,
Message sent from:

Key Information

  • School's KS2 Attainment
      2017   2018  
      School   National School  National
    Reading AT expected 87% 71%    
    Writing AT expected 82% 76%    
    Maths AT expected 89% 75%    
    G,Sp & P AT expected 87% 77%    

     

      2017   2018  
      School National School National
    Reading Higher Standard 20%  25%    
    Writing Higher Standard 20% 18%    
    Maths Higher Standard 35% 23%    
    G,SP Higher Standard 53% 31%    

     

    Progress data

    2017  

    Reading

    Progress Score -0.3

    Writing

    Progress Score 0.0

    Maths

    Progress Score 1.1

  • Our Equality Duties

    We aim to be a community where everyone is treated fairly and with respect. We want everyone to reach their potential, and recognise that for some pupils extra support is needed to help them to achieve and be successful.

    We take our legal duties on equality seriously. We welcome our general duty under the Equality Act 2010 to eliminate discrimination, to advance equality of opportunity and to foster good relations.

    We are required to publish equality information as well as equality objectives, which show how we plan to reduce or remove particular inequalities or disadvantages.

    Our equality information and objectives  can be found in the Policy section of the website.

  • Equality Information

    School policy statement on equality and community cohesion

    Our school is 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, and through our School Council.
    • 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.

    We 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 objectives which show how we plan to tackle particular inequalities, and reduce or remove them.

    We also welcome our duty under the Education and Inspections Act 2006 to promote community cohesion.

    We welcome the emphasis in the Ofsted inspection framework on the importance of narrowing gaps in achievement which affect, amongst others:

    • pupils from certain cultural and ethnic backgrounds
    • pupils who belong to low-income households and pupils known to be eligible for free school meals
    • pupils who are disabled
    • pupils who have special educational needs
    • boys in certain subjects, and girls in certain other subjects.

    In addition to this short statement, we also have a full school policy statement on equality and community cohesion. Please ask for a copy if you would like to see it.

    For more information please contact:

    Kay Ottley -  AHT for Inclusion (Member of staff with responsibility for equality issues)

    Tel:020 8648 9660            Email:  kottley@haslemere.merton.sch.uk

    Russell Makin – Chair of Governors (Member of governing body with responsibility for equality issues)

    Tel:020 8648 9660            Email:  rmakin@haslemere.merton.sch.uk

     

    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:   468 (including Nursery/ Pre-School)    

    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.

    Disability

    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.’

    There are pupils at our school with different types of disabilities and these include:

    •  Hearing Impairments
    •  Visual impairments
    •  Speech, Language and Communication Needs
    •  Medical needs; such as epilepsy, sickle cell.

    Pupil Special Educational Needs (SEN) Provision

     

    Number of pupils

    Percentage (%) of school population

    No Special Education Need

    380

    81%

    SEN Support (K)

    80

    17%

    EHCP / Statements

    8

    1.7%

     

    Ethnicity and race

     

    Boys

    Girls

    Total

     

    Boys

    Girls

    Total

    Asian or Asian British

    Mixed

    Bangladeshi heritage

    5

    8

    13

    Other mixed heritage

    12

    5

    17

    Indian heritage

    7

    9

    16

    White and Asian

    0

    1

    1

    Other Asian heritage

    25

    30

    55

    White and Black African

    2

    0

    2

    Pakistani heritage

    23

    25

    48

    White and Black Caribbean

    13

    12

    25

    Black or Black British

    Any Other

    Ethnic Group

    6

    8

    14

    Ghanaian heritage

     

     

     

    White

    Nigerian heritage

     

     

     

    British heritage

    55

    44

    99

    Somali heritage

     

     

     

    Irish heritage

     

     

     

    Caribbean heritage

    12

    7

    19

    White Other

    45

    43

    88

    Other Black heritage

    1

    5

    6

    White Eastern European

     

     

     

    Black African

    35

    27

    62

    Gypsy/Roma

    0

    1

    1

    Chinese

    2

    0

    2

    Traveller of Irish heritage

     

     

     

    Information withheld

     

    Information not yet obtained

     

     

    Gender

    Male

    243

    Female

    225

     

    Religion and Belief

    Buddhist

    1

    Sikh

    0

    Christian

    191

    No religion

    95

    Hindu

    46

    Other religion

    2

    Jewish

    0

    Unknown

    29

    Muslim

    103

     

    We do not collect data on sexual orientation. 

