Golftyn CP School

Strategic Equality Plan

2019 – 2023

If you would like a copy of this document in an alternative format or your own language please contact:

School Office

Golftyn CP School

York Road

Connah’s Quay


TEL: 01244 830569


 1. Introduction 3

1.1 Purpose

1.2 Developing the Plan

  1. Background 3

2.1 Our School and community

2.2 Responsibility

  1. Our Equality Objectives        4

3.1 Equality Objectives

3.2 How we developed our objectives

  1. Engagement and Information Gathering 4

4.1 Engagement

4.2 Information

  1. Equality Impact Assessment 5
  1. Monitoring and Review 6
  1. Publication        6


Appendix 1 School Equality Action Plan                                                          7

Appendix 2 Flintshire County Council’s and                                                    9

Flintshire LEA Equality Objectives

Appendix 3 Diversity and Equality Policy                                                       10

Appendix 4 School Accessibility Plan                                                             17               

  1. Introduction


At Golftyn CP School we recognise our duty and responsibility to eliminate discrimination and promote equality for pupils, employees, other members of the school community and service users regardless of their race, gender, disability, gender identity, sexual orientation, pregnancy and maternity, religion or belief, marriage and civil partnership as defined within the Equality Act 2010.

We have developed our Strategic Equality Plan (SEP) to ensure equality is at the heart of everything thing that we do as an education provider and as an employer. The SEP sets out our priorities for equality for 2019 – 2023 and the actions we will take to reduce identified inequalities, improve outcomes in education and employment and foster good community relations.

The Plan will also help us to meet the general duty of the Equality Act (2010):-

  1. Eliminate discrimination, harassment, victimisation and any other conduct that is prohibited under the Act;
  1. Advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it; this means
  1. removing or minimising disadvantages suffered by persons who share a relevant protected characteristic that are connected to that characteristic, (definition of protected characteristics in Diversity and Equality policy)
  2. taking steps to meet the needs of persons who share a relevant protected characteristic that are different from the needs of persons who do not share it
  3. encouraging persons who share a relevant protected characteristic to participate in public life or in any other activity in which participation by such persons is disproportionately low
  1. Foster good relations between persons who share a relevant protected characteristic and persons who do not share it.



  1. Background


2.1 Our school and local community


The profile of the school and local community is set out in our Diversity and Equality policy which is include in Appendix 3. This also describes our commitment and approach to promoting equality in education and employment. All school Governors, employees and pupils have responsibility for promoting equality and adhering to policy.

We have already taken steps to promote equality, some of the actions we have taken include:

  • Producing an accessibility plan
  • SEALS scheme
  • Restorative practice
  • Growing up resources – Tyfy y Fyny, Sense
  • PASS survey
  • Stonewall training
  • Prevent – Radicalisation training
  • Autism training
  • Nurture groups
  • Learning coach

2.2    The Governing Body and Senior Management team are responsible for ensuring that the  Diversity Equality Policy and Strategic Equality Plan are implemented, and our objectives are achieved.


  1. Our Equality Objectives

3.1 The overall objective of the school’s Equality Plan is to provide a framework for the school to pursue its equality objectives to eliminate unlawful discrimination and harassment, promote equality of opportunity and promote good relations and positive attitudes between people of diverse backgrounds, in all its activities.

Our objectives relate to all of the relevant protected characteristics and contribute to meeting the General and Specific Duties of the Equality Act (2010).

The action plan (Appendix 1) sets out our objectives and describes:-

o the action we will take to meet the objectives

o how we will measure improvement

o who has responsibility for action

o time scales

The action plan is incorporated into the School Improvement Plan which ensures that it is monitored and evaluated systematically.

3.2 We developed our Equality Objectives through:

o Reviewing Flintshire County Council’s and the Local Education Authority’s LEA) equality objectives identified in Appendix 2 when available,

o Involving key stakeholders,

o Reviewing national research and data, such as that provided by the Welsh Local Government Information,

o Considering the issues identified within inspection reports,

o Analysing pupil data, for example, attainment level of boys compared to attainment level of girls, take up of free school meals.

