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Equality Statement & Objectives

Equality Statement & Objectives 2024/25

Introduction

Public bodies, including local-authority-maintained schools, are covered by the public sector equality duty in the Equality Act 2010 and the Equality Act 2010 (Specific Duties) Regulations 2011.

At Co-op Academy Failsworth, we take this obligation very seriously and ensure that all our students can take part as fully as possible in every aspect of school life. We identify any barriers to learning and then work hard to ensure that whatever inclinations, aptitude or level of ability, every one of our students is presented with a variety of educational, cultural and social opportunities which sensitively challenges and supports each of them to maximise their development. Our vision, missions and values capture and crystallise these aspirations and intentions:

Our Academy Vision is:

‘Coop Academy Failsworth as a ‘centre of excellence’ where the day in day out experience is outstanding for all.

Our Academy Mission is:

‘Achieving Excellence Together’.

Are Values are built on the Coop ‘Ways of Being’:

Equality Statement

At Coop Academy Failsworth we are committed to ensuring equality of opportunity for all students, colleagues, parents and carers irrespective of race, gender, disability, belief, sexual orientation, age or socio-economic background. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and ability to participate fully in academy life. We tackle discrimination through the positive promotion of equality, by challenging bullying and stereotypes and by creating an environment which champions respect for all. At Coop Academy Failsworth, we believe that diversity is a strength which should be respected and celebrated by all those who learn, teach and visit us.

We achieve this through:

Equality in teaching and learning

Teaching styles and pedagogy, methods, language, questioning and classroom management includes and engages all students.
Suitable resources are chosen which motivate and are sensitive to different groups, cultures and backgrounds.
Stereotypes and what are thought to be stereotypical activities are effectively challenged.
Teaching strategies are reviewed in relation to variations in learning and attainment and in the light of known good practice
They are aware of possible cultural assumptions and bias within their own attitudes and we are committed to developing tolerance for those who are different to us.

Equality in leadership

Senior leaders are responsible for ensuring that appropriate arrangements are put in place to monitor the performance of potentially disadvantaged students, this includes:

Identifying and investigating any patterns with regard to exclusions and poor attendance in respect of particular groups
Monitoring differences in student attitudes to work and towards each other, with a view to identifying any significant patterns
Addressing issues such as sexual or racial harassment, bullying and hostile behaviour and ensuring that there are effective procedures for reporting and responding to such incidents
Ensuring that the performance of different groups of students is monitored and evaluated so that the particular needs of different students are met
The impact of additional support on standards achieved is evaluated.

It is essential that there is an appropriate response to identified patterns of attainment, progress, behaviour, attitudes and attendance. It is the responsibility of managers to ensure that:

Strategies are implemented to raise performance, aspirations and self-esteem
Staff development is provided to raise awareness of differences in need and to promote strategies to raise achievement in all students
An environment is created which affirms and supports ethnic, cultural, religious and social diversity and effectively promotes good personal, community and race relations.

The impact this has on our students:

All students will have equal access to all academy curriculum programmes of study throughout each Key Stage, and non‑compulsory courses, according to aptitude and ability;

The academy is committed to full educational inclusion (see SEN policy)
Reasonable adjustments will be made for students who require auxiliary aids and provision of services for disabled students
We will collect and record figures on take-up of courses, which will be presented to the Principal annually, or more often if requested. The Principal will keep the Governors informed on this
We will ensure that annual analysis of attainment, behaviour and other student data will be undertaken by gender, ethnic background and ability
All subjects will have equality of opportunity at their core and make explicit references within medium and long term learning plans to ensure full progression
All academy improvement plans will act to improve the learning of students according to this analysis
Academy rules and the Code of Conduct for students clearly and explicitly forbid the verbalisation or vocalisation of discrimination on the grounds of race, culture, religion, gender, transgender sexuality, ability/disability, pregnancy and maternity and gender reassignment
Positive attitudes and awareness development for equality of opportunity will be specifically taught through the PSHE and Personal Development programme.

Equality Objectives 2023/24

The Trust have set out 3 Equality, Diversity and Inclusion Objectives:

Objective 1: to embed equality, diversity and inclusion into the curriculum and teaching & learning practices.

