E-ACT West Walsall Academy takes the writing and review of the academy Equality Objectives very seriously. The Equality Objectives are determined by the Headteacher in consultation with Senior Leaders, our Equality and Inclusion Champion and the Trust. The Equality Objectives are set every four years and reviewed every year.
The 3 main aims of the Equality Duty are:
- Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act.
- Advance equality of opportunity between people who share a protected characteristic and those who do not.
- Foster good relations between people who share a protected characteristic and those who do not.
Equality Act (2010): https://www.legislation.gov.uk/ukpga/2010/15/contents.
E-ACT West Walsall Academy is an all-inclusive school, where we focus on the well- being and progress of every student and where all members of our community are of equal worth. We believe that the Equality Act provides a framework to support our commitments to:
- Provide an environment which values and includes all student, staff, parents and visitors regardless of their educational, physical, sensory, social, spiritual, emotional and cultural needs.
- Challenge attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.
- Ensure equality of opportunity in line with the Equality Act 2010.
Our approach to equality is based on the following key principles:
- All learners are of equal value.
- We recognise and respect difference.
- We foster positive attitudes and relationships and a shared sense of cohesion and belonging.
- We aim to reduce inequalities and barriers that already exist.
- We have the highest expectations of our students and ensure that all are exposed to and taught about all protected characteristics through our curriculum.
(Protected Characteristics include: Religion or belief, race – colour, ethnicity or national origin, gender or gender identity, sex or sexuality, marital or civil partnership status, pregnancy or maternity, disability, age.)
Where it is practicable to make reasonable adjustments to enable a prospective student to take up a place at E-ACT West Walsall Academy and to satisfy the current admissions criteria, the Academy is committed to providing those reasonable adjustments. In order to do this, the Academy will ask for the student to disclose whether they have received any learning support, have had an educational psychologist report or have any disability or other condition of which the Academy should be aware. Where a potential student has an Education Health Care Plan, the Academy will work with the Local Authority to ensure that the identified provision is delivered in an appropriate manner. The Academy will be sensitive to any issues of confidentiality.
E-ACT West Walsall Academy will not tolerate direct or in-direct discrimination, harassment or victimisation.
As an Academy, we have an accessible site and building with the following:
- Outside sports and grounds facilities that are fully accessible to all.
- Accessible toilets in each area of the building.
- Emergency evacuation system in place with the use of EVAC chairs.
- Non-visual guides on signage around the Academy.
- Clearly marked disabled parking bays in the car park.
To increase the extent to which all disabled students can participate in the Academy curriculum, we have:
- Provided a number of ‘bases’ and ‘safe spaces’ to use for lessons, interventions and during social times.
- Provided all staff with a bespoke ‘one-page-profile’ of students needs and disabilities.
- Detailed and bespoke access arrangements to allow students to access internal and external examinations and assessments without prejudice.
- Ongoing collation of transition information in relation to students need and disability about prospective Year 7 students and mid-term admissions prior to starting dates.
