Equalities at West Hove Infants School
West Hove Infants School seeks to foster a warm, welcoming and respectful culture, which allows us all to question and challenge discrimination and inequality, resolve conflicts peacefully, promote equality and work and learn in a safe environment.
We recognise that there are similarities and differences between individuals and groups but we will strive to ensure that our differences do not become barriers to participation, access and learning and create inclusive processes and practices, where the varying needs of individuals and groups are identified and met. We therefore cannot achieve equality for all by treating everyone the same. We believe we all have equal rights, but may have different needs.
‘Aim high and Smile!’
Ours is a much larger than average infant school. We are now eight form of entry, based over two sites a mile apart. In many ways we believe ourselves to be unique.
Our catchment is generally from the area local to each site and we are treated as two separate schools for purposes of admission. We have become an increasingly culturally and socially diverse as our school has expanded.
Our largest group of pupils is still of White British heritage, with the rest representing a wide range of other ethnic groups. An increasingly growing number of our pupils speak English as an additional language. We are very proud of our ethnic diversity and do everything that we can to reflect and celebrate this diversity.
Our school benefits from a very rich cultural and linguistic diversity. The table below provides collated information (September 2015) held about us nationally, from within Brighton and Hove local authority and from our own in-school data.
|Pupils / Students on roll as of Jan. ‘17||Total:
|Total ethnic minority pupils||28.8 %|
|Any other Asian||1.4%||Kurdish||0.1%|
|Any other black||0%||Indian||0.6%|
|Any other group||0.6%||Iranian||0.3%|
|Any other white background||5%||Irish||0.4%|
|Any other mixed||2.6%||Pakistani||0.4%|
|Arab||2.2%||White and Asian||3.3%|
|Bangladeshi||0.4%||White and Black African||1.6%|
|Black African||1.0%||White and black Caribbean||1.1%|
|Black Caribbean||0.1%||White British||61.5%|
|Black Sudanese||0%||White Eastern European||3.4%|
|1.4%||White Western European||1.4%|
|Info not obtained||9.7%||Refused||1.4%|
|The most common other languages spoken/understood apart from English||Arabic : 4%
|Persian/Farsi: 1.4%||Hungarian: 0.6%||Spanish: 0.9%|
|Other languages other than English spoken mainly in pupils’ homes||Bengali, Bulgarian, Hungarian, Romanian, Edo, Nepali, Slovakian, Malayalam, Ndebele, Czech, Italian, Polish, Arabic, Lithuanian, Tamil, French, German, Hebrew, Japanese, Pashto, Portuguese, Estonian, Russian, Spanish, Turkish, Slovak, Hindi, Latvian, Panjabi and Persian/Farsi|
|Number of different languages spoken altogether||30||% EAL: 18.3%|
|Gifted and Talented||17.4% KS1 only|
|We are aware that children in our school may grow up to be lesbian, gay or bisexual. We also know that our parents and carers will be represented across all the protected groups.|
|Buddhist||0.7 %||Christian||16.7 %|
|Hindu||1 %||Jewish||1.1 %|
|Muslim||7 %||No Religion||44 %|
|Other religion||8.4 %||Refused||0.1 %|
|Roman Catholic||0%||Sikh||0.4 %|
|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 sex they were born as. We also know that our parents and carers will be represented across all the protected groups.|
What we do…
In our school we take pride in the range of work we do to foster good relations and cultural awareness. For example:
Teaching and Learning
- Our curriculum, resources and learning environment reflects, exploits and celebrates the linguistic and cultural diversity of our children and their families, providing ALL children with a myriad of opportunities to learn about other cultures, nationalities and religions
- All curriculum subjects acknowledge the language and learning of our bi-lingual children
- Our resources and displays, including reading materials and signage, reflect the multi-lingual and multi- cultural nature of our community
- Our bi-lingual children and families receive support from the Ethnic Minority and Achievement Service (EMAS)
- We recognise the critical role home and first languages have to play in the development of English language learning and in children’s cognitive development
- Our weekly ‘Wonderful World of Me’ activity affords children opportunities to share their home life with their peers and teachers
- Our PSHE & C and circle time curriculum help children to develop empathy, understanding and respect for differences and similarities
- Our assemblies promote respect and tolerance of others and encourage adherence to our school’s ‘Golden Rules’
- Children learn about different faiths and celebrations such as: Diwali, Eid, Chinese New Year, Hanukkah, Passover, Christmas, Easter in their weekly Religious Education lessons
- Many of our topics are based upon stories from around the world
- Music lessons incorporates music from around the world
- Children also learn about and visit their local area e.g. The Brighton Pavilion, Hove Museum
- Our children take part in local events, celebrations and festivals such as ‘Let’s Dance’ and the Brighton Festival Children’s Parade
- Our children learn French
- We hold half termly ‘Takafa’ coffee mornings which we especially encourage our EAL and ethnic minority parents to attend. These social and information sharing occasions are supported by EMAS
- We have many bi-lingual teaching assistants and mid-day meal supervisors
- Letter/information for parents are available in different languages, including induction booklets which have been shared more widely throughout the local authority
- We actively seek to recruit governors from ethnic minorities
- We have hosted ‘Family Learning’ and English courses for parents which are led by the local authority
We link our work on equality to our duties under the Education Reform Act 1988 to provide a balanced and broadly based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society and prepares such pupils for the opportunities, responsibilities and experiences of adult life.
We recognise and welcome our equality duties as set out in the Equality Act 2010 and have due regard to the need to:
* Eliminate discrimination and 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.
We recognise that it is unlawful to discriminate against a pupil, prospective pupil or a member of staff by treating them less favourably if they have protected characteristics: age (staff only), sex, race, disability, religion or belief, sexual orientation, gender reassignment, pregnancy or maternity (staff only in primary schools), marriage and civil partnership (staff only)
We take seriously our duty to show due regard and this is evidenced through minutes of meetings and through the completion of equality impact assessments.
We welcome the involvement of and feedback from the school community on the information and objectives published. We also actively aim to recruit parents and carers who belong to protected groups to our governing body and Parent Teachers Association. Please speak to the Head teacher with any feedback or come to one of our meetings for groups of parents and carers. To find out more about our school approach to equality please read our Equality Policy.
Policies and external links