Equality Objectives

To narrow the gap between the progress made by disadvantaged boys and those of non-disadvantaged pupils nationally.

To narrow the gap between the attendance of disadvantaged boys and that of non-disadvantaged pupils nationally.

To narrow the gap between the proportion of disadvantaged boys who receive fixed-term exclusions and non-disadvantaged pupils nationally.

These were adopted in January 2020 and will be reviewed in January 2024.

Equality Objectives Monitoring

To narrow the gap between the progress made by disadvantaged boys and those of non-disadvantaged pupils nationally.

The Progress 8 score for disadvantaged year 11 boys in 2019 was -0.9 and the estimated Progress 8 score for the same group in 2022 was -0.5 thereby there was a significant narrowing of the gap with other students nationally.

 

To narrow the gap between the attendance of disadvantaged boys and that of non-disadvantaged pupils nationally.

In 2019 the attendance for disadvantaged boys was 87%. This figure was slightly below the average attendance for all Pupil Premium students (89.5%), and was lower than the attendance for all students (92.5%).
In 2022 the attendance for disadvantaged boys was 84%. This figure was slightly below the average attendance for all Pupil Premium students (85%), and was lower than the attendance for all students (89%).
Therefore, the attendance gap between Pupil Premium students and all students has narrowed slightly from 5.5% to 5%.

Data for 2020 and 2021 was impacted by the COVID closures and is therefore not included here.

 

To narrow the gap between the proportion of disadvantaged boys who receive fixed-term exclusions and non-disadvantaged pupils nationally.

In 2019 6% of students were suspended over the academic year, 4% of which were disadvantaged. In 2022 9% of students were suspended over the academic year, 5% of which were disadvantaged. We continue to work towards narrowing the gap with other students nationally. Behaviour is improving for our disadvantaged boys and therefore time in lessons is increased and this is supporting progress in all areas of the curriculum. This data for 2020 is not included due to the impact of COVID and the school closures.