Home Page

Equalities information


Equality Information 2018-19

Corsham Regis Primary Academy



Corsham Regis is committed to ensuring that everyone is treated fairly and with respect as we want our school to be a safe and inspiring learning environment for all our pupils. This school recognises that people have different needs and we understand that treating people equally does not always involve treating everyone the same. Corsham Regis creates inclusive processes and practices where the varying needs of individuals can be identified and met.

This document explains how we show our commitment to equality[i] for our school population and how we plan to tackle inequalities that may impact at school.


Celebrating our Successes in 2017-18

  • improving the average scaled score of Pupil Premium pupils in 2017 for Reading and Mathematics. However, this is below the national average. The progress made by disadvantaged pupils was higher than non-disadvantaged at Regis, but again below the national average.
  • increasing the involvement of SEND pupils in extracurricular activities & sport
  • high attendance of EAL pupils
  • improving progress for EAL pupils in Mathematics
  • increasing the understanding and confidence of pupils and staff in recognising signs of poor mental health and the contributing factors
  • no homophobic incidents or use of derogatory language
  • supporting pupils in being able to question and challenge the issues and viewpoints of others in society


Priorities for the Year 2018/9

  • raising awareness, increasing understanding and making a difference to pupils’ mental health
  • increasing the understanding of religious diversity amongst pupils and to learn to promote tolerance and understanding



Sex (Gender) – Boys and Girls

The underachievement of boys compared with girls persists both nationally and in Wiltshire. Nationally the gap in 8 percentage points, which has remained the same as 2016 with 65% of girls achieving the expected standard in all of reading, writing and mathematics compared to 57% of boys.

Two thirds of the gender gap in achieving the expected standard in Reading at age eleven is attributable to the fact that boys have lower levels of language and attention at age five.

This school knows that intervention targeting early language and attention have potential for improving outcomes for all children. Boys benefit from such interventions because they are more likely to have these problems to begin with.[ii]


In order to close that gap, Corsham Regis ensures that:

• All teaching staff are aware of the groups that have experienced historic underachievement

• All teachers have high expectations of all pupils, and individual pupils’ progress and attainment is tracked, with a special focus on pupils who may be vulnerable to underachievement

• Early interventions are put in place to ensure that all pupils make the progress expected of them

• Learning in Reading, Writing and Mathematics is linked across the curriculum

• Teaching children the skills of reading is a priority

• A focus on the teaching and acquisition of mathematical skills has been a key area this academic year and will continue into 2018-19

• All teachers are aware that different factors can combine to exacerbate educational disadvantage, e.g. gender, being summer born, being eligible for free school meals, having special educational needs, being a young carer, etc.

• The academy works closely with parents/carers to address any underachievement at an early stage, and is able to implement a wide variety of interventions, including emotional and nurturing support.


Minority Ethnic Pupils

Many minority ethnic groups of pupils do well but there are also groups where underachievement persists.

Very small numbers of minority ethnic pupils in [name of school] mean that individual pupil-targeted approaches must be used to identify both underachievement, and to celebrate successes. LA and national attainment data provides a valuable source of information to identify potential areas of concern.

Black Caribbean Pupils and Mixed White/Black Caribbean Boys

National and LA data has highlighted concerns about the attainment of Black Caribbean pupils and Mixed White/Black Caribbean boys. This national attainment gap has remained relatively constant for the last 30 years despite a range of initiatives.

Wiltshire Key Stage 2 data for 2017 shows lower attainment for these groups, and also for ‘Black Other’ and ‘Black African’ pupils. When and as appropriate Corsham Regis will work closely with the LA to implement proven strategies to raise attainment during the primary school years.

Gypsy/Roma/Traveller Pupils

Gypsy/Roma and Irish Traveller pupils are the lowest achieving ethnic groups.

Nationally, 16% of Gypsy/Roma pupils and 20% of Irish Traveller pupils achieved the expected standard. While the overwhelming majority of Wiltshire Gypsy/Roma/Traveller pupils choose to attend primary school until the end of Year 6, it remains a concern that a majority of Wiltshire Gypsy/Roma and Traveller families choose to home educate their children during the secondary school years.

