Public Sector Equality Duty
Our Equality & Diversity Policy (below) describes the school's equality aims and outlines how these aims will be met. The policy has been updated to reflect the requirements of the Equality Act 2010 and was originally ratified by the Education Committee (now Education Services Governance Committee) on 30th March 2016. The policy was last reviewed and updated in February 2022.
An Inclusion Audit and staff survey carried out in 2021 highlighted many strengths, including an atmosphere that is welcoming to all, high aspirations and celebrations of success for all pupils, and the effective use of highly individualised approaches to meet the needs of each learner. Key areas for development identified were low diversity in school resources such as books, which has since been addressed.
Any concerns or issues about Equality, whether relating to employees, pupils or external visitors, can be raised via the school's 'Cause for Concern' (CPOMS) system.
Pupils, staff, families and visitors are also welcome to raise any concerns directly with the Head of School or other Senior Member of Staff.
The school welcomes suggestions from all members of the school community on how to further improve its practice.
Eliminating Discrimination
The school is aware of its obligations under the Equality Act 2010 and complies with non-discrimination provisions.
All new staff are issued with a copy of the Equality & Diversity Policy as part of the school's Induction Programme.
Staff and governance committee members are reminded of their responsibilities under the Equality Act, for example during meetings.
A statement of Equality and Diversity is included in the school's Application Information Pack.
Equality is discussed as part of the school's annual cycle of Positive Behaviour Support training.
Advancing Equality of Opportunity
As set out in the DfE guidance on the Equality Act, the school aims to advance equality of opportunity by:
Removing or minimising disadvantages suffered by people which are connected to a particular characteristic they have (e.g. enabling pupils with disabilities to become successful autistic adults)
Taking steps to meet the particular needs of people who have a particular characteristic (e.g. by having a highly individualised approach, addressing each pupil's specific needs)
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 activities and adapting activities as needed)
Whenever a new pupil joins the school, the family is given the opportunity to discuss any particular requirements they or their child may have, or any support they or their child would benefit from, relating to any protected characteristics.
Autism Initiatives is a Disability Confident employer and makes reasonable adjustments to the recruitment process as well as the work itself to meet the needs of staff with disabilities. Applicants who identify as having a disability and meet the minimum criteria for a particular role will be shortlisted.
Fostering Good Relations
The school aims to foster good relations between those who share a protected characteristic and those who do not share it by:
Staff and Pupils with Relevant Protected Characteristics
Peterhouse has fewer than 150 employees and fewer than 80 pupils. Because of this, numbers of individuals with protected characteristics are comparatively low and we are not publishing this information in order to prevent identification of individuals and protect the privacy of both staff and pupils. The local community predominantly identifies as White British (96%, UK Census data 2021) and this is broadly reflected in the staff team.
In January 2024, all of our 66 pupils have a disability. 6 pupils are female (reflecting the much higher incidence of autism diagnosis in boys nationally).
Latest update for this section: 17th January 2024
Next update due: January 2025