Ethos College Equality Objectives
Ethos College, as a member of Ethos Academy Trust, is committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving provision from the service, irrespective of age, disability, race, religion or belief, sex, sexual orientation, socio-economic background, gender reassignment, marriage and civil partnership and pregnancy and maternity We aim to develop a culture of inclusion and diversity in which all those connected to the Academy feel proud of their identity, able to participate fully in the provision offered and feel valued, cared for and listened to. The development of a positive self-image, self-advocacy, respect for others and an awareness of the value of each individual’s contribution to the school community is an integral part of our ethos.
The achievement of pupils will be monitored by race, sex, Pupil Premium eligibility and SEND and we will use this data to support pupils, raise standards and ensure inclusive teaching. We will tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all. We believe that diversity is a strength, which should be respected and celebrated by all those who learn, work and visit here.
Ethos College, as a member of Ethos Academy Trust, aims to meet these obligations under the Public Sector Equality Duty by having due regard to the need to eliminate discrimination and other conduct that is prohibited by the Equality Act 2010.
Ethos College Equality Objectives
Objective 1: Ensure all students with SEMH needs are identified and appropriately supported to maximise life chances in preparation for the next stage in their education, employment or training.
Ethos College recognises, as an SEMH specialist setting, that all young people may experience wide-ranging SEMH and will require support to engage with education, employment or training post-16. A robust curriculum, pastoral package and personalised SEMH pathways and provision are in place to allow young people to pursue their aspirations, regardless of SEMH presentation.
Once a career path is determined, transitional visits to new providers take place to reduce anxieties. Ethos College actively invites guest speakers and institutions from all over the authority and beyond to promote opportunities and all young people have access to these sessions.
Over the course of the academic year all students have received a wealth of opportunities and experiences which have helped them to develop their SEMH and prepare for post-16, employment or training.
Staff are highly skilled to effectively support pupils in their development. Pupils make progress in their SEMH deficits which impacts on their overall outcomes.
The leadership of SEMH developments is of a high quality. The whole staff team works towards the same priority which ensures consistency of practice and enhances the provision and quality for all pupils.
All staff members have had appraisal targets that link to the SEMH strategy and worked towards a shared vision.
Staff are supported and held to account for their input into the development of the SEMH strategy across the school.
Senior and middle leaders have been supported and held accountable for the developments under their areas of responsibility; in line with the whole school strategy.
All Year 11 students have at least one post-16 destination identified and there is a robust transition plan in place for them which will take place over the summer holidays.
Only 13% (5 pupils from 36) were not in EET and these represented the most complex students from 20/21.
Recommendation: Target to remain in place for the next academic year to meet the needs of a new cohort.
Objective 1: Ensure that all students with SEMH needs are identified and appropriately supported to maximise life chances and equality of opportunity in preparation for the next stage in their education, employment or training.
Objective 2: To lead, implement and review an SEMH strategy to support the development of young adults to become successful lifelong learners who are ready to take their place in modern day Britain.
Through the successful implementation of this strategy, Ethos Colleges will:
- Promote a positive, aspirational outlook for students with SEMH through the development of strong character education.
- Promote equal opportunities for students with SEMH by implementing an ambitious curriculum.
Leaders continue to develop their specialist SEMH knowledge and skillset; analysis of data informs SEMH development across the provision. Staff are aware of each individual pupil’s needs. This forms the basis of planning and implementing the SEMH strategy.
Staff share good practice in teaching and learning meetings. 1 page-profiles have been amended to incorporate these strategies.
More personalised differentiation and support for pupils in lessons, leading to improved progress in academic and SEMH learning and development was implemented over the academic year.
A coherent curriculum has been implemented to promote academic progress as well as SEMH progress across all subjects on offer.
Recommendation: New target to be set
Objective 2: Promote a love of reading for pleasure, improve literacy levels, build cultural capital and encourage a deeper understanding of issues surrounding equality and diversity so that there is a positive impact on the interaction with different communities and cultures by exposing pupils to a wide range of texts highlighted in the reading strategy ‘Our Stories Matter’.
Objective 3: To focus on raising attainment (academic and SEMH) of all cohorts at Ethos College through a detailed analysis of progress over time and final outcomes to ensure that the curriculum is fit for purpose and reflects the diverse interests and aspirations of our young people.
Ethos College continually reflects upon its practice and curriculum offer at least annually in light of its fluid cohort to ensure that it appeals to all members of the school community.
The creation of a new Outdoor Education group has been driven by a desire to expand our core offer to appeal to those students who require a more personalised, practical offer alongside the academic curriculum.
Engaged learners are productive and successful learners, equipped for lifelong learning. We will continue to monitor and evaluate attainment and progress of all students and with specific reference to groups with different characteristics. These will include ethnicity, gender, first language, special educational needs, and Free School Meals eligibility.
Teachers present subject matter clearly, promoting appropriate discussion about the subject matter being taught. They check pupils’ understanding systematically, identify misconceptions accurately and provide clear, direct feedback. In so doing, they respond and adapt their teaching without the need for unnecessarily elaborate or individualised approaches.
Teachers and leaders use assessment well to help pupils embed and use knowledge fluently, and / or to check understanding and inform teaching. Leaders understand the limitations of assessment and do not use it in a way that creates unnecessary burdens on staff or pupils.
Teachers create an environment that focuses on pupils. Teachers select textbooks and other teaching materials in a way that does not create unnecessary workload for staff but does reflect the school’s ambitious intentions for the course of study. These materials clearly support the intent of a coherently planned curriculum, sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.
Recommendation: Target to be modified for the next academic year to meet the needs of a new cohort.
Objective 3: Focus on raising attainment (academic and SEMH) of all cohorts through a detailed analysis of progress over time and final outcomes using SISRA, Boxall/behaviour and attendance data to ensure that the curriculum is fit for purpose, inclusive and reflects the diverse interests and aspirations of our young people.