  1. Engagement and Information Gathering


4.1 Engagement

We regularly involve stakeholders, including children, staff, parents/carers, governors, other users of the school and community representatives in relation to the development of policies and as required by the equalities duties. We use a wide range of mechanisms including:-

  • Involving the School’s Council,
  • Circulating questionnaires in a variety of formats and languages to ensure the questionnaire is accessible and meets the communication needs of consultees, including disabled people, and people who do not speak English or Welsh,

o Holding meetings and focus groups ensuring the timing and venue is accessible and inclusive for stakeholders.

Specifically for this scheme, we:-

o Involved our pupils on the school government in the formulation of the action plan

o Had represented groups on our working party in drawing up the action plan.

4.2 Information

Data and information is reviewed and analysed to measure our performance and identify areas for improvement. Subsequent actions are included in the School’s Improvement Plan. The information also contributes to equality impact assessments which are undertaken as part of the requirements of the equality duties. All data collected is used solely for the purpose of analysing trends by protected characteristic. (See Diversity and Equality Policy for definitions of these characteristics) It is stored separately from personal information which identifies the individual and we ensure it meets the requirements of the Data Protection Act. To protect the identity of individuals published information contains data which has been aggregated. The Welsh Government and Local Education Authority collate and publish pupil data provided by schools. Flintshire County Council publish profile of the workforce.

The wide range of information gathered to identify equality objectives may include the following:

o an analysis of the responses received from pupils, parents/carers, staff, governors and community groups following the distribution of a questionnaire to determine equality issues.

o profile of the local community,

o identification of children, parents, carers, staff and other users of the school representing the different protected characteristics, if possible and appropriate,

o pupil attainment and progress data relating to different groups,

o school exclusions and expulsions by protected characteristic,

o take up of free school meals,

o incidents of identity based bullying and harassment,

o reviewing hate incidents for Flintshire as recorded by Flintshire Community Safety Partnership (Once their data has been updated),

o research undertaken by Welsh Local Government Association,

o sports and activities choices of all groups,

o data on the recruitment, development and retention of employees,

o outcomes of actions taken to secure the involvement of parents and others who have been identified as difficult to engage.

  1. Equality Impact Assessment (EIA)


As required by legislation, we intend to undertake equality impact assessments upon new and revised policies and plans, to identify potential and actual inequalities and to promote equality and good community relations. This will ensure that we develop inclusive policies. Where possible we will work as a consortium with other schools to avoid duplication and consultation fatigue and use our resources efficiently. We will follow guidance and templates provided by

the LEA, and use results of monitoring and engagement and consultation with stakeholders representing the protected characteristics, to inform our impact assessments

  1. Monitoring and Review


The Strategic Equality Plan will be monitored each term through the Governing body and as part of our School Improvement Plan. We will publish an annual report on our progress. This will be made available on our website and will be published as part of the Governors’ Annual Report.

The Strategic Equality Plan will be reviewed and republished by April 2020 or earlier if, as a result of monitoring or new evidence, we need to alter any of our equality objectives or include new objectives

  1. Publication

A copy of our Strategic Equality Plan (SEP) will be published in English on our website and will be made available in a range of formats on request. We actively promote the plan and include a summary within the school prospectus.


Appendix 1

School EqualityAction Plan 2019 – 2023



Equality Strand Action Monitored by whom? Who is responsible for implementing? Timeframes
All Update, publish and promote the Equality Plan in an accessible format. Consultation group, meetings and annual review. Headteacher, Governing Body. 2019-2023
All Continue to ensure that displays in classrooms and corridors promote diversity. Provide designated area for specific display. Increase in pupil participation, confidence and positivity – monitor through PSE. Headteacher,

CPH PSE, class teachers.

