Equality Objectives

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Equality Objectives 2017-03-19T10:22:32+00:00
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Our equality objectives have been selected based on two principles: addressing the national situation with regard to raising the achievement of students who currently tend to achieve fewer qualifications than average, and fulfilling Haggerston’s mission of raising the achievement of all students.

Equality Objective One:

Haggerston School recognises that the achievement at the end of KS4, in terms of the number of GCSEs obtained, is different for different groups of students, and nationally, and in Hackney, children and young people of Caribbean heritage do not gain as many GCSE qualifications as the average for their age group.

Therefore our first equality objective is to reduce this difference in achievement for Haggerston students at the end of year 11 to zero. That is, the % of students of Caribbean heritage gaining 5 ACEM (5 A* to C grades including English and Mathematics) will be the same as the overall year group.

Impact statement:

The Basics Indicator (C+ in English and Mathematics) for Caribbean Heritage students in 2016 was 61% compared to a school performance of 69%.  This gap has closed from –9% in 2015, to -8% in 2016.  The A8 score of Caribbean students is 46.65 compared to a national performance of 49.34 (of all students) and a school performance of 52.43.  The average grade of Caribbean Heritage students was C- compared to a school average grade of C.

Equality Objective Two:

Our second priority is based on the recognition that for children and young people with special educational needs (SEN), both nationally and in Hackney, there is also an achievement gap. This means that students with SEN tend to obtain fewer GCSEs than the average for their year group. Although at Haggerston students with SEN do better compared with how students with SEN do nationally, these students still do less well than their peers at the end of year 11.

Our second equality objective is to reduce this difference in achievement for Haggerston students at the end of year 11 to zero. That is, the % of students with SEN gaining 5 ACEM will be the same as the overall year group.

Impact statement:

In 2016, the P8 score for SEN students was +0.46 (top 10% nationally for progress) compared to a school progress score of +0.33.  This was a significant improvement in the progress score, first reported in 2015, where SEN progress was -0.24 compared to a school performance of +0.31.  Haggerston SEN students make rapid and sustained progress across a broad and balanced curriculum.

The percentage of SEN students achieving the Basic Indicator in 2016 was 47% compared to a school performance of 69%.

Over the last three academic years the school has been effective in reducing the gaps between national performance and the performance of Caribbean heritage and SEND students at Haggerston School.  However, gaps still remain for these groups at Haggerston School, and therefore our ambition is to ensure that in any measure of performance the gap is eliminated.  As such, the focus of our equality objectives will remain the same, but linked to the new performance thresholds.

The school is committed to reducing the gaps in three distinct ways:

  • Rates of progress for both groups is above national rates of progress (as measured through progress 8)
  • The attainment 8 score for both groups is above national outcomes
  • The basics indicator (achieving a grade 5 or above in both English and Mathematics) is above national outcomes

 

December 2016

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