Our Trust aims to meet its obligations under the public sector equality duty by having due regard to the need to:
- Eliminate discrimination and other conduct that is 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 across all characteristics – between people who share a protected characteristic and people who do not share it
Under the Equality Act 2010 public bodies must publish equality objectives. In order to meet the obligations under the public sector equality duty we have identified the following as objectives for the Trust and its schools.
Our equality objectives (to be reviewed 2026):
1. Students/pupils with SEND, especially boys, make progress which is at least good (Progress 8/KS2 reading & maths scores ≥ 0.00), and have high levels of well-being, with attendance in-line with national average for non-SEND, because they can access an aspirational, high quality curriculum. Well-trained teachers and support staff have high levels of awareness of different cohorts’ needs. They know their students well, and current needs are systematically identified and met. High quality mental health and well-being support are well-embedded, and all students/pupils benefit from this.
2. Pupil premium students, especially boys, make progress which is at least good (Progress 8/KS2 reading & maths scores ≥ 0.00) and have high levels of well-being, with attendance in-line with national average for non-PPG, because funded intervention strategies are evidence-based and well-resourced. Cultural capital is consistently developed through schools’ curricular and extra-curricular offers, and aspirational targets are set for all.
3. Students’/pupils’ progress is at least good (Progress 8/KS2 reading & maths scores ≥ 0.00), and well-being is high, with attendance for all groups in excess of national average, because the protected characteristics of disability, gender reassignment, race, religion or belief, sex, and sexual orientation are reinforced through a high quality PSHE/RSE curriculum. This is delivered by well-trained staff, who are aware of, and sensitive to, the challenges faced. Strong school safeguarding cultures promote dignity and respect, so that everyone is valued, discrimination is tackled, and student voice is proactively used to inform policy and practice. Mental health and well-being support are well-embedded.
4. Trust schools’ equality objectives are delivered and targets met, because both Trust and individual schools’ equality objectives align. The Trust deploys additional resources and targeted support to add capacity, and hold leaders to account. Progress against all objectives is systematically monitored by Trustees and Local Governing Bodiess, and additional support provided/further action taken as appropriate.
As set out in the DfE guidance on the Equality Act, the Trust aims to advance equality of opportunity by:
- Removing or minimising disadvantages suffered by people which are connected to a particular characteristic they have
- Taking steps to meet the particular needs of people who have a particular characteristic
- Encouraging people who have a particular characteristic to participate fully in any activities (e.g. encouraging all pupils to be involved in the full range of school societies)