    Information on other groups of pupils

    Ofsted inspections look at how schools help "all pupils to make progress, including those whose needs, dispositions, aptitudes or circumstances require additional support."

    In addition to pupils with protected characteristics, we wish to provide further information on the following groups of pupils:

    Pupil with English as an additional language (EAL)

    53% of the school population have English as an additional language.  We have 37 different language spoken at school, the main languages being;  English, Urdu, Tamil, Polish, Bengali and.  Somali

    We also have new entrants into all key stages throughout the year, who are frequently at the early stages of language acquisition.

    Pupils from low-income backgrounds

    34% of our children are eligible for the Ever 6 Pupil premium grant

    Looked after children

    We do not have any looked after children at present– although we do have two families who have special guardianship orders

    Young carers

    We do have a few pupils who are Young Carers and we support these pupils with understanding and specific interventions to support their well-being. These pupils have also been referred and offered Young Carers support externally from school

    Other vulnerable groups

    We have a number of other vulnerable pupils who access other support.

    Part 2: Our main equality challenges

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

    We are already developing strategies and interventions to tackle some of these concerns.

    For some of these issues we have also set and published equality objectives. Details of these are in Part 6 of this document.

    Haslemere Primary is an inclusive school where we focus on the well-being and progress of every child and where all members of our community are of equal worth.

    We believe that the Equality Act provides a framework to support our commitment to valuing diversity, tackling discrimination, promoting equality and fostering good relationships between people. It also ensures that we continue to tackle issues of disadvantage and underachievement of different groups.

    At Haslemere we are a two form entry school, with approximately 470 pupils on roll from Nursery through to Year 6. Additionally we have a 12 place pre-school provision.

    We have a population of pupils on free school meals, which account for 34% of the school, 53% of pupils do not speak English as a first language and we also have approximately 19% of pupils with special or additional needs. All data that is significantly above national average.  Our school deprivation index is also higher than national and other Merton schools at 0.37.

    The diversity and uniqueness of our school means we set ourselves challenging targets so all pupils have equal access to succeed.

    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.

    • We take account of equality issues in relation to admissions and exclusions; the way we provide education for our pupils and the way we provide access for pupils to facilities and services.
    • We are aware of the Reasonable Adjustment duty for disabled pupils – designed to enhance access and participation to the level of non-disabled pupils and stop disabled children being placed at a disadvantage compared to their non-disabled peers. These are subject to the terms and conditions of the London Borough of Merton to avoid discrimination and promote equality.
    • The Headteacher ensures that all recruitment panels give due regard to this policy so that no one is discriminated against when it comes to employment, promotion or training opportunities.
    • We take seriously the need to consider the equality implications when we develop, adapt and review any policy or procedure and whenever we make significant decisions about the day to day life of the school.
    • We actively promote equality and diversity though the curriculum and by creating an environment which champions respect for all.
    • Our admissions arrangements are fair and transparent, and we do not discriminate against pupils by treating them less favourably on the grounds of their sex, race, disability, religion or belief.
    • If any concerns with regards to equal opportunities for all are raised by pupils, parents, carers, staff or governors, we take these concerns seriously, consider, discuss and will adjust our practice if necessary.
    • 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/anti bullying policy that clearly outlines the rewards and sanctions for pupils.
    • 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, religion and belief and sexual orientation. We keep a record of all such incidents and notify those affected of what action we have taken. We provide training to all staff in relation to dealing with bullying and harassment incidents.
    • We have a special educational needs policy that outlines the provision the school makes for pupils with special educational needs.
    • We have an accessibility plan that means that classroom location will be changed to make rooms accessible to all pupils.
    • Our complaints procedure sets out how we deal with any complaints relating to the 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.
    • We adhere to the teaching professional standards
    • We target underachieving groups with interventions and booster sessions.

