Mitton Manor Primary School -  Academy Equality Statement – September 2025

The Equality Act 2010 applies to maintained and independent schools in England and Wales and covers all aspects of school life related to how a school treats pupils, parents and carers, employees, volunteers and all members of the school community.

 It requires us to report to you on how we are showing due regard to inequalities within our school and meets our legal duties in committing to:

• Eliminate unlawful discrimination, harassment, victimisation and other prohibited conduct
• Advance equality of opportunity between those who have a protected characteristic and those who do not.
• Foster good relations between those who share a protected characteristic and those who do not.

The Equality Act explains that the second aim (advancing equality of opportunity) involves, in particular, having due regard to the need to:

• Remove or minimise disadvantages suffered by people due to their protected characteristics.

• Take steps to meet the needs of people with certain protected characteristics where these are different from the needs of other people.

• Encourage people with certain protected characteristics to participate in public life or in other activities where their participation is disproportionately low. In meeting this aim, the school has two specific duties:

• To publish information to show how we are complying with the Equality Duty

• To publish measurable equality objective

The Equality Act defines nine protected characteristics, of which the following are most applicable with Mitton Manor Primary School in relation to its pupils and are considered within the educational provision provided:

 • Age                                                    • Sex

• Disability                                         • Race

• Religion and Belief                      • Sexual Orientation and Identification

School Context:

The school collects information about pupils upon enrolment which enables it to publish the following breakdown of the 190 pupils currently on roll:

 • Age – Pupils are aged from 4 to 11 years of age with one form entry on average 30 per class

• Sex – the school population is comprised of 47.6% of boys and 52.4% girls.

 • Disability – The Equality Act 2010 defines a disability as ‘a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on your ability to do normal daily activities’. In this sense, the school would view all pupils who currently have a Special Educational Need and/or Disability due to an impairment in their learning within this group. It should be acknowledged, particularly considering the age of our pupils, these impairments may not be ‘long-term' and therefore, their inclusion within this group may change as they progress throughout the school. Currently  15.9% of our pupils are registered as having a Special Educational Need. Of these pupils, 1.5% have a sufficient needs within their learning to have an Education Health Care Plan; this is also below the national average.

• Race – 91.5% of pupils are registered as White British; the remaining 8.5% is comprises of other ethnic backgrounds.

 • Religion and Belief

 • Sexual Orientation or Identity – the school does not collect information on this characteristic.

Pupil Premium Pupils including Look After Children

 At Mitton Manor Primary School, 6.3% of pupils have factors within their home setting that may impact their ability to have equality of education and may result in additional challenges within their learning. Whilst, this pupil cohort is not stated within the Equality Act (2010), measures are taken to ensure this inequality is addressed as outlined within our policy.

School Context

Our Equalities policy, behaviour policy and Anti-Bullying Policy clearly state how the whole school community works together to eliminate all forms of discrimination, harassment and victimization. Policies are reviewed regularly and are available to view on the school website. The Trustee Body monitors school policy and practice annually.

Curriculum

It is believed that aspects of our whole school curriculum are designed to ensure that equality is taught in line with supporting British Values education.

• PHSE topics are deliberately included throughout the school’s curriculum to ensure our pupils are educated about the diversity of British society including lessons from Educate against Hate and School’s Out LGBT Association, as well as a focus on how to debate rather than argue.

• Within the Geography curriculum, the children are purposely taught about the cultures from around the word.

• The RE curriculum also plays a central role in which key questions about faith are explored in addition to a RE-focused day each year in which minority faith educators visit the school to enhance our children’s understanding.

 • Our Sex and Relationship objectives ensure that the school was teaching more about sexual equality and also making Relationships Education compulsory for all pupils receiving primary education.

• Beyond the formal curriculum, within the school’s values of TEAM, Open-mindedness was specifically chosen to develop the pupil’s understanding of diversity, this also ensures that this message is taught within whole-school assemblies.

Differentiation

Reasonable adjustments within the school or learning environment are made to support those with specific needs or protected rights. As a site, all rooms are accessible, as we are on one floor.

 The school has a disabled toilet. The school’s uniform policy outlines preferred uniform however, individual allowances are made for those who request them.

The school has separate ‘champions’ for supporting the learning of those with SEND, Pupil Premium and English as an Additional Language. The progress of these pupils is tracked and intervention is prioritized to support their specific needs, with designated support assistants used to deliver fully differentiated learning opportunities when needed.

Additional health, intimate care and behaviour plans are used with a number of children to ensure that full participation in school activities is possible.