A House of Commons Briefing Paper (September 2017) reported that education issues for Gypsies and Travellers include prejudice, discrimination and discriminatory attitudes. The issues also include the schools’ responses to discrimination, and high levels of self-exclusion from mainstream education because of discrimination.[iii]

National research published in 2018 suggests there has been a significant increase in the number of Gypsy/Roma and Irish Traveller children who are being cared for by local councils. The data shows an increase of 900% for the numbers of Gypsy/Roma children and 400% for Irish Traveller children since 2009. One of the reasons suggested is that Gypsy/Roma and Traveller families are less likely to be offered or to access early help and support and this is important as it is an area in which schools are able to help.[iv]


English as an Additional Language


Nationally, 62% of pupils for whom English is known to be their first language achieved the expected standard in the Key Stage 2 assessments. This compares with 61% of pupils for whom English is an Additional Language and 62 per cent for All Pupils.

For Wiltshire pupils, the attainment of pupils whose first language is other than English matched the national results with 61 per cent of pupils achieving the expected standard. There was an attainment gap of 3 percentage points between Wiltshire First Language English pupils and England First Language English pupils as only 59 per cent achieved the expected standard.

It should be noted that children with EAL have widely varying levels of English proficiency. Some children have no English and some are fluent multilingual English-speakers and may have lived in English-speaking countries or have been educated in English throughout their childhood. Attainment is also affected by first language; for example, there are significant differences between Tamil and Chinese speakers, who, on average, perform better than Pashto and Turkish speakers.

In addition, prior education and arrival time impacts on attainment.[v] The Wiltshire Ethnic Minority and Traveller Achievement Service advise on best practice for individual pupils to ensure those most vulnerable to poor attainment are to fulfil their academic potential.


Religion and Belief

  1. is not collected for monitoring purposes on Religion and Belief, and so there is no information available to compare the attainment of pupils who have/or do not have a religion or a belief.

Corsham Regis recognises how important faith and belief can be as part of a young person’s developing identity, whether this relates to a specific faith or belief, or whether this relates to wider belief systems, morals and ethics.

Corsham Regis is committed to supporting all our young people as they develop a personal relationship with their own values and beliefs, and to supporting, in the context of the Human Rights agenda, the role this plays in the moral and ethical choices they make in life.

This school takes incidents of prejudice-related bullying seriously and is committed to working closely with parents/carers to create a school environment which is nurturing, friendly and supportive for all our children. Our school has established a procedure for recording all incidents of prejudice-based bullying, and this includes bullying related to religion and belief. Comments from young people about bullying include the following, “Encourage and celebrate difference – don’t single us out if we are different, have difficulties, or have different beliefs and views”, the Wiltshire Anti-Bullying Charter. https://www.wiltshirehealthyschools.org/core-themes/emotional-health-and-wellbeing/anti-bullying-practice/ This school is vigilant in maintaining an awareness of, and appropriate responses to, this possibility. Corsham Regis is aware that negative faith-based media attention can have an impact on all children, and recognises the importance of ensuring that pupils are provided with accurate and appropriate information.

Corsham Regis ensures that all pupils gain knowledge of and respect for the different faiths in Britain as part of our role to prepare pupils for modern life in a diverse Britain. As part of a whole school activity, pupils celebrate different religious festivals and learn from religious representatives from various communities.

Corsham Regis recognises that discrimination on the grounds of religion or belief is a global concern. This school is aware that Islamophobia (discrimination or prejudice against people because they are Muslim or Jewish) is increasing and that it displays many of the same traits as racism. This school will continue its work to inform and actively promote acceptance and respect. Nationally, between 2015/6 and 2016/7 there was an increase of 37 per cent in the numbers of faith or belief based incidents reported to the Police either on school property or near to school property.[vi]

Our Equality Objective number 2 below reflects our commitment to reducing this discrimination.


Gender Identity and Sexual Orientation (LGBT)

For non-church schools:

Gender Identity remains a relatively new area for schools but this Protected Characteristic identifies a small section of society as vulnerable to discrimination and inequality. Gender Identity was included in equality legislation for the first time in 2010, and many schools, parents, as well as wider society, are learning about the issues for the first time.

