvantaged pupils will have access to range of extra-curricular sporting activities. |
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Development Objective |
To reduce any detriment caused to vulnerable groups from the National Lockdowns. |
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Reasons for this development: The National Lockdowns have been difficult for all pupils, but particularly for those who are vulnerable. Our disadvantaged, EAL and SEND children have found the nature of remote learning difficult, even when supported in school. We wish to address this by assisting children who have fallen behind to 'catch up' when schools return. |
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Success Criteria |
Vulnerable pupils who fell behind during lockdowns are supported to make accelerated progress towards the attainment of their peers. |
