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Diversity and Equality


An academy where everyone feels valued

Derby Pride Academy is committed to the active promotion of equality and opportunity for all.

Derby Pride Academy is an inclusive alternative provision establishment where we focus on the well-being and progress of every pupil and where all members of our community are of equal worth.

We accept that the community of the academy consists of a diverse population of people. That diversity consists of visible and non-visible differences which include factors such as age, sex, background, race, disability, religion, sexual orientation, personality and work style. We work on the premise that harnessing these differences will create a productive environment in which everybody feels valued, where their talents are being utilised and in which we are all meeting the goals of the academy.

Our objectives are:

  1. Objective 1: Undertake an analysis of admissions and examinations data including trends with regard to race, gender and disability annually, reporting on this to the governing body.

    Derby Pride Academy aims to ensure all its pupils have fair access to their education. By analysing admissions, we aim to ensure no pupil is disadvantaged by attending our provision and scrutiny aims to ensure Derby Pride Academy is the most suitable provision to meet the child’s needs.

    In analysing examinations data, we want to overcome any trends in outcomes pertaining to race, gender and disability to ensure all pupils have received the same opportunity to succeed


    Objective 2: To narrow the achievement gap for pupils, including looked after children, by ensuring increased opportunities and improved outcomes.

    Why we have chosen this objective:

    Derby Pride Academy feel strongly that all pupils, including those experiencing a disadvantage should have opportunities to achieve the best possible success. Research suggests that education only contribute 20% in factors affecting a pupil’s progress* and so we feel that, all staff should be responsible for identifying strategies to support the achievement of disadvantaged pupils and their peers.


    Objective 3: Train all members of staff and governors involved in recruitment and selection on equal opportunities and non-discrimination by the beginning of the next academic year. Training evaluation data will show that 100% of those completing training have a good understanding of the legal requirements.

    Safer Recruitment is of paramount importance in education. We want to ensure all staff receive the same training and understanding on recruitment processes to ensure a fair and secure recruitment process.


  2. Update on actions taken to meet objectives in 2020-21
Objective Review of Actions
1. All pupils are of equal value

Our diversity and equality schemes underpin our ethos and the actions to ensure a fair deal for all.

Lessons are differentiated to take account of the differences that may affect a student's ability to access learning in the same way as others. Learning styles and cognitive ability are assessed and Pen Portraits are devised to ensure a personalised programme of study is available equally to all our pupils.

2. We recognize, respect and value differences and understanding that diversity is strength

We celebrate difference as part of our Personal Development offer. Each week is themed to ensure a balanced delivery of diverse topics such as but not restricted to:

  • British Values
  • Respect one-another
  • Anti-bullying
  • Remembrance
  • Black History
3. We foster positive attitudes and relationships

The academy has adopted humanistic approaches to behaviour management. These are underpinned by the three key elements:

  • Genuineness
  • Unconditional Positive Regard
  • Empathy                                                                                                          

This ethos is documented in our Home School Agreement and discussed/signed by the pupil and parent upon induction to the academy.

4. We foster a shared sense of cohesion and belonging

Pupils' attitude to Self and School (PASS GL Assessment) data shows evidence that pupil's attitude to school and learning improves from their assessment at entry to their assessment upon exit.

5. We observe good equalities practice for our staff

The academy has a strong record of staff retention with only 1 permanent appointment in the last year. We ensure that policies and procedures benefit all employees and potential employees in all aspects of their work, including in recruitment and promotion, and in continuing professional development

6. We have the highest expectations of all our children

The academy sets challenging targets for pupil progress. These, along with School Improvement Priorities, form the basis of staff targets for performance management. The achievement of pupils and on-going progress is reported to staff and Governors at meetings via the regular updates to commissioners and parents.

Impact 5 scores remain fairly consistent across all categories of pupil. This year we have had a higher impact on the more able pupils with KS2FPS > 27 than those with KS2FPS < 27.

Variations in progress 8 scores between categories of pupils, such as boys/girls and pupil premium, are less apparent this year. Although these variations have decreased on account of progress scores in general getting lower. This is largely due to changes in academic provision.

7. We work to raise standards for all learners, but especially for the most vulnerable

All pupils complete a baseline upon entry with a variety of tests to ascertain the level of ability and vulnerability. We have a catalogue of interventions, both internal and external, to signpost our most vulnerable pupils to ensure they get the best possible support whilst with us and beyond.

 * Rasbash J., Leckie G., Pillinger R. and Jenkins J. (2010) ‘Children’s educational progress: partitioning family, school and area effects’, Journal of the Royal Statistical Society, 173(3): 657 –682