Objective 2: to embed equality, diversity and inclusion into the wider organisation

Objective 3: Our Equality Objectives:

each academy publishing a statement setting out the actions they intend taking to advance equality, diversity & inclusion during the forthcoming academic year (or from their date of joining the Trust). A report will be provided by the Headteacher / Principal, on request annually, to enable Trust-wide reporting.
ensuring, as we adopt a Trust-wide HR information system, that this incorporates the ability to provide robust reporting on and monitoring of equalities data.
further developing reporting on our gender pay gap and – in future – other pay gaps (e.g. ethnicity), and taking positive action to reduce these gaps where possible.
taking steps to address the risk of bias and discriminatory behaviour, initially by raising awareness of this facet of equality and diversity through leadership training; and ensuring that ‘blind recruitment’ takes place for all roles across the Trust.
creating and promoting opportunities for staff voice, and debate & dialogue, within the Trust around these key issues.

As an academy, we have focused on Objective 1 this academic year, however, objectives 2 and 3 are also woven into this

Objective 1: to embed equality, diversity and inclusion into the curriculum and teaching and learning practices:

We will work to towards a curriculum and teaching and learning practices which:

Are inclusive where all students and colleagues are welcomed and valued
Show respect for and appreciation of one another as individuals.
Develop personal and cultural identity in all students.
Are proactive in tackling discrimination in all its forms.
Promote the benefits of diversity.

We will strive for all students to:

Leave the academy with the highest of aspiration, equipped with the knowledge, skills and behaviours to achieve their full potential.
Be successful learners who enjoy their academic, creative, physical and vocational education, who make excellent progress and achieve high standards.
Become confident individuals who are able to lead safe, healthy and fulfilling lives.
Become responsible citizens who make a positive contribution to society.
Foster good relations between people who share a protected characteristic as well as those who do not.

This means we will:

take reasonable and necessary steps to meet pupils’ needs by using a variety of approaches and planning reasonable adjustments for disabled pupils, enabling our pupils to take as full a part as possible in all the activities of the school. We will make reasonable adjustments to ensure the school environment and its activities are as accessible and welcoming as possible for pupils, staff and visitors to the school. We are also committed to ensuring staff with a disability have equality of opportunity.
actively encourage positive attitudes towards students and staff and expect everyone to treat others with dignity and respect, as well as encouraging the use of emotional intelligence so we can be empathetic and considerate of those less fortunate than ourselves.
regularly consider the impact of our curriculum to ensure that it promotes awareness of the rights of individuals and develops the skills of participation and responsible action. We want children to understand and value the diversity that surrounds them, and challenge prejudice and stereotyping.
monitor the progress and achievement of pupils who fall within the appropriate protected characteristics. This information will help us set equality objectives, remain fully inclusive and ensure pupils achieve their full potential.
Provide all staff with the opportunity to complete the ‘challenging opinions, opposing prejudice; CPD modules that focus on: LGBTQIA- with a particular focus on Trans, Racial Equality with a particular focus on BLM and Gender Equality- with a particular focus on equality for women and domestic abuse.
work with outside agencies and other schools where appropriate to ensure that every opportunity is taken to promote and advance equality.
monitor bullying and prejudice related incidents and deal with them effectively. Regular training will be given to new and existing staff to ensure that they are aware of the process for reporting and following up any incidents of bullying.
have an expectation that all staff will be role-models for equal opportunities, deal with bullying and discriminatory incidents and be able to identify and challenge prejudice and stereotyping.

The Trust have set out 3 Equality, Diversity and Inclusion Objectives:

Objective 1: to embed equality, diversity and inclusion into the curriculum and teaching & learning practices.

Objective 2: to embed equality, diversity and inclusion into the wider organisation

Objective 3: Our Equality Objectives:

each academy publishing a statement setting out the actions they intend taking to advance equality, diversity & inclusion during the forthcoming academic year (or from their date of joining the Trust). A report will be provided by the Headteacher / Principal, on request annually, to enable Trust-wide reporting.
ensuring, as we adopt a Trust-wide HR information system, that this incorporates the ability to provide robust reporting on and monitoring of equalities data.
further developing reporting on our gender pay gap and – in future – other pay gaps (e.g. ethnicity), and taking positive action to reduce these gaps where possible.
taking steps to address the risk of bias and discriminatory behaviour, initially by raising awareness of this facet of equality and diversity through leadership training; and ensuring that ‘blind recruitment’ takes place for all roles across the Trust.
creating and promoting opportunities for staff voice, and debate & dialogue, within the Trust around these key issues.

As an academy, we have focused on Objective 1 this academic year, however, elements of objective 2 and 3 are also woven into this. Below is a summary of our progress to date:

Progress towards objectives May/June 24 Update

Additional actions and impacts since the previous update can be seen in blue in the table below.

The Trust have set out 3 Equality, Diversity and Inclusion Objectives:

Objective 1: to embed equality, diversity and inclusion into the curriculum and teaching & learning practices.

