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John Bamford Primary

PSED and Protected Characteristics

Public Sector Equality Duty

 

What is the Public Sector Equality Duty?

The single Public Sector Equality Duty (PSED) came into effect in April 2011 as a result of the Equality Act 2010. It requires public bodies to promote equality and replaced three pre-existing duties relating to disability, race and gender equality.

 

The PSED applies to all maintained and independent schools, including academies, and maintained and non-maintained special schools.

 

The Equality Act of 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. As a school, we pride ourselves in being able to:

  • Eliminate discrimation and other conduct that is prohibited by the Quality Act 2010.
  • Advance equality of opportunity by avoiding the separation of people who share a protected characteristic and people who do not
  • Foster good relations across all characteristics, and between people who share a protected characteristic and people who do not share it.
  • Consult with a wide variety of stakeholders regarding the decisions that we make to promote equality and eliminate discrimination; including families, pupils, staff and members of the local community

We understand the principle of the Act and the work needed to ensure that those with protected characteristics are not discriminated against and are given equality of opportunity. 

Due Regard

The DfE's advice says that 'due regard' has been defined in case law and means giving "relevant and proportionate consideration to the duty".

 

For schools, this means:

  • Decision makers must be aware of the duty to have due regard when making a decision or taking an action, and must assess whether it may have implications for people with particular protected characteristics
  • Schools should consider equality implications before and at the time that they develop policy and take decisions, not as an afterthought, and they need to keep them under review on a continuing basis
  • The PSED has to be integrated into the carrying out of the school’s functions, and the analysis necessary to comply with the duty has to be carried out seriously, rigorously and with an open mind.

 

Specific Duties

The PSED introduces secondary legislation in the form of specific duties. The duties require schools to: 

  • Publish information to demonstrate how they are complying with the PSED. This information must include, in particular, information relating to people who share a protected characteristic
  • Prepare and publish equality objectives

Schools are required to update this published information at least annually and to publish objectives at least once every four years.

 

Protected Characteristics

A protected characteristic under the act covers the groups listed below:

What does The John Bamford Primary School do to eliminate discrimation?

The John Bamford Primary School Primary School is an inclusive school where we focus on the wellbeing, mental health and progress of every pupil, and where all members of our community are of equal worth.  All key stakeholders (pupils, staff and our community) are at the heart of everything we do. 

The protected characteristics thread through our RSHE and PSHE curriculum, the day to day routines of life at school and also link to our work on British Values. 

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 all people. It also ensures that we continue to tackle issues of disadvantage and underachievement of different groups.

 

Our approach to equality is based on the following key principles - these help us to eliminate discrimination:

  1. All learners and members of our community are equally important.
  2. We recognise, respect and celebrate difference.
  3. We foster positive attitudes and relationships, and a shared sense of cohesion and belonging.
  4. We observe good equalities practice in staff recruitment, retention and development. There is not a gender pay gap at The John Bamford Primary School.
  5. We aim to reduce and remove inequalities and barriers that already exist.
  6. We have the highest expectations of all our pupils and staff.

Equality Objectives

We are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers, irrespective of race, gender, disability, belief, religion or socio-economic background. Should anyone feel any effects of inequality at The John Bamford Primary School, we will seek to obtain the person's views and make the necessary adjustments to ensure that the feeling of inequality is eliminated.

In order to further support pupils, raise standards and ensure inclusive teaching, we have set the following objectives:

Objective 1: To monitor and analyse pupil achievement by race, gender and disability; and act on any trends or patterns in the data that require additional support for pupils.

Objective 2: To raise levels of attainment in core subjects for vulnerable learners.

Objective 3: To review levels of family and pupil engagement in learning and school life, across all activities to ensure equity and fairness in access and engagement.

Objective 4: To continue to build the school’s range of texts that celebrate and explore diversity, ensuring that these are used more widely in the curriculum.

All of the above information is also discussed as part of staff and volunteer induction to our school as it sits at the heart of everything we do.  Equal opportunities for all is always discussed at safeguarding, inclusion and Governor meetings too. 

If you would like discuss anything to do with Equality and Diversity with us, please book an appointment to come in and see us. You will be able to find our Equality Policy in the Policies section of the website. Click here for a quick link.

 

Where we Teach the Protected Characteristics

At The John Bamford Primary School, we take every possible opportunity to celebrate and promote equality and diversity in our ever changing world. We firmly believe that in order for pupils to grow up and be respectful towards each and every person they meet in life, this must be taught in school and be promoted amongst the wider community. Everyone who comes into contact with our school has the right to do so, feeling that they are a welcome addition to our community and that they will receive the respect that they deserve. Everyone who comes into our school talks about its special 'feel' - this is as a result of the strong ethos that all stakeholders share and believe in. At The John Bamford Primary School, everyone is welcome.

