Sir John Lillie
Primary School
Succeeding on the Journey through Lifelong Learning
Equality Statement
At Sir John Lillie Primary we are committed to the equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school, irrespective of race, gender, disability, faith or religion or socio-economic background.
We aim to develop a culture of inclusion and diversity in which everyone in our school community feels proud of their identity and able to participate fully in school life.
The achievement of pupils will be monitored by race, gender and disability and we will use this data to support pupils, raise standards and ensure inclusive teaching. We actively tackle discrimination through the positive promotion of equality, challenging bullying and stereotypes and creating an environment in which there is respect for all.
At Sir John Lillie Primary we believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here.
We do this by:
- Treating all stakeholders (e.g. pupils, staff, governors, parents and the community) as individuals with their own particular abilities, beliefs, challenges, attitudes, background and experience.
- Creating and maintaining a shared school ethos which promotes and is actively evident in equality; develops understanding and challenges myths, stereotypes, misconceptions and prejudices.
- Encouraging everyone in our school community to gain a positive self-image and high self-esteem.
- Having consistent high expectations for everyone involved with the whole school community.
- Promoting mutual respect and valuing each other’s similarities and differences and facing equalities issues openly and honestly.
- Monitoring and reviewing all the above to secure continuous improvement in all we do.
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Equality Targets for Sir John Lillie Primary School 2020/21
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- To raise the attainment of White British pupils across the school.
Consultation and Involvement
It is a requirement that the development of this Statement and the actions within it have been informed by the input of staff, pupils and parents and carers.
We have achieved this by using the following to shape our Statement:
- Feedback from the annual parent questionnaire
- Feedback from the annual pupil questionnaire
- Positive feedback from parents at curriculum workshops
- Feedback from the CLT (Children’s Leadership Team)
- Feedback from Pupil Progress Meetings using school data
- Issues raised in annual reviews and or reviews of progress on Individual Education Statements/EHCPs/Personalised Provision Maps, mentoring and support
- Encourage members of the local community to join in school activities and celebrations.
Current School Profile
Below provides details about our school population.
| Characteristic | School % | National % |
| Number of pupils on roll | ||
| % of girls | ||
| % of pupils known to be eligible for free school meals (FSM) | ||
| % of pupils from minority ethnic groups | ||
| % of pupils first language not/believed not be English | ||
| % of pupils with an SEN statement or EHC plan |
Using the monitoring information gathered the school analyses the following data sets to identify whether there are/were any obvious gaps or potential issues for pupils in relation to the protected characteristics:
- Attainment
- Attendance
- Behaviour incidents
- Exclusions
- Prejudice related incidents
- Representation on school bodies, such as Children's Leadership Team