    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. 

    Disability

    We are committed to working for the equality of people with and without disabilities.

    Summary information (including data on gaps in attainment, inequalities that need to be addressed and relations between different groups of pupils)

    • We know the needs of our school population very well and collect and analyse data in order to inform our planning and identify targets to achieve improvements.
    • We have procedures, working in partnership with parents and carers, to identify children who have a disability through our pupil admissions meetings and regularly at parent meetings and SEN meetings.
    • We collect data and monitor progress and outcomes of different groups of pupils and use this data to support school improvement. We take action to close any gaps, for example, for those pupils entitled to the Ever Six Pupil Premium Grant.
    • Disabled pupils achieve well. Our Y6 pupils on SEN Support (5), made sufficient progress from KS1 – KS2 in reading, writing and maths. Pupils with statements/ EHCP (3 last year) progress was below national expectations in writing but sufficient for maths and reading.

    How we advance equality of opportunity:

    • We take steps to ensure that disabled pupils are not put at a disadvantage compared to other pupils (eg: we use a hearing loop in Nursery for a child with a hearing impairment and work closely with the sensory team)
    • We ensure equality of access for all pupils to a broad and balanced curriculum, removing barriers to participation where necessary.
    • We have high expectations for all our pupils regardless of their starting points.  We avoid language that runs the risk of placing a cap on any pupils’ achievement.
    • We use a range of teaching strategies that ensures we meet the needs of all pupils
    • We provide support to pupils at risk of underachieving, even if they have already reached or are exceeding national expectations.  
    • We are alert and proactive about the potentially damaging impact of negative language in matters such as race, gender, disability and sexuality.
    • We provide pupils with special educational needs with additional interventions and create SEN Support Plans

    How we foster good relations and promote community cohesion:

    We have a number of strategies to help us foster good relations and promote community cohesion including;

    • Promoting the spiritual, moral, social and cultural development of pupils through assemblies and SEAL.
    • Ensuring Haslemere Values, which incorporate the British Values are taught throughout all year groups across the school year.
    • Appreciating the World through our Window on the World lessons (WOW)
    • Welcoming visitors and speakers from a range of backgrounds, ethnicities and disabilities. 

    What has been the impact of our activities? What do we plan to do next?

    Teachers have high expectations of pupils with SEND and ensure they make progress in line with or accelerated from their peers. Inclusion is key throughout the school, within classes, in clubs or on trips.

    The gap is closing for pupils from disadvantaged backgrounds, with disadvantaged pupils exceeding non- disadvantaged at the end of Reception (GLD), a 3% gap in Y1 phonics, 6% gap at the end of KS1 and a 16% gap at the end of KS2 – this shows that early intervention is making a difference and we need to see this move through the school.

    We will continue to monitor individual needs and put in place interventions to meet these needs.

    Ethnicity and race (including EAL learners)

    We are committed to working for the equality of all ethnic groups.

    Summary information (including performance against national and local benchmarks, data on gaps in attainment, inequalities that need to be addressed and relations between different groups of pupils)

    • As stated previously, we have approximately 53% of pupils who do not speak English as a first language.  Our recent data shows 64% of EAL pupils in Reading, Writing and Maths combined achieved the expected standard, compared to 50% of English speakers. Both EAL and non EAL pupils made sufficient progress from KS1 –KS2.     KS1 – EAL 73% compared to 59% of English speakers.
    • Our WBRI and BCRB pupils are working below expectations and these need to be our focus over this year and the coming years.
    • We are aware we must continue to strive that every pupil makes expected progress with a significant number exceeding the national expected progress.

