Equality Act 2010 and public sector equality duty, the requirement to give due regard is designed to provide a mechanism for ensuring that minority groups are considered in the decision-making and activities of the Academy. We are under increasing pressure to demonstrate to Government how we make informed decisions.

A publicly funded must, in the exercise of its functions, have due regard to the need to:

  • eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act
  • advance equality of opportunity between people who share a protected characteristic and those who do not
  • foster good relations between people who share a protected characteristic and those who do not
  • Having due regard to the need to advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it involves having due regard, in particular, to the need to:
  • remove or minimise disadvantages suffered by persons who share a relevant protected characteristic that are connected to that characteristic
  • take steps to meet the needs of persons who share a relevant protected characteristic that are different from the needs of persons who do not share it
  • encourage persons who share a relevant protected characteristic to participate in public life or in any other activity in which participation by such persons is disproportionately

Summary of responses from John Cabot Academy:

(1) A public authority must, in the exercise of its functions, have due regard to the need to
(a) eliminate discrimination, Our policies will attempt to meet this requirement
harassment, victimisation and and encourage proactive working practices wherever
any other conduct that is possible.
prohibited by or under this Act;
We do this through our monitoring of student and
(b) advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it;
staff outcomes and the proactive policies and working
practices in our Academy.
Positive examples of this can be seen in our PSHE
(c) foster good relations between persons who share a relevant protected characteristic and persons who do not share it. programme, equalities policy, recruitment policy, anti-
bullying policy and general provision for staff and
student wellbeing.
(2) A person who is not a public authority but who exercises public functions must, in the exercise of those functions, have Our policies (including our equalities policy) are disseminated to all staff and is displayed on our website. We will review the five equality targets annually with our Academy Council.

 

due regard to the matters mentioned in subsection (1).
(3) Having due regard to the need to advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it involves having due regard, in particular, to the need to:
(a) remove or minimise disadvantages suffered by persons who share a relevant protected characteristic that are connected to that characteristic; Our commitment to tackling inequality has informed our processes for monitoring student outcomes. In developing our monitoring, we routinely examine the impact and success of our approaches on students taking into account gender, ethnicity, disadvantage and so on.

 

This analysis takes place several times a year and informs our strategic plan and direction.

(b) take steps to meet the needs of persons who share a relevant protected characteristic that are different from the needs of persons who do not share it;
(c) encourage persons who share a relevant protected characteristic to participate in public life or in any other activity in which participation by such persons is disproportionately low. Staff and students with protected characteristics are encouraged to contribute to the running of our school through involvement in the Governing Body and as part of selected groups who present to Leadership groups within the school.
(4) The steps involved in meeting the needs of disabled persons that are different from the needs of persons who are not disabled include, in particular, steps to take account of disabled persons’ disabilities. Our policies will attempt to meet this requirement and encourage proactive working practices wherever possible.

 

We do this through our monitoring of student and staff outcomes and the proactive policies and working practices in our Academy.

 

Positive examples of this can be seen in our student outcomes, equalities policy, recruitment policy, anti- bullying policy and general provision for staff and student wellbeing.

(5) Having due regard to the need to foster good relations between persons who share a relevant protected characteristic and persons who do not share it involves having due regard, in particular, to the need to:
(a) tackle prejudice, and Our policies will attempt to meet this requirement and encourage proactive working practices wherever possible.

 

We do this through our monitoring of student and staff outcomes and the proactive policies and working practices in our Academy.

(b)promote understanding.

 

Positive examples of this can be seen in our PSHE programme, equalities policy, recruitment policy, anti- bullying policy and general provision for staff and student wellbeing.
(6) Compliance with the duties in this section may involve treating some persons more favourably than others; but that is not to be taken as permitting conduct that would otherwise be prohibited by or under this Act.
(7) The relevant protected characteristics are—
age; disability; gender reassignment; pregnancy and maternity; race; religion or belief; sex; sexual orientation.
  1. We work to raise standards for all students, but especially for the most vulnerable. We believe that improving the quality of education for the most vulnerable groups of students raises standards across the whole school
  1. All learners are of equal value. Whether or not they are disabled, whatever their ethnicity, culture, national origin or national status, whatever their gender and gender identity, whatever their religious or non-religious affiliation or faith background and whatever their sexual orientation.
  2. We recognise, respect and value difference and understand that diversity is a strength. We take account of differences and strive to remove barriers and disadvantages which people may face, in relation to disability, ethnicity, gender, religion, belief or faith and sexual orientation.  We believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here.
  3. We foster positive attitudes and relationships. We actively promote positive attitudes and mutual respect between groups and communities different from each other.
  4. We foster a shared sense of cohesion and belonging. We want all members of our school community to feel a sense of belonging within the school and wider community and to feel that they are respected and able to participate fully in school life.
  5. We have the highest expectations of all our students. We expect that all students can make good progress and achieve to their highest potential