Autumn, Spring, Summer term each year.
All Identify respond and report discriminatory incidents out -lined in the plan. Report the figures to the Governing Body/ LEA on a termly basis. The Headteacher/ Governing Body will use the data to assess the impact of the school’s response to incidents i.e. have whole school/year group approaches led to a decrease in incidents, can repeat perpetrators be identified, are pupils and parents satisfied with the response? Headteacher, Governing Body. October, February, May each year
Religion and Belief To develop awareness of radicalisation amongst all staff. All teaching staff to attend Prevent training. Headteacher,


Disability To address issues from School Access Plan Headteacher and governors will identify issues. ALNCo will meet with outside agency advisors. Necessary work will be planned for/requested by Headteacher. Headteacher,



2019-2021 annual update
All To develop the Four Purposes across the school so that all pupils will be:

·         ethical, informed citizens of Wales and the World

·         healthy, confident individuals who are ready to lead fulfilling lives as valued members of society

Headteacher, SMT All staff 2019-2022
Gender Identity, Sexual Orientation To attend relevant training and review practices and teaching as appropriate. A member of staff will attend relevant training. Protocol for dealing with gender issues will be established.

Statements relating to relevant protected characteristics will be included in Bullying, Behaviour and PSE policies.

PSE Scheme of work will be reviewed and changed as necessary



Members of PSE Team

All To carry out Equality Impact Assessment on all new and reviewed policies. When a new policy is written or an existing policy is reviewed an Equality Impact Assessment will be completed. Headteacher,



Members of curriculum teams


Appendix 2

Flintshire County Council’s and Flintshire LEA Equality Objectives


Equality Objectives 2012 – 2016

Regional Objective 1 – Reduce Health inequalities

Our local equality objectives

Service users from all protected groups make healthy lifestyle choices

Adults with a learning disability have a health check

Looked After Children have access to health care

Older people who receive social care are treated with dignity and respect

Transgender and Lesbian, Gay and Bisexual people are treated with dignity and respect when receiving social care

Regional Objective 2 Reduce unequal outcomes in Education to maximise individual potential

Our local equality objectives

The gap in educational attainment levels of boys and girls at all key stages is reduced

Young people access increased opportunities for employment

The educational attainment levels of Looked After Children improves

Vulnerable young people i.e. NEETS (Not in education, employment or training) and young offenders have access to increased opportunities for training and skills development

Children and Young People feel safe at school

Regional Objective 3 – Reduce inequalities in employment

Our local equality objectives

Improve the quality and quantity of workforce data

Employees demonstrate an awareness of diversity and equality issues and the public sector equality duties

There is no pay gap between men and women employed by the Council

Regional Objective 4 – Reduce inequalities in Personal Safety

Our local equality objectives

People do not experience hate related harassment or crime in the community.

The LGBT Community, Disabled people, older people and people from a Black and minority ethnic (BME) background feel confident in reporting domestic abuse

Repeat incidents of domestic violence are minimised across all protected characteristics

Regional Objective 5-Reduce Inequalities in Representation and Voice

Our local equality objectives

The profile of people who participate in public life and representative bodies, for example, school governors, Schools Councils, Tenants and Residents Associations and service user planning groups better reflects the makeup of the local community.

Protected groups are represented in consultation activities and equality impact assessments

Regional Objective 6- Reduce inequalities in access to information and services, buildings and the environment

Our local equality objectives

Customers with protected characteristics can easily access information

Customers with protected characteristics have equality of access to services, transport, the built environment and open spaces which the Council provides or manages.




Appendix 3



Golftyn CP School


Mission Statement

At Golftyn we strive for excellence in education by providing a safe, caring, family environment where we all are valued and respected as individuals, enabling everyone to reach their full potential.

Named Individual(s) of the Community Responsible:

Mrs N Cooper        Headteacher

Mr N Cottrell         Chair of Governors

Ms J McPherson     ALNCO

Description of School and its Community

A description of the school community that includes:

  • Ethnic and religious mix of school and its community;

90.7% of the school population is white or white British.

The remaining 9.3% comes from other ethnic groups including Asian, Black European, Bulgarian, Czech, Lithuanian, Polish, Portuguese, Romanian, Sri Lankan Tamil, White-mixed-race background and other ethnic groups including travellers.