 

 Reading and Diversity 

Please click here to view our Reading and Diversity 

 

The Protected Characteristics and When They Are Taught

Characteristics

Taught within

Age

Years 1 and 2 – Cycle A and B – Spring 2 (RSHE)

Years 3 and 4 – Cycle A and B – Autumn 2 (RSHE)

Years 3 and 4 – Cycle A and B – Spring 1 (RSHE)

Years 3 and 4 – Cycle A and B – Autumn 1 (RSHE)

Years 5 and 6 – Cycle A and B – Autumn 2 (RSHE)

Years 5 and 6 – Cycle A and B – Spring 2 (RSHE)

Disability

Years 5 and 6 – Cycle A – Spring 2 (Text)

Years 1 and 2 – Cycle A and B – Spring 2 (RSHE)

Years 3 and 4 – Cycle A and B – Autumn 2 (RSHE)

Years 3 and 4 – Cycle A and B – Spring 1 (RSHE)

Years 3 and 4 – Cycle A and B – Autumn 1 (RSHE)

Years 5 and 6 – Cycle A and B – Autumn 2 (RSHE)

Years 5 and 6 – Cycle A and B – Spring 2 (RSHE)

Gender reassignment

Years 3 and 4 – Cycle A and B – Spring 1 (RSHE)

Years 3 and 4 – Cycle A and B – Spring 2 (RSHE)

Years 3 and 4 – Cycle A and B – Autumn 1 (RSHE)

Years 5 and 6 – Cycle A and B – Spring 2 (RSHE)

Marriage and Civil Partnership

Reception – Cycle A – Autumn 1 (Text)

Years 1 and 2 – Cycle A and B – Spring 1 (RSHE)

Years 3 and 4 – Cycle A and B – Autumn 2 (RSHE)

Years 3 and 4 – Cycle A and B – Spring 1 (RSHE)

Years 3 and 4 – Cycle A and B – Autumn 1 (RSHE)

Years 5 and 6 – Cycle A and B – Spring 2 (RSHE)

Years 5 and 6 – Cycle A and B – Summer 1 (RSHE)

Pregnancy and Maternity

Years 3 and 4 – Cycle A and B – Spring 1 (RSHE)

Years 3 and 4 – Cycle A and B – Autumn 1 (RSHE)

Race

Reception – Cycle A – Spring 1 (Text)

Reception – Cycle A – Summer 2 (Text)

Years 5 and 6 – Cycle A – Spring 2 (Text)

Years 1 and 2 – Cycle A and B – Spring 2 (RSHE)

Years 3 and 4 – Cycle A and B – Autumn 2 (RSHE)

Years 3 and 4 – Cycle A and B – Spring 1 (RSHE)

Years 3 and 4 – Cycle A and B – Autumn 1 (RSHE)

Years 5 and 6 – Cycle A and B – Autumn 2 (RSHE)

Years 5 and 6 – Cycle A and B – Spring 2 (RSHE)

Religion or Belief

Reception – Cycle A – Autumn 2 (Text)

Reception – Cycle A – Spring 2 (Text)

Whole School – Cycle A and B – Autumn 2 (Interfaith and Anti-Bullying Week)

Years 1 and 2 – Cycle A and B – Spring 2 (RSHE)

Years 3 and 4 – Cycle A and B – Autumn 2 (RSHE)

Years 3 and 4 – Cycle A and B – Spring 1 (RSHE)

Years 3 and 4 – Cycle A and B – Autumn 1 (RSHE)

Years 5 and 6 – Cycle A and B – Autumn 2 (RSHE)

Years 5 and 6 – Cycle A and B – Spring 2 (RSHE)

Years 5 and 6 – Cycle A and B – Summer 1 (RSHE)

Sex

Years 5 and 6 – Cycle A – Spring 2 (Text)

Years 1 and 2 – Cycle A and B – Spring 2 (RSHE)

Years 3 and 4 – Cycle A and B – Autumn 2 (RSHE)

Years 3 and 4 – Cycle A and B – Spring 1 (RSHE)

Years 3 and 4 – Cycle A and B – Spring 2 (RSHE)

Years 3 and 4 – Cycle A and B – Autumn 1 (RSHE)

Years 5 and 6 – Cycle A and B – Autumn 2 (RSHE)

Years 5 and 6 – Cycle A and B – Spring 2 (RSHE)

Sexual orientation

Years 5 and 6 – Cycle A – Spring 2 (Text)

Years 1 and 2 – Cycle A and B – Spring 1 (RSHE)

Years 1 and 2 – Cycle A and B – Spring 2 (RSHE)

Years 3 and 4 – Cycle A and B – Autumn 2 (RSHE)

Years 3 and 4 – Cycle A and B – Spring 1 (RSHE)

Years 3 and 4 – Cycle A and B – Spring 2 (RSHE)

Years 3 and 4 – Cycle A and B – Autumn 1 (RSHE)

Years 5 and 6 – Cycle A and B – Autumn 2 (RSHE)

Years 5 and 6 – Cycle A and B – Spring 2 (RSHE)

Years 5 and 6 – Cycle A and B – Summer 1 (RSHE)