Equality Information and Objectives 

Introduction

King’s School seeks to foster a warm, welcoming and respectful culture, based on our Christian Gospel values, which allows us all to question and challenge discrimination and inequality, resolve conflicts peacefully, promote equality and work and learn in a safe environment.

To find out more about our school approach to equality please read our Equality Policy.  

Equality Information and objectives

1. Contextual information

King’s School opened in September 2013. We currently have around 100 students in Year 7 (split into four tutor groups), around 95 students in Year 8 (split into four tutor groups), around 106 students in Year 9 (split into five tutor groups), and around 89 students in Year 10 (split into four tutor groups). There are slightly more boys than girls in each year group. 

Intake Total Number Boys BME EAL FSM PPG Disabled SEN EHCP
2013  89 50    9  12  17  1  13  0
2014  107 57    4  10  20  2  18  1
2015  99 47    8  8  13  5  18  2
2016  99 53    8  9  10  0  17  0

 2. Fostering good relations information


In our school we take pride in the range of work we do to foster good relations and in fact 89% of our KS3 students feel safe in school (84% of KS4 students) and 88% of KS3 students agreed and 76% of KS4 students agreed that the school helps them to get on with others including people from different religious and cultural backgrounds  (Safe and Well School Survey 2016).



I feel safe at school

My school helps me get on with others

 

All secondaries Brighton and Hove KS3

All secondaries Brighton and Hove KS4

King's KS3 Students

King's KS4 Students

All secondaries Brighton and Hove KS3

All secondaries Brighton and Hove KS4

King's KS3 Students

King's KS4 Students

2016

84%

82%

89%

84%

85%

78%

88%

76%

You can read more about our approach to fostering good relations in the following policies; Attendance; Behaviour; Anti-Bullying; Curriculum; Extra-Curricular; Special Educational Needs; Sex and Relationships Education; Safeguarding (all policies are publicly accessible on our website at: http://www.kingsschoolhove.org.uk)

We aim to foster good relations by:

  • Providing annual staff training on at least one aspect of equality and diversity. 
  • Ensuring the whole school environment and curriculum reflects the diverse community within which we live. We aim for all students in our school to see themselves reflected in the stories we read, the assemblies we hold and in our displays and curriculum.
  • Giving clear messages about expectations as part of school values; this includes regular assemblies, e.g. in 2015-16 on the use of homophobic, racist and sexist language; the Holocaust; Brexit and Immigration; Gender Equality.
  • Constantly reviewing and developing the PSHE and SRE curriculum so that it provides opportunities to explore values and attitudes, understand similarities and differences and builds understanding of different groups and out own identities.
  • We also use Community and Voluntary Sector visitors to enrich the curriculum and these include the Young Carers’ Project and Off the Fence. Please see our PSHE curriculum map which shows the learning by year group.
  • Charity work is routinely led by students and also helps to foster good relations. Two members of the Student Council are our designated Charity Representatives. In the academic year 2015-16, students raised money for charity ‘Children with Cancer' by holding a non-uniform day, running a games afternoon and having a bake sale.
  • For students who struggle to understand the importance of respect for others we have a range of interventions including small groups work, counselling and discussions with the Police Neighbourhood Schools Officer.

Fostering good relations objective(s)

As the school grows we will continue to review the PSHE and wider curriculum to ensure it meets the needs of students. In particular, we want to focus on challenging gender stereotypes and promoting responsible use of social media.

3. Eliminating discrimination information

We work in partnership with parents and carers, students and the whole school community to prevent all forms of bullying and prejudiced based behaviour and you can read more about our approach to bullying and eliminating discrimination in our Anti-Bullying Policy, Equality Policy and Sex and Relationship Education Policy (see the school website: https://www.kingsschoolhove.org.uk/).

All bullying and prejudiced based incidents are recorded. These records are used to inform the assembly programme and the PSHE education curriculum and to support and track individual students. Incidents are discussed during pastoral meetings and reported termly to governors meetings.  The school also participates in the local authority Safe and Well School Survey and conducts its own Student Voice Surveys and regular Parental Voice Surveys. This data is also analysed and used to measure impact and inform next steps. This data is reported back to the whole school community on an annual basis.

We actively encourage students, parents and carers to report any bullying and prejudiced based incidents to us. 80% of KS3 students reported that they believe the school is good at dealing with incidents of bullying, compared with 70% on average across Brighton and Hove. Parents and carers have made clear to us that they are very happy that the school deals with any such incidents efficiently and appropriately. 