Objective 2: to embed equality, diversity and inclusion into the wider organisation

Objective 3: Our Equality Objectives:

each academy publishing a statement setting out the actions they intend taking to advance equality, diversity & inclusion during the forthcoming academic year (or from their date of joining the Trust). A report will be provided by the Headteacher / Principal, on request annually, to enable Trust-wide reporting.
ensuring, as we adopt a Trust-wide HR information system, that this incorporates the ability to provide robust reporting on and monitoring of equalities data.
further developing reporting on our gender pay gap and – in future – other pay gaps (e.g. ethnicity), and taking positive action to reduce these gaps where possible.
taking steps to address the risk of bias and discriminatory behaviour, initially by raising awareness of this facet of equality and diversity through leadership training; and ensuring that ‘blind recruitment’ takes place for all roles across the Trust.
creating and promoting opportunities for staff voice, and debate & dialogue, within the Trust around these key issues.

As an academy, we have focused on Objective 1 this academic year, however, elements of objective 2 and 3 are also woven into this. Below is a summary of our progress to date:

Objective 1: to embed equality, diversity and inclusion into the curriculum and teaching and learning practices
Work to towards a curriculum and teaching and learning practices which: Are inclusive where all students and colleagues are welcomed and valued Show respect for and appreciation of one another as individuals. Develop personal and cultural identity in all students. Are proactive in tackling discrimination in all its forms. Promote the benefits of diversity.
Sub-criteria	Action to Address	Outcome/Impact
Provide all staff with the opportunity to complete the ‘challenging opinions, opposing prejudice; CPD modules that focus on: LGBTQIA- with a particular focus on Trans, Racial Equality and Gender Equality-with a particular focus on equality for women and domestic abuse. take reasonable and necessary steps to meet pupils’ needs by using a variety of approaches and planning reasonable adjustments for disabled pupils, enabling our pupils to take as full a part as possible in all the activities of the school. We will make reasonable adjustments to ensure the school environment and its activities are as accessible and welcoming as possible for pupils, staff and visitors to the school. We are also committed to ensuring staff with a disability have equality of opportunity. have an expectation that all staff will be role-models for equal opportunities, deal with bullying and discriminatory incidents and be able to identify and challenge prejudice and stereotyping. monitor the progress and achievement of pupils who fall within the appropriate protected characteristics. This information will help us set equality objectives, remain fully inclusive and ensure pupils achieve their full potential. actively encourage positive attitudes towards students and staff and expect everyone to treat others with dignity and respect, as well as encouraging the use of emotional intelligence so we can be empathetic and considerate of those less fortunate than ourselves. work with outside agencies and other schools where appropriate to ensure that every opportunity is taken to promote and advance equality	All staff have completed Challenging Opinions, Opposing Prejudice modules including: What are protected characteristics Gender Equality, including gender pay gap and stereotyping LGBTQIA Race Equality Disability Equality Sexual Harassment and Sexual Violence and Safeguarding Accessible toilets access near the main entrance and disabled toilets throughout the building All newsletter and letters are accessible to as many as possible, use of Tone of Voice training Ensure any reasonable adjustments in line with The Equality Act are in place to enable candidates to access our recruitment procedure Risk assessments where necessary to assess accessibility and any reasonable adjustments required Review of SEND Student Passports Redefine areas of responsibility with SEND team to ensure all broad areas of need have specialists Use of clear and uncluttered resources for students, informed by evidence on dual coding, cognitive load theory, working memory and long-term memory Non-gendered toilets available for both staff and students as well as arrangements for PE changing for students identifying as non-binary or trans. Challenging Opinions, Opposing Prejudice CPD to include ‘what to do if…’. Follow up CPD for new staff, top-up CPD available. Intelligent tracking and monitoring of students with SEND, targets as stated on EHCP Accessible curriculum and assessment process that are inclusive to all Additional CPD on neurodiversity and EAL Great support and understanding of EAL and students and families as new arrivals to the country required Academic mentoring to be implemented for students other than Year 11 based on feedback from recent academy reviews. Greater embedding of academy values through morning and midday meetings. This is encouraging a change in student behaviour and culture with regards to tolerance and understanding RDD (Responsive Data Day)- Twilight and INSET (25th/26th January 2024) solely focused on students with SEND- developing a greater understanding of out student with SEND progress and achievement and the necessary adaptive practice required Full staff training on SEND- 25th January 2024. EEF- SEND in Mainstream Schools, ResearchEd Guide to SEND, NASEN- Teachers Handbook (Jan24) used to inform profession learning, understanding and approaches to