Brighton Hill Community School

with specialist sports status

Brighton Hill Community School

with specialist sports status
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Home >> Information >> Policies >> 16. Single Equality Statement, Information and Objectives

Published on - 12-02-2015

16. Single Equality Statement, Information and Objectives

Single Equality Statement (SES)

1. Introduction
We welcome the equality duties on schools. We believe that all students and members of staff should have the opportunity to fulfil their potential whatever their background, identity and circumstance. We are committed to creating a community that recognises and celebrates difference within a culture of respect and cooperation. We appreciate that a culture which promotes equality in relation to all protected characteristics (age, disability, gender reassignment, marriage or civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation) will create a positive environment and a shared sense of belonging for all who work, learn and use the services of our school. Our commitment to equality and diversity is a fundamental part of our drive towards excellence.

We recognise that equality will only be achieved by the whole school community working together – our learners, staff, governors and parents in particular.
Throughout this Statement, ‘parents’ can be taken to mean mothers, fathers, carers and other adults responsible for caring for a child.
The school is committed to:

  • dealing firmly with any incidents of discrimination, harassment and victimisation
  • enabling equality of opportunity to access the school curriculum, extra- curricular activities, resources, staff vacancies, training opportunities etc
  • recognising the value of a diverse and inclusive school community
  • ensuring that staff and students within the school operate within the requirements of equality legislation and where necessary deal firmly with breaches of this statement and it’s principle through student and staff discipline procedures
  • ensuring support is provided to students and staff where a formal complaint or grievance is submitted

This Single Equality Statement sets out how our school intends to:  

  • eliminate discrimination, harassment and victimisation
  • advance equality of opportunity
  • and foster good relations

in a holistic and proactive way and in line with our duties under the Equality Act 2010.  It also sets out how we will publish information and objectives to demonstrate our commitment to and compliance with the Public Sector Equality Duty.
The Statement is based on the core principles that its effectiveness will be determined by

  • active involvement with key stakeholders, not just in developing this Statement but also in its review and implementation
  • proactive leadership
  • prioritising activities that produce specific, tangible improved outcomes
  • removal of attitudinal and cultural barriers

2. Information gathering

  • •We will collect a broad range of qualitative and quantitative information to monitor our policies and practice and to demonstrate our progress in equality, inclusion and community cohesion. Our single equality approach helps us to more effectively monitor our progress and performance, as our students and staff may face more than one barrier to achieving their full potential. We will consider the information we have collected about our school, where possible, in the context of national and county information. 

Quantitative information about the:

  • local catchment area, demographics
  • for students
  • admissions
  • attendance
  • achievement and progression
  • participation in the student council
  • incidents of bullying
  • rewards and sanctions

staff information in relation to the protected characteristics. 

  • staff recruitment, retention
  • CPD
  • Promotion
  • Discipline and  grievance
  • Gender pay gap 
  • Leavers
  • Staff exit surveys
  • Workforce representation
  • Rates of return from maternity leave

Qualitative information:

  • school policies (where they make a statement about prohibited conduct and the importance of avoiding discrimination)
  • minutes of governor meetings (particularly those evidencing discussions regarding responsibilities for equality)
  • notes of student council providing their views on equality issues
  • notes of staff meetings (where staff responsibilities for equalities have been discussed) or details of staff training in relation to equalities has been undertaken
  • notes of staff meetings (where staff have been made aware of how to raise awareness of their concerns or where they have been directed to key policies for them in respect of their concerns  – e.g. advised to discuss concerns with the Head, or awareness of whistle blowing, staff harassment/bullying policies raised)
  • a note about how the school monitors equality issues in everyday school life
  • detail about particular initiatives undertaken in the school (e.g. a focus on racist bullying; an initiative to assist girls to catch up in science; an initiative to help boys improve in their handwriting) and where possible, the impact of this initiative (e.g. increases in attainment)
  • information about aspects of the curriculum which promote tolerance, friendship and an understanding of different cultures
  • details about assemblies which deal with relevant equality related issues

The most recent information collected by the school will be available on the school website from 6 April 2012 and updated annually thereafter. The school will do its best to respond positively to requests for copies in paper form or alternative formats.

3. Using equality information
We use the information collected to

  • evaluate how well we comply with all our duties under the Equality Act
  • assess the potential and actual impact of policies and procedures
  • decide where positive action may be appropriate
  • identify priorities, set equality objectives and update our accessibility plan
  • monitor progress towards meeting these objectives and implementing our accessibility plan
  • inform future action.