 

 

I enjoy learning at school

My school is good at dealing with bullying

 

All secondaries Brighton and Hove KS3

All secondaries Brighton and Hove KS4

King's KS3 Students

King's KS4 Students

All
secondaries Brighton and Hove KS3 

All secondaries Brighton and Hove KS4 

King's KS3 Students

King's KS4 Students

2016

79%

75%

74%

75%

71%

51%

79%

51%

Eliminating discrimination objective(s)

  • To decrease numbers of bullying related to homophobic language by reviewing the PSHE education curriculum and engaging with local external services
  • To review the anti-bullying policy in consultation with the whole school community and in particular protected groups of students to ensure community engagement
4. Advance equality of opportunity information

King’s School is completely committed to ensuring that all students make excellent academic progress. We review the progress of all students continually and collect formal progress data six times per year. This data is routinely analysed to ensure that all groups of students are performing equally well across the curriculum.

Advance equality of opportunity objective(s)

  • To ensure that student progress remains consistently excellent across vulnerable groups as the school expands.
 
5. Accessibility Plan

The accessibility plan is being developed for the school’s site to ensure full access by all students, including any with disabilities, including wheel-chair users. This might usefully include a lift from the ground floor to support levels in future years, subject to need and specialist capital funding. There are no wheel chair users in the current intake and no one with severe mobility problems. All students are able to access all areas of the school including the specialist science and art rooms of the first floor via stairway. There is currently no lift from ground floor to upper levels.

The school has a medical, SEND, and disabilities register for all year groups. 

Increasing the extent to which disabled pupils can participate in the school's curriculum:

2016-18

    • Students with significant health needs have Healthcare Plans, drawn up by the school in conjunction with parents/carers and associated medical professionals. 
    • The school makes appropriate provision and trains staff as required to accomodate students with particular needs (e.g. training on severe allergies and epipen use in 2015-16 and 2016-17). 
    • We currently have one student on roll with a severe hearing impairment which requires each teacher to use a radio device whilst teaching.  Seating plans ensure that, where appropriate, this student is always sat nearest the teacher in the classroom.
    • All students will access the curriculum and setting in core subjects will allow students to make rapid and sustained progress regardless of their starting point.
    • Class sizes will remain low (typically below 25) and additional interventions and support for numeracy and literacy will support students to access the curriculum.
    • The school is inclusive in line with its philosophy and legal requirements and there are no known barriers to any child accessing classrooms, activities or any part of the curriculum.
    • The school will review at least annually the disability profile of the cohort and adjust provision and plans as required. In addition to this annual review the school will assess the needs of any new or prospective in-year transfer.

Improving the physical environment of the school for the purpose of increasing the extent to which disabled pupils are able to take advantage of education and benefits, facilities or services provided or offered by the school:

  • Actions undertaken in 2013-16
      • There is a corridor (‘Stannah’ type) lift on the ground level to support wheel-chair and disabled access via several steps.
      • Both outbuildings have ramped access.
      • The site has graded slopes from each access point onto the site including access to the mobile classroom unit and pedestrian access from Applesham Way.
      • The mini-buses (used for extra-curricular activities) include disabled access and seating
      • New toilets have been installed in the main building and both outbuildings and in both outbuildings there are disabled toilets with alarms.
  • 2016-2020 Future plans
      • As  plans for the permanent site for the school are developed we will have detailed discussions with the architects and the EFA to ensure that the physical environment continues to be developed further.
      • The needs of future cohorts and any staff appointed with disabilities will be assessed and provision made as they arise.
      • Annual reviews of physical accessibility will be undertaken.

Improving the delivery to disabled pupils of information which is readily accessible to pupils who are not disabled.

  • The website contains most of the information available to parents and students that is required. The school also uses an online learning platform to set homework - Show My Homework.  
  • School signage will be large enough (large font) and at a height which can be read easily by any student including those in wheelchairs.
  • School signs will make clear where access points and exits points are including disabled signs and disabled toilets.
  • IWB technology will enable all students to access information readily regardless of their disability and will be adjusted, where appropriate for students, known to the school already, who suffer hearing loss.
  • Where appropriate, disabled students will be equipped with laptop, IPad,  reading pen or other new technologies to assist them in accessing information and learning including practical subjects such as technology and PE.
  • Where appropriate and if required, specialist ergonomic furniture will be purchased to enable those with a disability to learn.

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