    How we advance equality of opportunity:

    • We prepare our pupils for life in a diverse society and ensure that there are activities across the curriculum that promotes the spiritual, moral, social and cultural development of our pupils.
    • We teach about difference and diversity and the impact of stereotyping, prejudice and discrimination through PSHE and citizenship and across the curriculum.
    • We monitor the attainment and progress of all our pupils and set challenging targets for them. We have high expectations for all our pupils regardless of their starting points. 
    • We provide adult support or focused group work for children who are learning English as an additional language (e.g. ABC Club)
    • We use a range of teaching strategies that ensures we meet the needs of all pupils
    • We provide support to pupils at risk of underachieving, even if they have already reached or are exceeding national expectations.  
    • We are alert and proactive about the potentially damaging impact of negative language in matters such as race, gender, disability and sexuality.
    • We have links with groups, organisations and projects within the local community (e.g. Community Centre, our cluster group of school which include Cricket Green Special School and local secondary schools, Mitcham Parish Church)

    How we foster good relations and promote community cohesion:

    We foster good relations and promote community cohesion by;

    • Ensuring use the recruitment and selection toolkit from Merton, which is a robust document and staff are employed from a range of ethnicities, race and gender.
    • Our staff speak a variety of languages, some of which are languages found within our local community.  Staff are willing to interpret for the school or for parents/carers so successes, achievement or concerns are shared, understood and strategies put in place.
    • Our Windows on the World (WOW) lessons ensure pupils have an understanding of the diversity and richness of the world around them.
    • We record incidents of harassment on the basis of race, ethnicity and culture. These are reported termly to the local authority. Data shows that we have few, if any incidents.

    What has been the impact of our activities? What do we plan to do next?

    • EAL pupils achieve well by the end of Key Stage 2.  EAL pupils make sufficient progress from KS1 to KS2.

    To increase the percentage of children making 3 sub levels of progress each year, including children learning English as an additional language.

    Gender

    We are committed to working for the equality of women and men.

    Summary information (including performance against national and local benchmarks, data on gaps in attainment, inequalities that need to be addressed and relations between different groups of pupils)

    • Attainment at Year 1 phonics (2016 data) shows 89% of girls and 90% of girls achieved the expected standard.
    • Attainment at Key Stage 1 (2016 data) – Combined Reading, Writing, Maths shows boys working at significantly below girls (82% / 53%)
    • Attainment at Key Stage 2 (2016 data) – Combined Reading, Writing, Maths shows an 11% gap between girls and boys (G- 63%, B – 52%
    • All data is above national expectations.
    • Both boys and girls are members of the School Council and are consulted on issues that might affect their achievement or wellbeing.

    How we advance equality of opportunity:

    • We monitor the attainment of all our pupils by gender.
    • We take a "Which boys? Which girls?" approach to address underachievement: neither boys nor girls are treated as homogeneous groups.
    • We set targets to improve the attainment and rates of progress of particular groups of boys and girls.
    • We are identifying and addressing barriers to the participation of boys and girls in activities (e.g. boys’ construction club)
    • Both male and female parents and carers are encouraged to be involved in the work of the school and contribute to their children's learning and progress.

    How we foster good relations and promote community cohesion:

    • We hold coffee morning and encourage both mothers and fathers or carers to participate.
    • We ensure we have visitors or inspirational talks from both males and females.
    • We have an Easy Cook club that is open to parents/carers.
    • We ensure we respond to 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.
    • Ensuring the inclusion of positive, non-stereotypical images of women and men, girls and boys across the curriculum

    What has been the impact of our activities? What do we plan to do next?

    • Boys and girls to access school clubs.
    • Selecting topics or texts which will engage boys with writing when setting the new curriculum eg ‘Pirates’

    Religion and belief

    We are committed to working for equality for people based on their religion, belief and non-belief.