Current information shows us that:

  • The students who enter the school with low and middle attainment do not all make the expected progress.
  • The attendance of girls is higher than of boys and that 56% of the students claiming free school meals is below 94%.
  • High steps, in particular access to X2 cause difficulties for students needing wheelchair access.
  • Additional data will be collected on participation rates to ensure that there is equality of access for disabled learners.

The objective set for the next four years is to:
Make sure that students who arrive at the school with lower than average attainment make at least the progress expected of them over 5 years.
This objective is published on the school’s website and will be updated at least every four years. We will try to respond positively to any request made for a copy in another format.

4. Involvement of staff, students, and parents
a) Developing our Statement
The involvement of a diverse group of people has been instrumental in shaping our Single Equality Statement. We have strived to involve the full diversity of our school and community, recognising that people who share a protected characteristic are best placed to identify key issues for us to address.
In developing our Statement, we have involved staff, students, parents and others in the following ways: -

  • focus group
  • involvement of the student council
  • contact with parents,

These activities have involved people with protected characteristics as follows:

  • involved a disabled person, and a person from an ethnic community 
  • used an equal opportunities monitoring form for staff recruitment 
  • approached specific learners 
  • approached parents of students with protected characteristics

b) Ongoing involvement
We have strategies in place to promote the participation of students, parents, staff and others in decision-making and in making a positive contribution to school life. We will embed equality and inclusion into these strategies so that learners, parents and others from diverse backgrounds are appropriately involved in shaping provision and improving practice. We will consult students, parents, staff and others where there is an individual need or requirement to do so e.g. reasonable adjustments (wheelchair access to all areas) and auxiliary aids, and seek expert advice where it is difficult for us to respond positively.
We will ensure that outcomes from all involvement activities inform the action taken by the school’s senior leadership team.

  • provide support for ‘hard to reach’ groups, for example disengaged young people, looked after young people and disabled young people
  • address under-representation on the student council or on the governing body
  • involve learners, parents, staff  and others in developing policy and practice where equality issues are key e.g. bullying policies

5. Monitoring and evaluating the Single Equality Statement
We will regularly monitor and evaluate the implementation of our Single Equality Statement and our objective(s), using the information which we publish annually. This information also allows our local community to see how the school is advancing equality of opportunity.
We want this Statement to be a ‘whole organisational’ document that drives forward equality and achieves improved outcomes. We will therefore ensure that the objectives we set and the proposed action to achieve them are incorporated in our School Improvement Plan. As such, our progress will have regular oversight by the senior leadership team and the governing body
We will formally review, evaluate and revise this Single Equality Statement and our objective(s) every four years. This process will again involve staff, learners, parents and others who reflect the full diversity of the school community.

6. Key school policies and procedures
School policies where consideration of equality issues is likely to be particularly relevant are;

  • Admissions 
  • Anti-bullying 
  • Behaviour      
  • Educational Visits 
  • Pay
  • Special Educational Needs 
  • Community Cohesion
  • Complaints

7. Roles and responsibilities

The governing body will

  • monitor the implementation of the Statement and the objective(s) to check progress and assess impact on staff, learners, parents and others
  • ensure that all governors are aware of their legal responsibilities under equality legislation
  • approve the equality information to be published annually and the objectives to be published every four years
  • check that implementation of the Statement and objectives achieves improved outcomes for people who share a protected characteristic and fosters good relations between them and those who do not share that characteristic

The head teacher will

  • provide proactive leadership to create a community that recognises and celebrates difference within a culture of respect and cooperation
  • ensure staff, students, parents and any other interested stakeholders are aware of this Statement and their roles and responsibilities in implementing it
  • monitor to ensure effective implementation of the Statement and objective(s)
  • provide regular reports for governors on progress and performance
  • allocate appropriate responsibilities, and provide suitable training and development for staff to implement this Statement

The senior leadership team will

  • drive forward implementation of the Statement and action to achieve the objective(s)
  • support staff to carry out their role in implementing this Statement
  • provide effective leadership on equality issues
  • respond in a timely and appropriate manner when dealing with any incidents of discrimination, harassment or victimization

All staff will

  • recognise that they have a role and responsibility in their day-to-day work to
    • eliminate discrimination, advance equality and foster good  relations
      - challenge inappropriate language and behaviour
      - tackle bias and stereotyping
      - respond appropriately to incidents of discrimination and harassment and report these
      - respond appropriately to the needs of students, parents, staff and others with protected characteristics
      and encourage students to do the same.
  • highlight to the senior leadership team any staff training or development that they require to carry out the above role and responsibilities.

