Important Message
Parents' Information

Our Equality Duties

Someries Infant and Nursery School aims to provide a broad and balanced curriculum that meets the needs of all children and promotes their spiritual, moral, social and cultural development. We are committed to equality; reflecting and valuing diversity.

As defined by the Act, as a public authority we must have due regard to the need to:

  1. Eliminate discrimination, harassment, victimisation and any other conduct that is prohibited under the Act
  2. Advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it
  3. Foster good relations between persons who share a relevant protected characteristic and persons who do not share it

As a school, we also have two specific duties to perform in relation to the Equality Act of 2010:

  1. To publish information which shows we have due regard for inequalities as defined by the Act
  2. To publish at least one equality objective and report annually on its progress
Equality information and objectives

Using our extensive range of monitoring information, we have identified gaps and potential issues which are documented in our equality information and objectives document which can be downloaded using the link below.

Click here to read our equality information and objectives

Profile of school population (2017-2018)

Someries Infant and Nursery School is boradly similar in size to most schools of its type.

The percentage of girls on roll at the school is 41% comared to 49% nationally.

The percentage of children whose first language is not, or believed not, to be English is 21% compared to 21% nationally.

The percentage of pupils identified has having a special educational need or disability is 10% compared to 12% nationally.

The percentage of pupils known to be eligible for free school meals is 12% compared to 24% nationally.

Pupils attending the school belong to 14 of the 17 ethnic groups; the alrgest of these being White British.

The school's deprivation indicator is 0.2, the same as that nationally.

Performance at the end of key stage one (2016-2017)

There were 59 pupils in the key stage one cohort; of these:

  • 54.2% were male and 45.8% were female
  • 11.9% pupils were known to be eligible for Free School Meals (FSM)
  • 23.7% pupils were eligible for pupil premium funding
  • 15.3% of pupils first language was not, or belived not to be, English
  • 15.3% of pupils had special educational needs or disabilities
  • 44.1% of pupils belonged to a minority ethnic group

Overall performance was (the subjects reported are reading, writing and mathematics):

  • Above average for all subjects combined
  • Above average for reading
  • Above average for writing
  • Above average for mathematics

Both boys and girls performed above relative national averages in all subjects. Girls outperformed boys in most areas, however the percentage of boys achieving the higher standard in reading and mathematics was higher than that of girls.

Pupils known to be eligible for Free School Meals attained below relative national averages at the expected standard. They also underperformed their peers in the cohort at the expected standard. However, the percentage of pupils known to be eligible for Free School Meals achieving the higher standard in all subjects was higher than relative national averages. They outperformed their peers in the cohort at the higher standard in reading and writing.

Pupils eligible for pupil premium funding attained above relative national averages in all subjects, but underperformed their peers in the cohort.

Pupils from minority ethnic backgrounds performed above relative national averages in all subjects.

Pupils with special educational needs or disabilities performed below relative national averages in all subjects.

Accessibility policy

At Someries Infant and Nursery School we work hard to ensure that our ethos is such that, whatever the abilities and needs of members of our school community, everyone is equally valued and treated with respect. We provide all pupils with the opportunity to experience, understand and value diversity.

This accessibility policy and associated plan are drawn up in compliance with current legislation and requirements as specified in Schedule 10, relating to Disability, of the Equality Act 2010. School Governors are accountable for ensuring the implementation, review and reporting on progress of the accessibility plan over a prescribed period.

Read our accessibility policy