responsive teaching and adaptive practice. All staff resources with additional tools to support students with SEND- full pack of reading ruler overlays, focus aids, pen grips, time out reflection questions, managing emotions, ‘I need help/I would like to work independently’ cards. Assemblies with both male and female students to educate on SVSH Leadership CPD- modules on Empathy, Humility, Emotional Intelligence and Authentic Leadership Full Protective Curriculum Mapping Full RSE (Updated guidance 2020) Statutory duties- mapping and compliance EDI training- RSW and PQU focus- Promoting Race Equality and Tackling Racism Leeds Beckett- involvement and training RSW- EDI Champion and designated senior leader To share best practice across Coop Academies through the Opposing Opinion, Challenging Prejudice CPD Modules Student involvement in the Community Fridge and Uniform Exchange to develop empathy, respect, emotional intelligence for those less fortunate RSW/PQU- attend CPD with Centre for Race, Education and Decoloniality (CRED) at Leeds Beckett University. Sessions attended include: Let's Talk About Race Developing an Anti-Racist Masterclass’ Racial Literacy Race Conversations The academy is undertaking the Anti-Racist School Award which will start in the autumn term. This will focus on: Governance, Leadership and Management School Environment CPD Hidden Curriculum Pedagogy and Curriculum Parent/Carers and Community Partnerships May/June 24 Updates Appointment in March 24 of a Anti-racist schools award coordinator to support RSW with collation of evidence towards award. SEF completed to assess where we are against Anti Racist School Award- See Appendix 3 Coaching call to discuss SEF and target setting Initial evidence collection and priority target setting Revision of SLG responsibility will now align to RBR who will also take the leadership on Personal Development for the Academy	Representation of all Protected Characteristic Groups within the curriculum with staff trained and skilful in supporting students, discussing and challenging where appropriate. Greater levels of understanding of these key protected characteristics and the ability to challenge and support Building is fully accessible to all who have have a disability Reasonable adjustments are better understood particularly those required for colleagues- e.g. Reasonable Adjustments for staff CPD where sessions in central venues, pre-discussion for any changes in practice and approach SEND passports now signpost teachers to clear pedagogical approaches that will have the biggest impact on the inclusion of SEND students into the curriculum and lessons. All lessons now use standard font, layout, instructions, pedagogical approaches reducing cognitive load. Non-binary and trans students and colleagues have designated facilities Staff and students are more willing to challenge or report discriminatory language or incidents RTP (new style assessment) allows for all students to achieve in line with their peers on ability, preventing glass ceilings being imposed and raising aspirations and expectations. 3 Weekly CPD now includes the golden thread of neurodiversity All staff will have received 2 session of professional learning on EAL 3 colleagues are close to completing the Bell Foundation Lead Practitioner EAL Qualification, this will lead to Failsworth becoming a centre of Excellence in the next academic year. Teachers and staff now have a greater understanding of children and families for whom English is an additional language and can structure learning and support to a higher level than previously. Trial of academic monitoring for students off track in Y9 and Y10. Will roll out fully next academic year. Increased number of rewards issued for exhibiting positive behaviours linked to values. Clear and accurate picture of students with SEND progress, needs and ‘best bets’ approaches to adaptive practice. All teachers part of the assess, plan, do, review model for SEND (RDD) More effective teaching, pedagogical approaches and adaptive practice for students with SEND. Protected characteristics now more visible in items such as: Displays Discussions Within curriculum, lessons, resources, publicity materials Questions we ask Leeds Beckett Survey complete both at senior leader level and all staff- race equality within education focus. Following EDI training Senior leaders are able to take an holistic approach to effectively promoting equality, diversity and inclusion as well as a strategic approach to promote race equality in order to build an inclusive culture throughout our academy 5 Co-op Academies have used and implemented the Challenging Opinions CPD programme, ensuring that best practice from Failsworth is shared Students fully involved in the Community Fridge, Uniform Exchange and Fundraising events- greater levels of empathy and humility being displayed in student attitudes towards those less fortunate Greater understanding: Power, Allyship, Saviourism and White Fragility Conscious and Unconscious Bias Increased confidence in vocabulary around anti-racism, microaggression, micro-insults and microinvalidations The above are currently being reviewed in all our curriculum material and promotional materials EDI Monitoring form and survey completed with RSW and EDI link governor- summary of discussion can be found in May/June 24 Updates Anti-racist schools award coordinator has unfortunately resigned from the post. Currently awaiting workbook materials for evidence collection for stage 1 of the award Accurate benchmark of where the academy currently is in terms of anti-racism and clear areas for development and strength highlighted. RBR to work with Leeds Beckett during 24/25 on the Anti-Racist Award.
