Equality Information and Objectives (Public Sector Equality Duty)

Under specific duties, Beckfoot Trust and the Local School Committee (LSC) are required to draw up and publish equality objectives every four years and annually publish information demonstrating how they are meeting the aims of the general public sector equality duty

Equality Objectives agreed by LSC and Published November 2017
Annual information published: September 2018, September 2019           
Equality Objectives Review date: January 2021
Beckfoot Phoenix Special School - Equality information and objectives
Our School Commitment on Equality and Community Cohesion
We are committed to equality both as an employer and a service-provider:
  • We try to ensure that everyone is treated fairly and with respect.
  • We want to make sure that our school is a safe, secure and stimulating place for everyone.
  • We recognise that people have different needs, and we understand that treating people equally does not always involve treating them all exactly the same.
  • We recognise that for some pupils extra support is needed to help them to achieve and be successful.
  • We try to make sure that people from different groups are consulted and involved in our decisions, for example through talking to pupils and parents/carers.
  • We aim to make sure that no-one experiences harassment, less favourable treatment or discrimination because of their age; any disability they may have; their ethnicity, colour or national origin; their gender; their gender identity or reassignment; their marital or civil partnership status; being pregnant or having recently had a baby; their religion or beliefs; their sexual identity and orientation.

The LSC at our School welcome our general duty under the Equality Act 2010 to eliminate discrimination, to advance equality of opportunity and to foster good relations, and our specific duties to publish information every year about our school population; to explain how we have due regard for equality; and to publish equality objective which show how we plan to tackle particular inequalities, and reduce or remove them.

The Equality Act 2010 requires us to publish information that demonstrates that we have due regard for the need to: 

  • Eliminate unlawful discrimination, harassment, victimisation and any other conduct prohibited by the Equality Act 2010
  • Advance equality of opportunity between people who share a protected characteristic and people who do not share it
  • Foster good relations between people who share a protected characteristic and people who do not share it.

 Part 1: Information about the pupil population

Number of pupils on roll at the school: 93. 6:  7% are in early years, 32% in Key Stage 1 and 61% in key stage 2.

 Information on pupils by protected characteristics

The Equality Act protects people from discrimination on the basis of ‘protected characteristics’. Every person has several of the protected characteristics, so the Act protects everyone against unfair treatment and discrimination.


The Equality Act defines disability as when a person has a ‘physical or mental impairment which has a substantial and long term adverse effect on that person’s ability to carry out normal day to day activities.’

Number of pupils with disabilities: 93.6

The vast majority of children have a statement of SEND or an EHCP.

A small minority are on assessment placements.

  • The majority of pupils have severe learning difficulties with an increasing number with ASD. 
  • A quarter of pupils are PMLD, with 11 % having complex learning and medical needs.
  • Many pupils have a level of physical difficulty, HI or VI.


This includes colour, nationality and ethnic and national origins. Just over half of pupils are'White British'.  The largest single ethnic minority group is Pakistani.


Two thirds of the number of children in school are boys.

Information on other groups of pupils

  • 30% are classed as disadvantaged children
  •  Looked after children: 3
  •  Adopted children: 4
  •  Armed Forces: 0


 Part 2: Our main equality challenges

This is a summary of the issues that we are most concerned about.


Throughout the school, there are more boys than girls. Our most able pupils in school are boys, as are the majority of our ASD pupils.  The majority of the staff in school is female.

Strategies and interventions in place to tackle concerns about inequalities resulting from sex/gender include:

  • When considering class groupings, we intentionally put together girls and boys within peer groups to ensure both same and different sex/gender friendships are supported. Where this is not appropriate, classes work together to enable same and different sex/gender peer groups to be established and parents are informed. 
  • We monitor the attainment of all our pupils by gender.
  • We set targets to improve the attainment and rates of progress.
  • We are identifying and addressing barriers to the participation of boys and girls in activities.
  • We ensure that gender stereotypes in subjects and real life contexts are avoided.
  • When looking at staffing, we consider class groupings so that children who may need positive male or female staff role models are grouped in classes where male/female staff are available.
July 2019: outcomes showed that there was no difference in the progress of boys and girls.


Just over half of our pupils are 'White British' with the largest single ethnic group being Pakistani. 

Strategies and interventions in place to tackle concerns about inequalities resulting from race include:

  • increase number of staff from ethnic minority groups.
  • increased use of interpreter service
  • development of website and virtual learning environment with translation services
  • all attainment is monitored by race, with targets set to improve rates of progress
  • targeting families who are not White British to attend out of school activities.

July 2019: there have been no racist comments made.  The interpreter service is used whenever it is needed.  There has been an increase in the number of staff from ethnic minority groups.  The website is set up with translation service.  Uptake from families other than 'White British' has improved.  Outcomes showed that all pupils, regardless of race, made similar progress.