Schools in Wiltshire access expert advice and support from the LA; the charity Mermaids; as well as exchanging best practice with other schools. Corsham Regis recognises that Gender Identity is a complex area and that children, young people and their families are navigating an equality area where best practice is not fixed, and where the central advice is to be ‘led by the child’.

This school is committed to ensuring that all our children feel safe while at school and that each child is given the chance to develop their unique identity with support from teaching and support staff, and their peers.

Pupils are taught that families come in many different forms and include single-parent; grandparent-led; same-sex parents; step-families; foster families; families who have adopted children; etc.

Our pupils understand that although families can be very different, what matters is that everyone in a family loves and cares for each other.

  1. school recognises that negative views within wider society about LGBT+[vii] people can have a detrimental effect on pupil wellbeing. Data from Childline and anecdotal information from CAMHS (serving Wiltshire children) show that increasing numbers of children in primary schools are raising issues relating to gender identity and sexual orientation. Gender Identity and sexual orientation are not mental health concerns but many of the referrals received by CAMHS for young people with issues related to their gender identity or sexual orientation are linked to bullying, isolation and internalised negative views about LGBT+ people, that in turn impacts on their emotional and mental health. school recognises that pupils with these issues will need support from school-based counsellors/school support groups and national websites such as Young Minds. CAMHS is encouraging of primary schools who can provide such support to their pupils, as dealing effectively with these issues at a younger age appears to reduce the more serious mental health issues presented by some LGBT+ secondary school pupils.


There are many charitable organisations providing support on gender identity to young people, their families and to their schools. There are also organisations able to provide advice and support where a pupil has a parent who is transgender. The LA has up to date information about the different organisations, the services they provide and how to contact them.

In the academic year 2017-18, Corsham Regis organised a Families Week where curriculum time was dedicated to helping pupils understand, recognise and celebrate the form of different families. The key message was ‘different families, same love.’


Disability (Special Educational Needs and Disability)


SEN pupils are categorised as 'SEN with a statement or Education, health and care (EHC) plan' and 'SEN support'. In Wiltshire in 2017, 16% of pupils at the end of key stage 2 have a special educational need and 3% with a statement or education, health and care plan.[viii]


Of all reported characteristics, pupils with SEN have the largest attainment gap when compared to those without any identified SEN.[ix] In 2017, 19% of Wiltshire pupils with SEN reached the expected standard in all of reading, writing and mathematics, compared with 68% of Wiltshire pupils with no identified SEN, resulting in an attainment gap of 49 percentage points.[x]

Corsham Regis is required to publish information on the attainment of SEN pupils. The focus of this section of this Equality Information document is disability. The disability areas being highlighted in this report have been adapted to reflect our current pupil profile. Please note that as schools must adhere to data protection protocols in order not to breach the confidentiality of individual or small groups of pupils, this may mean that our school is limited in the data it is able to publish in this section.


SEND Pupils and the link with Poverty

This school is aware that there is a strong link between poverty and disabilities that negatively impact on educational attainment.[xi] Children from low-income families are more likely than their peers to be born with inherited special educational needs and disabilities (SEND), are more likely to develop some forms of SEND in childhood, and are less likely to move out of SEND while at school. Also, children with SEND are more likely than their peers to be born into poverty, and, in addition, more likely to experience poverty as they grow up.

Corsham Regis has made the achievement of pupils with SEND a whole school priority and is supported with expert advice from our SEND education specialists. Corsham Regis also knows that a strong partnership with parents/carers is important, and will continue to work collaboratively to support parents/carers as they seek to provide their children with a stimulating home-learning environment.



Pupils with Mental Health Concerns

There is an increasing understanding of the negative impact of social, emotional, and mental health difficulties (SEMH) on the educational attainment of pupils. The incorporation of mental health into the Equality Act 2010 has helped to highlight this important issue.

Our Equality Objective number 1 below reflects our commitment to improving provision and understanding of mental health amongst young people.



Schools are required to update their published Equality Information each year, and in addition, must have at least one Equality Objective that the school can focus and work on for a period of up to four years.