For further information, or to request this Statement in an alternative format, please contact:

Date statement approved by GB:    June 2012
Date for statement review: Spring Term 2015

This is currently being reviewed – April 2015

Single Equality Statement (SES) – April 2012 Objective and Data

The Public Sector Equality Duty 2011 has three aims under the general duty for Schools:

1. Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act.
2. Advance equality of opportunity between people who share a protected characteristic and those who do not.
3. Foster good relations between people who share a protected characteristic and those who do not.

We have considered how well we currently achieve these aims with regard to the protected groups under the Equality Act (race, disability, gender, gender re-assignment, age, pregnancy and maternity, marital status, sexual orientation, religion and belief and sexual orientation).

Our Equality Objective for 2012-2016 is:
To make sure that students who arrive at the school with lower than average attainment make at least the progress expected of them over 5 years.

School Context:
Brighton Hill Community School is one of eight 11-16 secondary schools serving the town of Basingstoke.  The catchment area for the school, situated on the south west side of the town, consists primarily of three local estates of mixed privately owned and social housing and three outlying villages.
The school ranks 47/70 on the Indices of Multiple Deprivation Rank within the Hampshire Secondary Schools (October 2011).

Student Body:
Student numbers (March 2012)





Year 7




Year 8




Year 9




Year 10




Year 11


















52% of the student population is male and 48% female.

89% of the students are White British; 1.7% MWBC (White and Black Caribbean); 1.8% AOTH (Any Other Asian Background); and 1.3% WOTH (Any Other White Background).
4.7% (51 students) have a first language other than English.  Of the students whose first language is not English 25% speak Nepali and 14% Polish.

5.5% (60) of students claimed free school meals in March 2012.
8 students have a statement of Special Educational Needs, and 46 are supported at School Action Plus. 12% (135) are School Action. 6 students are disabled either for visual or hearing impairment.

Staff Body:
There are 153 members of staff at Brighton Hill with a total of 75 teachers. 87% of the staff are of White British ethnicity.  No data is available from 7 members of staff and of the remaining staff the majority are of Other White Background.
Of the teaching staff 68% are female and 32% male.
The school does not collect data regarding the sexual orientation of staff.

Student-related information



Time Frame

Evidence and commentary

Attainment – 5+A*-C inc. English and Maths

2010-11 Examination results

Boys – 57%
Girls – 63%
Based on Prior attainment –
Low – 0%
Middle – 43%
High – 96%

Attainment in English – by gender

2010-11 Examination results

GCSE Grades:
A* Boys 1%   Girls 8%                 C Boys 21% Girls28 %
A   Boys 10% Girls 22%               D Boys 18% Girls 16%
B   Boys 30% Girls 28%               E Boys 9% Girls 12%

Attainment in Maths – by race

Year 7 entry 2011

76% of all year 7 students achieved L4+ in Maths.
13% of the cohort is from other ethnic background than White British and of those students 65% have come in with Level 4+ in mathematics.

Attendance by gender

September 2011 – April 2012

60% of girls have over 95% attendance and 56% of boys have over 95% attendance

Attendance of Free School Meals

September 2011 – April 2012

5.5% of students claim free school meals.
56% of the students claiming free school meals have an attendance of less than 94% and 44% greater than 94%

Free School Meals by race

September 2011 – April 2012

10% of the students claiming Free School Meals are White and Black Caribbean or Black African

Membership of Senior Prefect group by race


85% of senior prefects are White British. Of the 15% who are not White British 50% of those are Indian and the remainder is Any Other Asian; White and Black Caribbean and Any Other Mixed race.  One of the students has a Statement of Special Education Need for hearing impairment
This is broadly reflective of the school community

Incidents of bullying – race, religion or culture; bullying sexual orientation;
or racist incidents

September 2011 – April 2012

Bullying – race, religion or culture
2 incidents both by White British boys
Bullying – sexual orientation
8 incidents, 2 girls and 6 boys, 1 Indian and 7 White British
Racist Incidents –
4 incidents all White British boys

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