    • Demographics of the catchment area;

The school draws pupils from a very mixed area – the Golftyn and Central Wards of Connah’s Quay.

The West ward is identified as a socially deprived area by WAG.   Unemployment is above the average for Flintshire and the town is acknowledged as having some issues with drugs and alcohol.

    • Gender balance;

The school learner population is 49% female and 51% male.

    • Racist, homophobic or hate crime incidents in the school and the local area;

The school has recorded one incident of racial bullying in the last 20 years. 

    • Religions in the school;

The majority of the school community who have expressed a religion are mainly Christian.

We also have children who express their religion as Hindu, Muslim, and ‘Other Religion’ (not specified).

There are a significant number of pupils with ‘no religion’.

    • Languages spoken by pupils;

All pupils are proficient in English and all are taught Welsh as a second language.

A small number of children speak Welsh at home with parents and/or siblings.

Other languages spoken – Arabic, Bulgarian, Czech, Hungarian, Lithuanian, Polish, Portuguese, Romanian, Russian and Tamil.

    • Details of additional learning need within school and its community;

At any one time some 16.37% of the pupil population has recognised additional learning needs.



Description of Policy Formation and Consultation Process

Name of the School’s Equal Opportunities Co-ordinator                                NICOLA COOPER

Before the policy statement was finalised the following groups in the schools and its community were consulted:

Golftyn Government

Senior Management Team


Aims and Purpose of a Diversity and Equality Policy Statement

Golftyn School fully endorses the statement by the County Council.

Flintshire County Council is committed to promoting fairness and equality through all its activities; through the Council’s roles as service provider and commissioner, employer and community leader. The Council supports the following definition from the national Equalities Review in 2007: “An equal society protects and promotes equal, real freedom and substantive opportunity to live in the ways people value and would choose, so that everyone can flourish. An equal society recognises people’s different needs, situations and goals, and removes the barriers that limit what people can do and can be.”

The overarching aim of Flintshire’s Diversity and Equality policy is to:-

  • Eliminate unlawful discrimination and harassment;
  • Promote equality of opportunity; and
  • Foster good relations between diverse communities

in the Council’s delivery of services, goods, works and facilities, provision of grants, in engagement with partners and communities in the county and employment policies and practices.

The School Equality Plan sets out this school’s approach to promoting equality and diversity. The Plan responds to the statutory duties relating to disability, gender and race equality which require the publication of disability, gender equality schemes and a race equality policy. While this Plan meets these legislative requirements, the school has long recognised the importance of ensuring that its policies and procedures are effective in promoting equality and tackling discrimination.

This Policy and Plan sets out:

  • Background information about the area and the school,
  • The school’s overall approach to promoting equality, recognising and celebrating diversity and tackling discrimination,
  • Specific sections on race equality, disability equality, and gender equality,
  • Action plans incorporating overall equality targets across the three areas, including targets relating specifically to each of the three areas.

The Policy applies specifically to discrimination, equality of opportunity and the promotion of good community relations in respect of the protected characteristics as identified in the Equality Act 2010:

  • age – referring to a person belonging to a particular age (e.g. 32 year olds) or range of ages (e.g. 18 – 30 year olds)
  • disability – a person has a disability if s/he has a physical or mental impairment which has a substantial and long-term adverse effect on that person’s ability to carry out normal day-to-day activities.
  • gender reassignment- the process of changing or transitioning from one gender to another. Transsexual person refers to a person who has the protected characteristic of gender reassignment. This may be a woman who has transitioned or is transitioning to be a man, or a man who has transitioned or is transitioning to be a woman. The law does not require a person to undergo a medical procedure to be recognised as a transsexual
  • marriage and civil partnership – the Act protects employees who are married or in a civil partnership against discrimination. Single people are not protected
  • pregnancy and maternity – a woman is protected against discrimination on the grounds of pregnancy and maternity. With regard to employment, the woman is protected during the period of her pregnancy and any statutory maternity leave to which she is entitled. Also, it is unlawful to discriminate against women breastfeeding in a public place
  • race – this includes colour, ethnic / national origin or nationality
  • religion or belief – religion has the meaning usually given to it but belief includes religious and philosophical beliefs including lack of belief (e.g. Atheism). Generally, a belief should affect your life choices or the way you live for it to be included in the definition
  • sex – male or female
  • sexual orientation – whether a person’s sexual attraction is towards their own sex, the opposite sex or to both