We will strive for all students to: Leave the academy with the highest of aspiration, equipped with the knowledge, skills and behaviours to achieve their full potential. Be successful learners who enjoy their academic, creative, physical and vocational education, who make excellent progress and achieve high standards. Become confident individuals who are able to lead safe, healthy and fulfilling lives. Become responsible citizens who make a positive contribution to society. Foster good relations between people who share a protected characteristic as well as those who do not.
Sub-criteria	Action to Address	Outcome/Impact
regularly consider the impact of our curriculum to ensure that it promotes awareness of the rights of individuals and develops the skills of participation and responsible action. We want children to understand and value the diversity that surrounds them, and challenge prejudice and stereotyping.	Curriculum- quality assurance of curriculum ensuring that content is representative of protected characteristics. Full Protective Curriculum Mapping Full RSE (Updated guidance 2020) Statutory duties- mapping and compliance Fully comprehensive Citizenship Curriculum throughout all years Fully mapped and inclusive Wider Curriculum during Family Time- Votes for School Gatsby Benchmark compliance- CEIAG Continued work on development of curriculum, pedagogy and CPD RTMs to address Powerful Knowledge- the transformative knowledge outside of the traditional content of a subject that is unlikely to be accessed outside of an educational setting i.e. at home, and how the power to be transformational RSW/PQU- attend CPD with Centre for Race, Education and Decoloniality (CRED) at Leeds Beckett University. Sessions attended include: Let's Talk About Race Developing an Anti-Racist Masterclass’ Racial Literacy Race Conversations Curriculum reviews and revision around EDI. Question posed around the diversity of content taught and studied- a focus on English, History and MFL this academic year Greater focus on students voice and feedback from stakeholders May/June 24 Updates SEF completed to assess where we are against Anti Racist School Award- See Appendix 3 Coaching call to discuss SEF and target setting Initial evidence collection and priority target setting Work on curriculum to identify strengths and areas for development based on the SEF Planned CPD with staff in academic year 24/25 on the award and contributions Work earlier in the year on LGBT History Month Pride Club re-established	See appendix 1 for full Protective Curriculum Mapping Fully comprehensive wider education on protective aspects of the curriculum: PSHE, RSE, SMSC, FBV, CEIAG, Citizenship and Civic Literacy Improved progress and outcomes in terms of progression through the curriculum In depth discussion in Votes for Schools session allowing for the discussion around controversial/topics issues that allow stereotypes and misconceptions to be addressed and challenged is fully embedded- students have a broader and deeper understanding of how to challenge prejudice and stereotypes Displays and images used within lessons and resources include diverse images of people and families which include LGBT people and families with LGBT parents or carers, LGBT BAME people, LGBT disabled people, LGBT people of faith, bi people and non-binary people, gender equality of materials and stimulus of both male and female, images of those with disabilities, a range if ethnicities and faiths, people of colour- all of these being woven into what we do. History curriculum is now more diverse. New topics included are: Mali Empire Medieval Japan Haitian Revolution French Revolution Cuban Revolution English curriculum now includes: Novel by BAME/BAME female authors Revision of poetry taught to be more in keeping with the EDI agenda Increased student voice is highlighting the perceived issues by students. This informs our EDI strategy and planning Protected characteristics now more visible in items such as: Displays Discussions Within curriculum, lessons, resources, publicity materials Questions we ask e.g. in maths: ‘Julia and Louise are getting married and have invited 126 people. They aren’t sure how many people to sit at each table during the wedding reception – what are the different possible sizes of table they could have?’ Open discussions about orientation and gender identity with students, staff and parents/carers, and ensure prospectuses, newsletters, websites and communication with learners and parents/carers clearly reflect diversity. Celebration of LGBT History Month and Black History Month- shared widely on social media. Library contains fiction featuring LGBT characters and different families. 70+ students attending Pride Club each week Students are well educated and prepared for their next steps. Coop CEIAG offer is implemented in all year groups Greater understanding: Power, Allyship, Saviourism and White Fragility Conscious and Unconscious Bias Increased confidence in vocabulary around anti-racism, microaggression, micro-insults and microinvalidations The above are currently being reviewed in all our curriculum material and promotional materials May/June 24 Updates Ongoing work to QA the quality of the curriculum and make any adaptations based on the Anti Racist School Award SEF and guidance from Leeds Beckett Coach Very much in the initial stages/evidence collation stage and await further guidance and direction from the organisation. Working through accreditation during 24/25 - RBR will now lead on this.

Appendix 1

Personal Development and Protective Aspects of the Curriculum

Requirements and Statutory Aspects of the Curriculum

Appendix 2