An objective is about change. It should be specific, measurable, achievable, relevant (realistic) and time-bound (SMART) and expressed in terms of people and outcomes, set towards achieving a long-term goal. This means objectives focus on outcomes - real, practical change that can be expressed in terms of improvements.


Academic attainment is important, but pupils also need to move on from this stage of their education feeling happy and self-confident. Corsham Regis Primary Academy is committed to providing a nurturing environment to help develop the resilience of our pupils to cope with the ups and downs and stresses of everyday life. Corsham Regis Primary Academy has decided that one of our Equality Objectives will address pupil mental health and wellbeing as part of our commitment to preventing mental health difficulties that may start in childhood but have a greater impact in adult life.

Objective 1: It is our aim to ensure all adults working in the academy are committed to raising awareness, increasing understanding and making a difference to pupils’ mental health by providing a place where all children feel safe, secure and able to achieve and experience success and well-being.

Success criteria:

• Promoting mental health policy is updated annually and shared with staff (Mrs Sarah Harris) – The policy is updated biannually

• Staff receive focused CPD to highlight potential mental health issues for children and families, as well as strategies linked to outdoor learning to improve these (Mrs Sarah Harris) – Mental Health Conference for the Corsham Cluster has been arranged for INSET Day 1 of academic year 2018/19

• Time to Talk provision continues to be provided weekly (Mrs Gail McCrum) – On-going

• Pupils with attachment disorders are recognised and provided with support from ELSA qualified staff and have access to Nurture Room provision (Mrs Gail McCrum) – On-going

• Pupils are taught about healthy minds as well as healthy bodies through the Learn for Life curriculum (Mrs Sarah Harris) – On-going

• Corsham Regis Primary Academy achieves Healthy Schools Award in 2017 (Mrs Sarah Harris) – Achieved

• The Senior Teacher Leading Inclusion will continue to make referrals to appropriate agencies, eg Trauma Recovery Centre, Spurgeons, CAMHS (Mrs Gail McCrum) – On-going

The impact will be measured by:

• The number of pupils who access Time to Talk in 2017-18 (10 pupils) compared 2016-17 (9 pupils)

• Interviewing groups of pupils at different points in the year to gather their opinions and perceptions of mental health provision - To be completed in May 2019

• The number of pupils accessing the Nurture Room provision in 2017-18 (9 pupils) compared 2016-17 (7 pupils)

• The number of successful referrals made to outside agencies specialising in providing mental health support (1 from 1 in 2017-18)


Another current focus for Corsham Regis Primary Academy is to ensure that our pupils understand and appreciate the rich diversity of Britain and the important values that help people with differing perspectives and outlooks to live together harmoniously. This document provides information about what Corsham Regis Primary Academy is doing to develop our pupils’ ability to live in a pluralistic (diverse) society. Corsham Regis Primary Academy has an Equality Objective to increase understanding of religious/faith diversity (including people who do not have a faith) and to develop an awareness of the history of religious intolerance in Britain and Europe and to learn to promote tolerance and understanding.

Objective 2: To increase the understanding of religious diversity amongst pupils and to learn to promote tolerance and understanding between different groups.

Success criteria:

• Discovery RE resource is used to support the teaching of religious education across the academy (Mrs Ceri Stone) – It is being used and Mrs Stone continues to support colleagues in its use

• Whole school and class assemblies are used to promote British Values (Mr Gareth Spicer) – On-going

• Review and update PREVENT action plan annually (Mr Gareth Spicer) – Plan has been reviewed in 2017 and 2018 to date

• Pupils are taught about respect, tolerance and understanding through the Learn for Life curriculum (Mrs Sarah Harris) – On-going

• Celebrate different cultures and traditions within the United Kingdom (Mr Gareth Spicer) – This is a priority in the School Improvement Plan for 2018/19 based on our own self-evaluation of Spiritual, Moral, Social and Cultural provision

• Pupils are able to appreciate ethical debates (Mr Gareth Spicer) – Achieved

• Participation in different Corsham cluster school and community events (Mr Gareth Spicer) – On-going

The impact will be measured by:

• Interviewing groups of pupils at different points in the year to assess their understanding of religious diversity, tolerance and respect – To be completed in May 2019

• Monitoring the number of racial incidents year on year – 2016-17: 0 2017-18: 7