and to other personal characteristics and identity, including, for example social class, language, caring responsibilities or educational background, including refugees, asylum seekers and travellers.

The County Strategic Equality Objectives are available from their website


The purpose of the Equality Plan at Golftyn School is about providing equality and excellence for all in order to promote the highest possible standards. The principles of this plan applies to all members of the school community – pupils, staff, governors, parents and community members

It is based on the following core values as expressed in our school’s aims/mission statement.

Happy and Respectful we Aim High Golftyn CP School

Mission Statement


At Golftyn we strive for excellence in education by providing a safe, caring, family environment where we all are valued and respected as individuals, enabling everyone to reach their full potential.


Our approach to promoting equality

The overall objective of the school’s Equality Plan is to provide a framework for the school to pursue its equality objectives to eliminate unlawful discrimination and harassment, to promote equality of opportunity and promote good relations and positive attitudes between people of diverse backgrounds in all its activities.

The school is committed to equality principles, and will work consistently to ensure that all pupils and staff are encouraged to achieve their full potential, a culture of respect for others is engendered and differences between people are recognised and celebrated. The school will endeavour to create a community where pupils are well prepared for life in a diverse society.

The school aims to ensure that no pupils, staff, parents or carers or any other person through their contact with the school receives less favourable treatment on any grounds which cannot be shown to be justified. This covers the protected characteristics of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation.

The aims of the Equality of Opportunity policy statement at Golftyn C.P. are to:

  • Ensure that an inclusive ethos is established and maintained;
  • Ensure that the school is a place where everyone, irrespective of their characteristic are  welcomed and valued;
  • Ensure that all pupils and staff are encouraged to reach their full potential;
  • Protect the human rights of all pupils and staff, parents, governors and visitors to the school;
  • Prepare pupils for the challenges, choices and responsibilities of their living in a diverse society;
  • Empower pupils to participate in their communities as active citizens who take responsibility for themselves and each other;
  • Foster and encourage positive attitudes and behaviour towards all members of the diverse community.

Environment and Ethos of the School

We, at Golftyn C.P. School ensure that the aims listed above apply to the full range of our policies and practices including those that are concerned with:

  • Teaching of the Foundation Phase/National Curriculum, PSE and RE; strategies which use interactive and experiential approaches,
  • Pupil’s progress, attainment and assessment, behaviour, discipline and exclusions;
  • Admissions and attendance;
  • Encouragement of pupils to take responsibility for their own learning and the assessment of their development.
  • Valuing pupils and promoting positive relationships and self-esteem;
  • Staff selection, recruitment and induction;
  • Effective coordination and staff training and support;
  • Partnership with parents and the community;
  • Opportunities in school for pupils to participate in decision making;
  • Extra-curricular experiences, such as school councils, clubs etc;
  • Physical environment of the school is conducive to health and well-being

Addressing discrimination

The school is opposed to all forms of discrimination based on person’s age, disability, race, religion or belief, gender, gender identity, sexual orientation, family background and/or language. Any form of harassment and discriminatory language and behaviour is unacceptable and will not be tolerated at Golftyn C.P. School. The school’s anti-bullying policy and strategy clearly outlines the course of action in such circumstances.


The Governing Body is responsible for ensuring that the school complies with legislation, and that this policy statement and related procedures and strategies are implemented.

The Governing Body is committed to meeting its duties under equality legislation and aims to follow the good practice set out in the statutory codes of practice and guidance which support the legislation.