All of the pupils in our school have varying degrees of disability.  There is an increase in the proportion of pupils with complex medical conditions.  A number of staff have disabilities.

Strategies and interventions in place to tackle concerns about inequalities resulting from disability include:

  • ensuring staffing and resources enables all groups of pupils to make progress in line with expectations.
  • streaming pupil groups according to ability and disability for different lessons.
  • all children regardless of disability access all parts of the curriculum including community education.
  • relevant training appropriate to the increasing medical needs.
  • all attainment is monitored by disability, with targets set to improve rates of progress
  • ensuring equality for staff with disability, including risk assessment to recognise reasonable adjustments that are required.
July 2019: working across bases has had a significant impact on pupil progress regardless of disability.  The vast majority of pupils achieved well last year. Pupils with complex medical needs made lower progress  because of significant period of hospitalisation when they were too ill to access learning. 

Religion or Belief

Due to religion/belief, some families do not want their female children supported during toileting or personal care by male staff.  Time off for religious observance for staff and pupils during term time.

Strategies and interventions in place to tackle concerns about inequalities resulting from religion or belief include: 

  • careful consideration of groupings and discussion with parents and class staff to enable personal care to be carried out by female staff.
  • school follows Beckfoot Trust's leave of absence policy for religious observance and events for children and staff. 
  • when the school sets holiday dates, consideration is taken of impact of staff absence on staff and pupils. 
July 2019: As a result of careful monitoring and communication with families, pupil's absence from school as a result of religion or belief has been significantly reduced with attendance.

Sexual orientation and Gender Reassignment

Limited communication skills of pupils may result in challenging behaviour.  Staff may feel isolated or different. 

Strategies and interventions in place to tackle concerns about inequalities resulting from sexual orientation and gender reassignment include:

  • equality of opportunity.
  • equality of facilities.
  • sexual orientation or gender reassignment is not a factor that causes inequalities.
July 2019: there have been no reports from staff or pupils on inequalities as a result of sexual orientation or gender reassignment.

Pregnancy or Maternity

Restricted duties including leaving classroom for issues related to pregnancy.  Absence from work for pregnancy related issues.

Strategies and interventions in place to tackle concerns about inequalities resulting from pregnancy or maternity include: 

  • Risk assessment for member of staff which may include change of role in school for time of pregnancy if appropriate
  • time off for maternity linked appointments in line with Bradford LA leave of absence policy.
July 2019: last year 1 staff had a risk assessment for pregnancy.   By careful monitoring of the risks, she was able to work in class and continue her daily duties with the children.

Part 3: How we have due regard for equality

The information provided here aims to show that we give careful consideration to equality issues in everything that we do. Schools are required to have due regard to the need to eliminate discrimination, harassment and victimisation and other conduct that is prohibited by the Equality Act 2010. The information below is a summary of how we are aware of this particular requirement and how we respond to it. Please contact us if you would like to see copies of any of our school policies or minutes of meetings.

Under the Equality Act 2010, we are also required to have due regard to the need to advance equality of opportunity and foster good relations. This includes steps we are taking to tackle disadvantages and meet the needs of particular individuals and groups of pupils.

How we are meeting the aims of the general sector equality duty

  • We are aware of the requirements of the Equality Act 2010 that it is unlawful to discriminate, treat some people less fairly or put them at a disadvantage.
  • We take steps (reasonable adjustments) to ensure that different groups of pupils and staff are not put at a disadvantage compared to other groups.
  • When the Local School Committee considers equality issues in relation to policies, decisions and services, a record of this is kept in the minutes and papers of governing body meetings.
  • We try to keep an accurate record, when possible and appropriate, of the protected characteristics of our pupils and employees.
  • We have a school behaviour policy and care and control policy that records all incidents as outlined in our policies. We rigorously monitor and apply the relevant sanctions and keep parents informed.
  • We have information on anti bullying within our behaviour policy that sets out how we will eradicate bullying in school.
  • We deal promptly and effectively with all incidents and complaints of bullying and harassment that may include cyber-bullying and prejudice-based bullying related to disability or special educational need, ethnicity and race, gender, gender reassignment, pregnancy or maternity, religion and belief and sexual orientation. We keep a record of all such incidents and notify those affected of what action we have taken.
  • Our special educational needs information report outlines the provision the school makes for pupils with special educational needs.
  • We have an accessibility plan that sets out the steps we will take to make the school accessible to all pupils as far as is reasonably possible.
  • Our admission arrangements are in line with Bradford LA policy for admitting pupils with special educational needs.
  • Our complaints procedure sets out how we deal with any complaints relating to the school and is published on the school’s S drive for staff, is outlined in the staff handbook and is on the school website for parents.
  • A pupil complaints procedure is available in school.
  • We aim to observe and implement the principles of equal opportunities and non-discrimination in our employment practices.
  • We have procedures for addressing staff discipline, conduct and grievances.
  • All staff are encouraged to follow the school’s whistle blowing policy at all times.
  • We have a staff code of conduct for staff and this is outlined in the staff handbook.
  • We involve learners, staff their families and disabled staff in the changes and improvements we make and consult them on issues affecting them.
  • The school promotes the spiritual, moral, social and cultural development of all pupils through an enriched curriculum and a celebration of religious and cultural festivals in assemblies and through a well-planned programme of personal, social and emotional development.
  • Our curriculum supports all pupils to understand, respect and value difference and diversity.
  • We provide all pupils with opportunities to learn about the experiences and achievements of different communities and cultures
  • We ensure that the curriculum challenges racism and stereotypes
  • We organise special events for all of our community to take part in. 
  • The curriculum is supported by resources that provide positive images that reflect the diverse communities of modern Britain. We promote British Values.
  • All staff receive training on promoting equality for all. 

