Equality Objectives

Beauchamp College’s Equality Objectives

Beauchamp College recognises that the public sector equality duty has three aims, and they are to:

• Eliminate unlawful discrimination, harassment and victimisation and other conduct under the Act

• Advance equality of opportunity between people who share a protected characteristic and those who do not

• Foster good relations between people who have a shared characteristic and those who do not

Beauchamp College is committed to promoting equality and diversity, providing an inclusive, caring and supportive environment, which is committed to the promotion of genuine equal opportunities for all. We recognise that every member of the College is regarded as of equal worth and importance, irrespective of their faith, culture, class, race, gender, sexuality and/or disability. The Equal Opportunities, Equality and Diversity statement builds on the core values of the College:

• Resilience

• Reciprocity

• Reflectiveness

• Resourcefulness

Beauchamp College Equalities Objectives 2023-2027

The Equality Act 2010 was introduced to ensure protection from discrimination, harassment and victimisation on the grounds of specific characteristics (referred to as protected characteristics). For schools, this means that it is unlawful to discriminate against students or treat them less favourably because of their gender; race; disability; religion or belief; gender reassignment; sexual orientation; pregnancy or maternity.

The Equality Act states that schools and other public bodies must:

Have due regard to the need to eliminate discrimination
Advance equality of opportunity
Foster good relations between different people when carrying out their activities

In line with our duties under the Equality Act, we assess our existing practices in relation to equality and consider objectives to help us improve further.

The governing board will:

Ensure that the equality information and objectives as set out in this statement are published and communicated throughout the school, including to staff, pupils and parents
Ensure that the published equality information is updated at least every year, and that the objectives are reviewed and updated at least every 4 years
Delegate responsibility for monitoring the achievement of the objectives on a daily basis to the Principal

The Principal will:

Promote knowledge and understanding of the equality objectives among staff and pupils
Monitor success in achieving the objectives and report back to governors

The designated member of staff for equality will:

Support the Principal in promoting knowledge and understanding of the equality objectives among staff and pupils
Support the headteacher in identifying any staff training needs, and deliver training as necessary
All school staff are expected to have regard to this document and to work to achieve the objectives

Eliminate unlawful discrimination, harassment and victimisation

The school is aware of its obligations under the Equality Act 2010 and complies with non-discrimination provisions.

Where relevant, our policies include reference to the importance of avoiding discrimination and other prohibited conduct.

Staff and governors are regularly reminded of their responsibilities under the Equality Act – for example, during meetings. Where this has been discussed during a meeting it is recorded in the meeting minutes.

New staff receive training on the Equality Act as part of their induction, and all staff receive refresher training annually.

The school has a designated member of staff for monitoring equality issues to discuss any issues and make senior leaders and governors aware of these as appropriate.

Advance equality of opportunity between people

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 that are connected to a particular characteristic they have (e.g. pupils with disabilities, or gay pupils who are being subjected to homophobic bullying)
Taking steps to meet the particular needs of people who have a particular characteristic (e.g. enabling Muslim pupils to pray at prescribed times)
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 societies)
In fulfilling this aspect of the duty, the school will: Publish attainment data each academic year showing how pupils with different characteristics are performing
Analyse the data referenced above to determine strengths and areas for improvement, implement actions in response and publish this information Make evidence available identifying improvements for specific groups (e.g. declines in incidents of homophobic or transphobic bullying)
Publish further data about any issues associated with particular protected characteristics, identifying any issues which could affect our own pupils

Foster good relations between people

The school aims to foster good relations between those who share a protected characteristic and those who do not share it by:

Promoting tolerance, friendship and understanding of a range of religions and cultures through different aspects of our curriculum. This includes teaching in RE, citizenship and the Personal Development Curriculum (PDC), but also activities in other curriculum areas. For example, as part of teaching and learning in English/reading, pupils will be introduced to literature from a range of cultures
Holding gatherings dealing with relevant issues. Pupils will be encouraged to take a lead in such gatherings and we will also invite external speakers to contribute
Working with our local community. This includes inviting leaders of local faith groups to speak at gatherings, and organising school trips and activities based around the local community
Encouraging and implementing initiatives to deal with tensions between different groups of students within the school. For example, our school student leadership is formed of students from a range of backgrounds. All pupils are encouraged to participate in the school’s extra-curricular. We also work with parents to promote knowledge and understanding of different cultures
We have developed links with people and groups who have specialist knowledge about particular characteristics, which helps inform and develop our approach

Equality considerations in decision-making

The school ensures it has due regard to equality considerations whenever significant decisions are made.

