‘Live And Learn With Jesus’
Sacred Heart Catholic Primary School, Leigh
Live and Learn with Jesus.
We follow Jesus through fairness, kindness, love, friendship and happiness.
Overarching policy statement
a) In accordance with our school Mission Statement, aims and objectives we pledge:
b) We will assess our current school practices (“Equality Impact Assessment”) and implement all necessary resulting reactions in relation to:
c) We will promote community cohesion at school, local, national and global levels, comparing our school community to its local and national context and implementing all necessary reactions in relation to:
2. Statutory requirements
The equality objectives in section 10 below address our duties under current equality legislation, up to and including the Equality Act 2010. They also relate to the Wigan Council procedure for recording incidents involving pupils in schools.
The address plan in section 11 below addresses our duty under the Special Educational needs and Disability Act (SENDA) 2001.
The community cohesion plan in Section 12 below addresses our duty under the Education and Inspections Act 2006. It also covers the statutory requirements of the EYFS Statutory Framework.
1. Community cohesion: a shared contextual statement
The following statement outlines both the data and current issues relating to ethnicity, religion/belief and socio-economic factors. In examining the school’s context, it relates closely to the beginning of the SEF. It demonstrates the awareness of the governors and their community partners of how the school community compares with the wider community, both locally and nationally. It therefore forms the basis for planning the actions in section 12 below to promote community cohesion.
We are an inclusive school and over the coming years plan to make further links with groups so children can develop relationships with others from different backgrounds.
One named governor Mrs Eileen Johnson takes the lead but the governors as a whole are responsible for:
The Head Teacher is responsible for:
All staff are responsible for:
Mrs Helen Ahmed (Head Teacher) is responsible overall for:
Visitors and contractors are responsible for:
1. Staff Development
This section outlines our process for training and development in relation to equality and cohesion, in terms of professional responsibilities as well as statutory requirements.
The Head Teacher has received INSET training on equality and cohesion which she shares with all staff. The Learning Mentor and Admin Assistant have attended training and use the SENTINEL system.
2. Publication and review
This Equality Scheme fulfils statutory requirements under the terms of legalisation referred to above. As it is a public document, the school government publish it by making it available on request and by sending an electronic copy for monitoring purposes to the local authority by email to
The scheme will be kept under regular review for three years and then replace in September 2013.
3. How we report on progress and impact
A report on progress with the actions listed below will be published by the governors via e.g. website, prospectus, newsletter etc at the end of each school year, i.e. July 2011, 2012 and 2013.
A copy of each annual report is sent for monitoring purposes to the local authority by email to
or by internal email to CYPS Equality & Diversity officer, Wigan Council, 107 Standishgate, Wigan WN1 1XL
Evidence will also be kept of the impact of our actions to promote community cohesion, in respect of ethnicity, religion or belief and socio-economic background.
1. How we conduct equality impact assessment
This section outlines our process for monitoring the potential impact of school practice in terms of
We have a detailed tracking system in school which we use to monitor our school practice. The Head Teacher and SMT regularly meet to monitor and evaluate systems to ensure equality.
Equality objectives identified are included in the three-year plan in section 10 below.
2. How we chose our equality objectives
Our equality objective-setting process has involved gathering evidence as follows:
i. from the equality impact assessments listed in Section 8 above,
ii. from the following data
iii. and from involving relevant people (including disabled people) from the start in the following way:
The evidence was then analysed in order to choose objectives that will:
i. promote equality of opportunity for members of identified groups
ii. eliminate unlawful discrimination, harassment and victimisation, and
iii. foster good relations between different groups in terms
Equality objectives (focused on outcomes rather than processes)
1. Three-year access plan 2010-2013
This can relate very closely to the disability elements of the equality objectives in Section 10 (0n page 6), except that it covers pupils only whereas the equality plan includes all members of the school community.
Actions (focused on outcomes rather than processes)
i. improvements in access to curriculum
Following four successful years using our Theme Based curriculum. It will be reviewed Summer 2010 to ensure access to all. Tracking data will be reviewed termly to ensure equal access in English and maths for all pupils
ii. physical improvements to increase access to education and associated services.
Our new school building ensures access for all
iii. improvements in the provision of information in a range of formats for disabled pupils
1. Three- year community cohesion plan 2010-2013
The choice of appropriate actions to promote community cohesion is based on the needs identified in the contextual statement in Section 3 above, relating to ethnicity, religion or belief and socio-economic background.
For this purpose, the four geographical dimensions of “community” are as follows:
Actions (focused on outcomes rather than processes)
i.teaching , learning and the curriculum
Our themed based curriculum review ensure all pupils have equal access to teaching and learning throughout our curriculum
ii. equity between groups in school, where appropriate
Termly analysis of pupil progress using our tracking system will ensure equity between groups
iii. engagement with people from different
backgrounds, incl extended services
As indicated in our S.D.P we intend to further develop our links with the local community to ensure children (and staff) develop relationship with people from other cultures
Adapted: Summer Term 2020
Review Summer Term 2022