Part 4: Consultation and engagement

How we foster good relations and promote community cohesion:

The school promotes the spiritual, moral, social and cultural development of all pupils.

  • Our curriculum supports all pupils to understand, respect and value difference and diversity.
  • We celebrate the lives of disabled people and of different groups and promote equality.
  • We ensure that the curriculum presents positive images of different groups of people.
  • We tackle prejudice and any incidents of bullying.
  • We ensure that all are aware that everyone in school is different, and that all have qualities to offer.

We aim to engage and consult with pupils, staff, parents and carers, and the local community so we can develop our awareness and information, learn about the impact of our policies, set equality objectives and improve what we do.

Our main activities for consulting and engaging are:

  • Twice weekly meetings with staff.
  • Regular parent/carer meetings
  • Surveys, questionnaires and verbal consultations.
  • School website
  • Initial visits for new families joining the school.
  • A selection of policies available on the school’s website
  • The Head teacher will be available to discuss the policy with individual parents, staff, and the Trust. 

 Part 5: Consideration of equality issues when making decisions

  • We ensure that all the curriculum areas make the best possible use of all that is on offer from a cultural and ethnic prospective in our local area.
  • Our curriculum provides opportunities for all pupils to enjoy the experiences of working and living in a multi-cultural community
  • We continue to promote collaboration between the different groups and celebrate difference.
  • We ensure we respond and monitor any sexist bullying or sexual harassment in line with the school policies.
  • We encourage pupils to develop an understanding of the experiences of different genders in society and challenge sexism and negative stereotypes.
  • We ensure the inclusion of positive, non-stereotypical images of women and men, girls and boys across the curriculum.
  • Both male and female parents and carers are involved in the work of the school and contribute to their children's learning and progress (eg clubs, fetes, Friends of Phoenix etc)
 Part 6: Our equality objectives

The Equality Act 2010 requires us to publish specific and measurable equality objectives. Our equality objectives are based on our analysis of data and other information. Our equality objectives focus on those areas where we have agreed to take action to improve equality and tackle disadvantages.

We will regularly review the progress we are making to meet our equality objectives.

Equality objective 1: Disability: no difference between progress of pupils with autism (ASD), profound and multiple learning difficulties and complex needs (PMLD), or whether they had severe learning difficulties (SLD).


Half termly data information identifies progress concerns of specifc groups of pupils according to SEN, ie. SLD,ASD and PMLD.
Pupil progress meetings agrees interventions and funding to narrow the gap of SEN groups.
Success Criteria/ vidence
Vast majority of pupils regardless of SEN make at least expected progress in line with targets, with an increasing proportion making above expected progress.
July 2019 (Year 2 of 4): outcomes showed that there was no difference between the progress of pupils making expected progress whether they had ASD, PMLD or SLD. 
Next steps for 2019-20: increase number of SLD pupils making better progress in reading. 


Equality objective 2: Race: no difference between attendance of pupils regardless of race.


  • Attendance team to take lead on improving attendance.
  • Training for office staff in attendance procedures.
  • Ensure attendance policy is understood and followed effectively.
  • Use of interpreter service/staff in school to ensure that families understand expectations.
  • Work closely with education social worker re attendance.
Success Criteria/ Evidence
All pupil’s attendance will be at least 92% regardless of race.
July 2019 (Year 2 of 4): attendance of all pupils  is 89%.  There is no difference between different races. 
Next steps for 2018-19: improve attendance for all with new HERO initiative. 
Equality objective 3: Ensure that staff and Local School Committee are aware of current legislation surrounding diversity, equality and promoting British values.
  • regular training and updates on diversity, equality and British values for staff.
  • annual information to Local School Committee on how the school is meeting the aims of the equality act.
  • reports to Local School Committee on how school is promoting British values
  • Local School Committee member roles to ensure evidence collation of the school promoting diversity, equality and British values.
Success Criteria/ Evidence
  • Staff and Local School Committee to have good understanding of importance of promoting equality and British Values.
  • Local School Committee minutes to show evidence of ‘due regard’ to equality.