The school always considers the impact of significant decisions on particular groups. For example, when a school trip or activity is being planned, the school considers whether the trip:

Cuts across any religious holidays
Is accessible to pupils with disabilities
Has equivalent facilities for all students

1. Eliminate unlawful discrimination, harassment and victimisation

Objective	Success criteria	Progress toward objective
Celebrate diversity, encourage respect and promote equality.	More students engage with Violence Prevention Network, which results in reduction of aggression toward others. Strong engagement at Pride Event enabling LGBQT+ community to feel affirmed by college and ensuring there is a trusted forum for the community to raise concerns. Incidents of sexism, homophobia and transphobia reduce.	November 2025 MVP continues to support prevention of violence. Third year of mentors trained, a video has been made and shared with all students to support recruitment. More societies this year than any other.
Ensure staff know how to talk to students about inappropriate and discriminatory language and provide all staff with the confidence to address these boundaries.	Staff report being able to speak to students confidently and students report the impact of communication from staff.	November 2025 CPD sessions for all staff on this area as part of PL sessions.
Ensure students understand expectations, consequences and reporting systems and know that discrimination, harassment and victimisation will not be tolerated at the school.	Students can articulate how to access support and know how systems work. Students report having confidence in the way discrimination is dealt with at the school.	November 2025 Ongoing education through PDC, gatherings and tutor time. Student voice captured through student leadership forum.

2. Advance equality of opportunity between people

Objective	Success criteria	Progress toward objective
Ensure detailed and robust analysis of student outcomes by cohort.	Student performance at GCSE and A Level is consistent across groups from different backgrounds.	November 2025 IDSR – DA pupils perform above NA for the last 3 years.
Families of SEND students are proportionally represented in parent forums, at parent evenings and other parent events.	Attendance at events is proportionate for all groups of learners, with a particular focus on families of SEND students.	November 2025 DA and PP parents’ lower attendance at parent events, now running drop in coffee morning session the following week to catch more families.
Provide an ambitious & accessible curriculum for SEND learners and those not engaging due to SEMH needs	Outcomes reflect progress of SEND students is in line with other learners.	November 2025 SEN learning below BEA all students, but significantly above NA SEN at NA SEN 27.8 2024 BEA 2025 41.56.
Ensure attendance expectations are high and in line with the college for all groups of learners.	Student attendance is consistent across groups from different backgrounds, with a particular focus on student who are SEND and or PP.	November 2025 Extra focus on attendance of SEN and FSM students has improved both groups compared to this time last year (VYED).
Share high expectations of home learning with all groups of learners.	Completion of home learning is consistent across groups from different backgrounds, with a particular focus on students who are SEND and or PP.	November 2025 Same expectations for all learners.

3. Foster good relations between people

Objective	Success criteria	Date
Develop pupil understanding of tolerance and mutual respect for others through the promotion of British values.	Students demonstrate a good understanding of values promoted. Students treat each other with respect. This is reflected in student voice and attendance at events such as Culture day and Beauchstock.	November 2025 New template presentation now used in gatherings with BV logo. BV posters put up in all tutor rooms.
Increased understanding of the positive experiences of faith and how this impacts on the lives of others	Marking Navratri, Christmas, Eid, Vaisakhi through communication with students & staff (internal messages) & wider community (social media) so students, staff and community recognise and value celebrations.	November 2025 Continue to share celebrations. Small working party formed to look at other ways of fostering sense of belonging in school.
Ensure that there are opportunities for staff from all demographics to share their experiences and contribute to the development of the organisation.	Staff report having access to opportunities that enable anyone from any background to have their voice heard.	November 2025 Staff surveys.
Increased awareness and understanding of LGBTQ+ issues – positivity towards those who are LGBTQ+	Increased engagement with Pride event, and LBQT+ History month.	November 2025 Planning started for this years event.
Increased awareness & understanding of disability issues – positivity towards those who have visible / hidden disabilities	Calendar for PD curriculum and gatherings include a wide range of awareness and confidence raising sessions linked to protected characteristics. Students with protected characteristics report increased confidence sharing their characteristics and engaging in networking.	November 2025 Started year with whole staff training on ADHD. Attendance improved for this group of learners, behaviour points reduced for this group of learners since same point last academic year.

Monitoring arrangements

The Associate Principal will update the equality information we publish, at least every year.

School-specific equality objectives will be reviewed by Local Governing Body at least every 4 years.

This document will be reviewed by the Associate Principal annually, to ensure continued compliance with the PSED.

This document will be approved by the Local Governing Body.

Training
Chris Swan has a Certificate in Equality, Diversity and Inclusion from the National College - January 2026

For further information, please see the

Equalities Act 2010

Public Sector Equality Duty