While the Governing Body has overall responsibility to ensure that equality is promoted throughout the organisation, it is the responsibility of all staff, including those helping on a voluntary basis, to promote equality.

The Headteacher is responsible for implementing this policy statement; for ensuring that all staff are aware of their responsibilities and are given appropriate training and support, and for taking appropriate action in any cases of unlawful discrimination.

All staff are encouraged to contribute to the formulation, development and review of policy documents. The school ensures the involvement of governors and, where appropriate, takes steps to enable the contribution of pupils and their parents/carers and other relevant parties.


All policies, functions and strategies are regularly monitored, reviewed and evaluated for their effectiveness in promoting equality.


All staff are expected to:

  • deal with any discriminatory incidents that may occur;
  • know how to identify and challenge stereotyping or discrimination;
  • support pupils in their class for whom English is an additional language;
  • incorporate principles of equality and diversity into all aspects of their work;
  • provide reasonable adjustments for disabled pupils, staff and members of the school community.

Steps are taken to ensure that everyone associated with the school is informed of the contents of this plan. New staff are familiar with it as part of their induction programme. Staff handbooks and regular professional development activities are available for all staff members, to support their practice in relation to this plan. The school will ensure that staff and governors are able to access the appropriate levels of support and training necessary, to ensure that they are aware of contemporary equality practices and procedures.

Curriculum planning takes account of the needs of all pupils and considers them in relation to the various equality strands. The school monitors and evaluates its effectiveness in providing an appropriate curriculum, for pupils of all backgrounds.

The admissions process is monitored by a range of equality indicators, to ensure that it is administered fairly and equitably to all pupils.

Staff have high expectations of all pupils and they continually challenge them to reach higher standards. The school recognises and values all forms of achievement.

The monitoring and analysing of pupil performance by disability, special educational needs, gender, ethnicity and other social/cultural indicators enables the identification of groups of pupils where there are patterns of underachievement. The school ensures that action is taken to counteract this.

Information and resources

The content of the policy will be known to all:

  • staff;
  • learners;
  • parents, carers and guardians;
  • governors;
  • guest-speakers who come in to school;
  • members of the community if they request it.

Religious Observance

The community at Golftyn C.P. School will respect the religious beliefs and practices of all staff, pupils and parents, and comply with all reasonable requests relating to religious observance and practice.

Action Plan


See Appendix 1 Equality Plan

Monitoring, evaluation and review of this Policy

Progress on this Equality Plan will be reviewed on a regular basis. The results of reviews will be published in formats that give the widest accessibility. However, the schemes contained within this plan and their accompanying action plans each have a statutory timetable for publication. This may mean that sections of this plan will be reviewed at different times.

The school uses a range of mechanisms to consult with and obtain feedback from its pupils, parents and staff and other interested parties.

The school has received some external recognition of its work on promoting equality and diversity, see NQA of Healthy Schools Wales Award.

Golftyn C.P. School will collect, study and use quantitative and qualitative data relating to the implementation of this policy and make adjustments as appropriate.


















Appendix 4

School Accessibility Plan 2019 – 2023

Strand Action Monitored by whom? Who is responsible for implementing? Timeframes Early success indicators
Disability Communication


Be proactive with regard to


needs, e.g. written

information in

alternative formats,

large print etc.

Headteacher All staff, Office April 2019-2020 Newsletters / brochures indicate willingness to

supply alternate

formats, from parent feedback.

Disability Parking –

there is only one designated parking bay for disabled drivers

Disabled drivers to be informed of arrangements for reserving the space near the entrance.

LEA to be asked to make improvement to whole of school car parking.

Monitor when disabled visitors use and ask for feedback ALNCO

Office staff

April 2019-2022 Positive feedback from visitors.

Fire Evacuation – review/revise Evacuation Plans for children with physical difficulties.

Fire safety training, meetings with classteachers and one to one support staff to devise and write Evacuation Plans HT/SMT/Business Manager to


HT, ALNCo, classteachers, support staff. April 2019-2020 Staff and pupils awareness of fire evacuation procedures