Equality Report

Equality Report 2018 – 2019

Equality Information 2018 – 2019: Students

Bentley Wood High school is an average size comprehensive school for girls in Harrow with 1205 students between the ages of 11 and 19 (1171 in 2018-2019). The school has a very diverse intake of girls from a large catchment area. It has a high deprivation indicator (in second quintile).

 School deprivation indicator
 

 Year

 2016-17   

 2017-18

 2018-19

 School

 0.2  

 0.2

 0.2

 National

 0.2  

 0.2

 0.2

Age
Bentley Wood is currently oversubscribed. The school is expanding; in 2018-2019 there was capacity for 224 students in Years 7 and 8, and 210 students in Years 9, 10 and 11. In our growing Sixth Form, there were 154 students.

Ethnicity
Bentley Wood welcomes and celebrates having students from all cultures and ethnicities and has a large number of students from minority ethnic groups. Some of our students have refugee status and come from countries such as Kuwait and Afghanistan. 74% of our students do not have English as their first language and speak a variety of other languages at home (nationally it was 17%).  We have 15 of the 17 possible ethnic groups.

Gender
Bentley Wood is a girls’ school. Our Sixth Form students attend classes at other collegiate schools which are mixed.  We take male students in the 6th Form from the Harrow Collegiate if they apply and meet the requirements.

Disability
In 2018-19 there were 7.9% of students with SEN support and 1.5% with an EHC plan, compared to 10.6 and 1.6.  The current figures (19-20) are 8.6% and 1.2%, compared to 10.8 and 1.7.   Disabilities range from Physical Disabilities to Speech, Language and Communication Needs. All staff are responsible for meeting the needs of these students. The Inclusion team provides a comprehensive ‘Barriers to Learning’ booklet which is shared with every member of staff.  Heads of Year keep detailed records of the needs of these students and closely monitor progress of students with disabilities together with Heads of Department, Senior Leaders and Teachers. 

There is an accessible disabled toilet available to Students with short or long-term medical needs and there are two lifts, as well as a platform lift, to support students who require additional mobility support.

Sexual Orientation and Gender reassignment
The school does not collect information on the sexual orientation of students. Were it to be communicated to the school regarding a pupil, it would be recorded in the child’s file and confidentiality would be maintained. No data is collated by the school about gender reassignment.

Religion
All Year groups show a similar religious profile with all major religions represented. There is a Prayer Room made available for students to use during break and lunchtimes and the school canteen caters for many dietary requirements. Students all study Religious Studies until Year 11 and this covers all major world religions and promotes cohesion between students of different faiths. Assemblies at different times of the year celebrate many religious festivals.

Marriage and civil partnership
No data is collected or held by the school about parents’/carers’ marital status, apart from the titles and names given for home contacts and information about whether letters home and reports are to be sent to two addresses, unless specifically requested by a parent/carer or student.

Free school meals
16.6 % of students are known to be eligible for free school meals, compared to 12.4% nationally (Secondary). The progress and achievement of students on free school meals is significantly above the national average.
The school has a fund to provide financial support for families for items such as uniform, trips and music lessons.

Pupil Premium
In 2018-19, 37% of students were known to be eligible for Pupil Premium (compared to 28% nationally). The progress and achievement of students on pupil premium is significantly above the national average and published data shows that disadvantaged students’ progress was above national average.

Attendance
Students’ attendance is above the national average and is monitored on a weekly basis and analysed in order to target individuals who need support in improving their attendance. Overall absence, at 3.9%, was in the lowest 20% of all schools in 2018-2019.  Persistent absence was also in the lowest 20%, at 6.7%.

Exclusions and incidents
There was no permanent exclusion at Bentley Wood in 2018-19, nor in 2017-18, nor in 2016-2017. The number of girls who are sanctioned with fixed term exclusions has been kept low as a result of positive behaviour management strategies and the introduction of Restorative Justice. The percentage of exclusions for different groups of students are in line with national comparisons.
The school records and acts upon all incidents which contravene its Equality Policy. There have been a very small number of incidents where the school’s Equality Policy has been breached by students. Sanctions and restorative sessions have been swift and efficient and have involved parents where appropriate.

Attainment
At Bentley Wood the vast majority of ethnicities perform better than national averages. There were no significantly underachieving ethnic groups. Students of all ethnicities exceed expectations at KS4.

Equality objectives 2019-20 - Students

  • Maintain excellent achievement of all groups of students through high expectations and appropriate interventions where necessary, including a special focus on vulnerable high-attaining students.
  • Maintain high standards and expectations of student behaviour, including ensuring that incidences of discriminatory behaviour and bullying are reported, investigated, logged and acted upon in a systematic manner, including discrimination based on race and sexuality.
     

Equality Information 2018-19 – Staff

Ethnicity
The distribution of ethnicities at Bentley Wood is broadly the same for all groups of staff irrespective of pay.  There is a diverse range of ethnicities which is consistent for support staff, teaching staff and teaching assistants.

Gender
At Bentley Wood there is a 3.75:1 ratio of female to male staff in all significant areas. Staff are paid in relation to job specification, number of days’ employment and level of responsibility regardless of gender and ethnicity.  Average pay for male employees is higher than average pay for women employees, which is attributed to having substantially more female casual staff compared to male casual staff. 

Disability
During 2018-2019 there were no members of staff that had a disability.

Sexual Orientation and Gender re-assignment
No data is collected or held by the school about gender reassignment in the staff population.

Religion
The staff includes members of a wide range of religions and beliefs (including no religion or belief). The school does not routinely collect or hold this information, unless specifically requested by a member of staff. The school’s absence policy allows time-off with pay for major religious observance days for all faiths.

Marriage and civil partnership
No data is collected or held by the school about the marital status of members of staff, apart from the titles and names given on application forms and emergency contacts, unless specifically requested by the member of staff.

Pregnancy, maternity and paternity
The school operates the council’s policies for maternity leave, paternity leave and flexible working (reduced hours). In the past year five members of staff took maternity leave.  One member of staff took paternity leave. All pregnant staff will have a meeting to assess their individual needs and steps are taken to ensure these are met.

Training opportunities
The amount of time spent by staff on training activities and CPD are in the same ratio as the proportion to the workforce with regard to Gender and Ethnicity.

Equality Objectives 2019-2020 - Workforce

  • Maintain high standards and expectations of language and inclusive behaviour of all adults in the school, including visitors, in line with our promotion of ‘British Values’.
  • To ensure all members of staff are familiar with the key implications of the 2010 Equality Act for the school context, such as familiarity with the ‘protected characteristics’ and how to respond confidently to reports of any discriminatory behaviour or bullying using the school reporting systems.
  • Provide support and training so that all staff feel comfortable in teaching about, and tackling all forms of discrimination, including those to do with race and sexuality.