Review Date: September 2026
|Equality objective||What this means for E-ACT West Walsall Academy|
|Provide positive non-stereotyping information about gender roles, family units and diverse groups.||We will include explicit teaching about different types of families in our Personal, Social, Health and Economic (PSHE) education curriculum.|
|We will review our application forms to ensure they do not favour one type of family set up.|
|Our uniform policy will be gender neutral.|
|Option subjects will work to dispel gender stereotypes around their subjects and actively promote update from different genders.|
|We will review and update our display boards to ensure representation from a range of diverse backgrounds.|
|An Equality, Diversity and Inclusion Champion is identified.|
|All staff complete Educare Modules on Equality and Diversity every two years.|
|Our Equality and Diversity Calendar will include events across the academy to celebrate a range of religious festivals.|
|Our weekly Personal Development Programme will offer insight and weekly reflection into different cultures and religions.|
|We will explicitly teach about gender roles and stereotyping in our PSHE curriculum.|
|Students will be specifically taught about the Equality Act 2010 and the protected characteristics through personal development sessions.|
|Improve our knowledge and understanding of discriminatory behaviours within our organisation.||Our Personal, Social, Health and Economic (PSHE) education lead will liaise with our Equality, Diversity and Inclusion Champion and they will ensure there is one event per term that aims to improve staff and students’ knowledge about discrimination.|
|Our Equality, Diversity and Inclusion champion will deliver training for all staff on the Equality Act 2010 and reasonable adjustments, and this will form part of the new staff induction.|
|Regular pupil and staff voice activities are undertaken to review discriminatory behaviours.|
|Our E-ACT Ambassadors Group will work with our PSHE lead and student council to help us with a questionnaire to find out about whether staff, families and students feel there is discriminatory behaviour that we don’t know about or haven’t noticed.|
|CPOMS will have clear separate categories for discrimination against the nine protected characteristics. Repeat offenders are identified, quick responses are established and external agencies utilised, where necessary.|
|We will log all discriminatory behaviour against any of the protected characteristics to enable us to monitor and identify any areas of concern where more education is needed for staff, students or families.|
|Equality of opportunity: prepare students for life in a diverse society in which students are able to see their place in the local, regional and national and international community.||Equality, Diversity and Inclusion champion identified.|
|We will ensure that visitors invited to speak to the students represent a diverse range of individuals.|
|Weekly reflection sessions for students will give insight into wider global issues and allow enquiry into issues around diversity and discrimination.|
|E-ACT Passport activities will provide students with the opportunity to experience wider life experiences away from the academy in order for students to visualise their possible future life choices.|
|A range of local, national and international charity and raising awareness events throughout the year are carefully selected and delivered in order for students to gain an insight into the wider communities and the possible issues they face.|
|A range of trips and visits are offered to our students to develop cultural capital and broaden student experiences.|
|Drop down days identified and specific focus on cultural identity of all staff and students to promote our diverse academy.|
|Improve our experiences available to our students to ensure opportunities and access for all.||We will make sure that all our students, regardless of disability, gender, race, religion, gender reassignment, sexual orientation, pregnancy or age have equal opportunities in taking part in extra-curricular activities. We will collect information about those attending to evaluate representation and accessibility.|
|We will actively look at ways of tackling any barriers that prevent accessibility. We will regularly obtain the views of all students, particularly those with Education Health and Care Plans (EHCP) and physical disabilities, to ensure that we are meeting their needs and making any necessary adjustments.|
|Extra-curricular clubs are promoted and regularly reviewed to ensure a high number of students engage. Strategies are in place to promote extra-curricular clubs to disadvantaged students and those with special educational needs (SEND) to promote and increase numbers of participation. Where appropriate, discrete clubs have been established.|
|Breakfast Club is available to all students and is promoted widely to all students in the academy.|
|Regular communication with students and parents around specific organisations that can help and support families across a range of topics including mental health, food bank, early help etc.|
|Continue to embed a zero-tolerance approach to incidents of peer on peer abuse (including sexual violence & harassment) with a culture of listening and understanding the views of children to ensure that all stakeholders take appropriate action to reduce incidents.||Embed a personal development curriculum that is clearly focused on awareness of personal boundaries, respect and consent.|
|Regular pupil voice to understand the prevalence of incidents, how well these are addressed by the academy and what more can be done to reduce incidents.|
|Girl-only pupil voice opportunities with a focus on sexual violence & harassment.|
|Regular staff CPD including identifying signs and symptoms of peer on peer abuse, how to report and respond to concerns, developing understanding of sexual violence & harassment and sharing nudes.|
|Staff CPD focused on unconscious bias and vulnerable children to further support the appropriate response from staff.|
|Opportunities provided to students to disclose their concerns if they do not feel comfortable with disclosing directly to a member of staff (i.e. pupil concerns reporting tool on academy website/additional pupil voice etc).|
|Regular review of peer on peer abuse incidents to ensure consistency in application of process to address.|
|Regular analysis of peer on peer abuse incidents to ensure identification of repeat offenders and patterns to enable an escalation in response.|
|Emphasis on support for both the victim and the perpetrator.|
|Staff CPD for managing challenging questions during personal development topics (i.e. consent).|