Walk in wisdom toward outsiders, making the best use of the time.
Public Sector Equality Duty
What is Public Sector Equality Duty?
The single Public Sector Equality Duty (PSED) came into effect in April 2011 as a result of the Equality Act 2010. It requires public bodies to promote equality and replaced three pre-existing duties relating to disability, race and gender equality.
The PSED applies to all maintained and independent schools, including academies, and maintained and non-maintained special schools.
Protected Characteristics
The Department for Education (DfE) has published non-statutory advice that sets out schools' obligations under the PSED.
Paragraph 5.1 explains that the PSED extends to the following protected characteristics:
Three Main Elements
Our school aims to meet its obligations under the public sector equality duty by having due regard to the need to:
● Eliminate discrimination and other conduct that is prohibited by the Equality Act 2010
● Advance equality of opportunity between people who share a protected characteristic and people who do not share it
● Foster good relations across all characteristics – between people who share a protected characteristic and people who do not share it
Due regard is defined in Paragraph 5.4 of the DfE's advice as "relevant and proportionate consideration to the duty".
For schools, this means:
Decision makers must be aware of the duty to have due regard when making a decision or taking an action and must assess whether it may have implications for people with particular protected characteristics.
Schools should consider equality implications before and at the time that they develop policy and take decisions, not as an afterthought, and they need to keep them under review on a continuing basis.
The PSED has to be integrated into the carrying out of the school’s functions, and the analysis necessary to comply with the duty has to be carried out seriously, rigorously and with an open mind.
What does our school do to eliminate discrimination?
We have clear values and visions which have our Christian ethos at their heart. We expect all our staff and pupils to act in a non-discriminatory manner and be mindful to avoid actions that will be deemed as such to the public and our wider community.
We have up-to-date and ratified policies which set out a clear Christian message that discrimination is not tolerated: staff code of conduct, behaviour, anti-bullying, safeguarding and child protection.
We understand that it is unlawful to fail to make reasonable adjustments to overcome barriers to using services caused by The Protected Characteristics.
The governing body and school leaders involved in recruitment will avoid unlawful discrimination in all aspects of employment including recruitment, promotion, opportunities for training, pay and benefits, discipline and selection for redundancy.
Through a structured PSHE curriculum, worships, spirituality, workshops and visits, equalities will be discussed with and taught to the children, exemplifying the British Values and school values that we believe in.
Advancing Equality of Opportunity:
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 which are connected to a particular characteristic they have (e.g. pupils with disabilities)
● 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 (e.g. boys and girls)
● Analyse the above data 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. Boys’ attainment in writing)
● Publish further data about any issues associated with particular protected characteristics, identifying any issues which could affect our own pupils
Our Equality Objectives
The PSED introduces secondary legislation in the form of specific duties. The duties require schools to update this published information at least annually and to publish objectives at least once every four years.
Our Equality Objectives:
| Date | Objective | Rationale | Review | Outcome |
| Michaelmas 1 2023 | All SLT members to attend unconscious bias training by the end of July 2025 in order to celebrate & promote diversity in all recruitment | To ensure diversity is celebrated and promoted in all recruitment. This is particularly important forAll Saints Benhilton primary school with our diverse cohort, as it directly impacts this school's ability to mirror and serve its community effectively. |
July 2024 - Partially achieved July 2025 - Partially achieved. Whole school approach adopted w.e.f. September 2025 through the Hemisphere Education programme. |
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| Michaelmas 1 2023 | Identify opportunities to celebrate and promote diversity by ensuring class half-termly texts are diverse and relatable for the class’ demographic | In order to create an inclusive and equitable learning environment that reflects and values our diverse pupil population. This approach will support pupils' sense of belonging, enhance their engagement, and broaden their perspectives. | July 2024 - Achieved. | |
| Michaelmas 1 2023 | To reduce gender gaps in maths in KS1 and 2 | Equity in education means giving every pupil what they need to succeed. If gender is a predictive factor for a child's performance in a particular subject, then the system is not equitable. Reducing these gaps ensures that all children at All Saints Benhilton have equal access to future opportunities. |
Termly/annually - Partially achieved. By the end of the 2024-2025 academic year, the gender gap has reduced from 11% (2022) to 6% (2025) in KS2 Maths. In KS1, in 2022 girls were significantly outperforming boys in Maths with a 15% gap. By 2025, this has reduced to 9%. |
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| Michaelmas 1 2023 | Identify opportunities to decolonise curriculum content and take strategic and practical actions to combat racism and racial inequality | To foster a more inclusive, equitable, and relevant educational environment for our diverse community in order to address the ways in which a traditional, Eurocentric curriculum can perpetuate racial bias and exclusion. | September 2024 - Achieved |