    Summary information (including data on gaps in attainment, inequalities that need to be addressed and relations between different groups of pupils)

    • The children come from a diversity of faith backgrounds.
    • The school respects the religious beliefs and practice of all staff, pupils and parents, and complies with reasonable requests relating to religious observance and practice.

    How we advance equality of opportunity:

    • The school is tacking any barriers that might prevent pupils with particular beliefs from taking a full part in school life (e.g. adaptations to school uniform.)
    • We support pupils to build their sense of identity and belonging, which helps them flourish within their communities and as citizens in a diverse society, through a broad and balanced curriculum.
    • We use the RE / PHSCE curriculum to give the children an understanding of different religions and respect for all no matter what they believe or do not believe.
    • Assemblies focus on a variety of major religious festivals

    How we foster good relations and promote community cohesion:

    • Our curriculum, including RE, supports pupils to be accepting of one another’s lifestyles and beliefs, as well as exploring shared values.
    • The RE curriculum enables pupils to develop respect for others, including people with different faiths and beliefs, and helps to challenge prejudice and discrimination.
    • Assemblies and visits to local faith communities (e.g. the church, the mosque, enable children to develop respect for other faiths.)
    • We tackle prejudices relating to racism, including those that are directed towards religious groups and communities.
    • Links with Mitcham Parish Church, with the vicar leading assemblies on occasions.

    What has been the impact of our activities? What do we plan to do next?

    • Parents from all faith communities, and none, are confident to approach the school for help and advice.
    • Children at Haslemere are proud of their heritage and beliefs and are willing to share their experiences with each other.

    We plan to invite visitors from other faith communities to talk to children. Develop closer links with the local mosque and temple.

    Sexual orientation

    We are committed to providing a safe environment for all pupils. We aim to tackle any discrimination faced by pupils and staff who are lesbian, gay or bisexual.

    Summary information (including data on gaps in attainment, inequalities that need to be addressed and relations between different groups of pupils)

    • We do not collect data about sexual orientation.
    • Our school ethos celebrates difference and diversity as a way of developing tolerance, understanding and respect for one another.

    How we advance equality of opportunity and foster good relations:

    • Diversity and inclusion are threaded through the curriculum. 
    • If the need arose to advance pupils’ awareness / understanding then it would be done through the PSHE / Sex education curriculum.

    Part 4: Consultation and engagement

    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:

    • Review relevant feedback from the annual parent questionnaire, parents’ evenings, parent-school forum and/or focus meetings or governors’ parent-consultation meeting
    • Secure and analyse responses from staff surveys, staff meetings and training events
    • Review feedback and responses from the children and groups of children, from the school council, PSHE lessons, and pupil questionnaires.
    • Analyse issues raised in Annual Reviews or reviews of progress at SEN Support Plan meetings.  
    • Ensure that we secure responses and feedback at Governing Body meetings and from the governing body’s working groups.
    • Head’s Coffee Mornings
    • Admission meetings with parents
    • Open door policy

    Part 5: Record of how we have considered equality issues when making decisions

    The Equality Act 2010 requires us to show due regard to equality issues when we make significant decisions or changes in our policies. This means we need consider what the impact of those decisions or policies will be on pupils and staff with protected characteristics before a decision is made or a policy is finalised.

    As our policies are updated, which is done on a rolling programme, we will take into consideration the need to include a statement regarding equality issues.

     

Latest Ofsted Report 2016

Parent View: Give your views on our OFSTED report

How to use Parent View Log in / Register You need your email address and password for the simple log-in process. Just follow the on-screen instructions. You will then be asked to fill in a ‘captcha’ before completing registration. This is where you read two words from the screen and enter them into a box. This is to prevent site misuse. We will send you an email with a link to activate your log-in.

Copies of documentation

Copies of documentation are available free of charge on request to the headteacher via the info@haslemere.merton.sch.uk email address.

X
Hit enter to search