Lowick and Holy Island C. of E. First Schools
Equality Information (gathered 2015-16)
Cohort size differs year to year fluctuating from 3 - 14 (2015). Combined data for Lowick and Holy Island.
|Percentage of year group||Boys||Girls||Total|
|EYFS (F1 & 2)||9 [64%]||5 [36%]||14|
|EYFS (F3)||2 [33%]||4 [66%]||6|
|Year 1||0 [0%]||3 [100%]||3|
|Year 2||3 [75%]||1 [25%]||4|
|Year 3||9 [64%]||5 [36%]||14|
|Year 4||2 [33%]||4 [66%]||6|
|Total||25 [53%]||22 [47%]||47|
We have 43 children on the school register at Lowick and 4 at Holy Island; a combined figure of 47. Due to the very small cohort size at Holy Island the figures have been combined to ensure anonymity.
The age of parents/carers is not routinely collected although anecdotal evidence suggests parent age profile ranges from early 20s to carers (grandparents) in 60s.
(Source: SIMS, anecdotal evidence)
One child on roll currently has a physical disability, two have hearing impairment, none have a visual impairment. An accessible disabled toilet is available and used by pupils with short term medical needs.
There are a very small number of pupils (below 10) whose long term health issues have an impact on attendance. The actual number is not published as the pupils could be identified.
There are no disabled members of staff.
The percentage of pupils on the SEND register is 21.2% across both schools. This is significantly higher than other small schools within the partnership.
Pupils with SEND are tracked every half term as a separate group of learners to ensure they are not disadvantaged or making poor progress.
Pupils with SEND tend to perform in line with their peers with some exceptions and yearly fluctuations due to their starting point.
(Source: Partnership Profile, SIMS, School Data Report, RAISEOnline)
No data is collated by the school about gender reassignment and the pupil or staff population.
For both schools the population is one of 100% White British. The school has consistently recorded and reported no racist incidents to the Local Authority.
As the school is White British we do not currently record any performance trends according to ethnicity.
When we have had BME children, they have performed in line with their peers with some yearly fluctuations above and below expected attainment and progress due to the very small number in the school. BME pupils are tracked every term as a separate group of learners to ensure they are not disadvantaged or making poor progress.
The school has had no fixed term exclusions [Summer 2016] to identify a trend relating to ethnicity.
(Sources: First School Profile, RAISEOnline report, NCC data unit, School Data report, school Gifted and Talented register)
Religion or belief
The school records data about religion in SIMS.
Leadership Team make arrangements for the alternative education of non-Christian children during daily collective acts of worship. Families that have expressed a religion other than Christianity are consulted regarding Religious Education for their children.
Religious leaders do play a part in the life of the schools. They include Church of England, Church of Scotland and United Reformed Church representatives.
(Sources: SIMS, anecdotal evidence, SACRE guidance)
Gender imbalance is particularly evident in Yr 1 (no boys in the cohort), this imbalance is not significant when looking at the whole school of 53% boys and 47% girls.
Neither sex is under-represented in terms of total pupil population – see table above.
Boys generally enter school with lower attainment in both English (CLL) and Mathematics (PSRN).
Boys, and girls’ attainment and progress are tracked as separate groups of learners each half term to identify that neither group is disadvantaged or under performing. If trends or individuals are identified Leadership and Management allocate resources as appropriate.
By the end of Year 4 the gap has narrowed to similar attainment levels in maths, reading and writing with some yearly (cohort specific) fluctuations above and below expected progress and attainment.
Males are under-represented on the teaching staff (2 members of staff are male out of a total of 10). However school follows the Northumberland County Council recruitment procedures and policies which ensure neither sex is discriminated against in terms of recruitment.
(Sources: SIMS analysis, school data reports, Northumberland County Council Employment policies)
No data about the sexual orientation of pupils, parents or staff is collected or held by the school. Were it to be communicated to the school regarding a pupil, it would be recorded in the child’s personal file.
Marriage and civil partnership
When information about changes in marital status or home circumstances is communicated to school, it is recorded in the school’s Admin file. Any changes to contact details are recorded in the pupil’s personal file.
No data is collated by the school about staff or parents marital status, apart from names given for home contact and information about whether letters home or reports are to be duplicated and sent to two addresses.
(Source: school admin procedures, SIMS)
Pregnancy and maternity
The school has developed flexible policies with regard to returning to work and flexible arrangements regarding emergencies relating to children, childcare and parenting. (Northumberland County Council Employment Policies)
(Source: School admin procedures)
FSM and IDACI:
Free School Meal uptake is low, with 2.3% being eligible (below 20th percentile), School deprivation indicator currently show the school to be between 20th and 40th percentile.
Children in receipt of Free School Meals are tracked every term as a separate group of learners to ensure they are not disadvantaged or making poor progress. We are unable to make a correlation between FSM and Performance Trends, due to the very low numbers on FSM (1 child).
Super Output Area information shows that Barriers to Housing and Environment are ranked 1 - 10 (97.3%). This is due to the rural location of both schools.
(Sources: First School Profile, NCC Data Unit, RAISEOnline, Partnership Profile)
There is one looked after children on roll.
There are currently no pupils with a parent/carer in the armed forces. This group would be tracked every half term as a separate group of learners to ensure they are not disadvantaged or making poor progress. This group of children would be predicted to make expected or better progress compared to their peers.
Children at risk from underachievement, and therefore in receipt of additional intervention, are tracked every half term as a separate group of learners to ensure they are not disadvantaged or making poor progress. Generally children in receipt of interventions achieve average attainment and make progress in line with peers with yearly fluctuations above and below average due to the low percentage of the group of learners.
(Source: SIMS, School Tracking System, School Data Report)
Bullying and discrimination
The school has an embedded behaviour policy based upon the Golden Rule. The children are encouraged to respect each other, themselves and the school environment; to ‘tell’ if they feel unsafe. If any issues arise, they are dealt with immediately and resolution sought.
No incidents of bullying have been recorded (2016) if any incidents were to occur these are reported to the Governing Body as part of the Head teacher’s report to the Governing Body each term.
With the huge increase of mobile technology usage in children school have introduced a comprehensive cyber-bullying programme that delivers e-safety training to pupils, staff, parents/carers and governors.
No data is recorded about the prevalence of, for example identity based bullying, homophobic language or gender based bullying.
(Sources: Headteacher’s analysis of bullying incidents, e-safety training file, Headteachers Report to the Governors)
Pupils have limited experience of the wider cultural context of the UK and some stereotypical misconceptions about disability.
Objective: use the International sporting arena & Rugby World Cup as an opportunity to teach about Britishness and disability, and the values, using GET SET network and resources.
|Percentage of year group||FSM||SEND||Ethnicity||Looked After Children|
|EYFS (F1 & 2)||0||3 [21.4%]||0||1 [7%]|
|Year 2||1 [25%]||1 [25%]||0||0|
|Year 3||0||3 [21%]||0||0|
|Year 4||0||3 [50%]||0||0|
|Total for school – 47 pupils on roll (both schools)||1 [2.1%]||
Term of birth
(Percentage of year group)
|EYFS (F1 & 2)||5 [36%]||2 [14%]||7 [50%]|
|EYFS (F3)||2 [33%]||3 [50%]||1 [17%]|
|Year 1||1 [33%]||1 [33%]||1 [33%]|
|Year 2||2 [50%]||1 [25%]||1 [25%]|
|Year 3||4 [29%]||3 [21%]||7 [50%]|
|Year 4||3 [50%]||1 [17%]||2 [33%]|
|Total for school – 47 pupils on roll (both schools)||17 [36%]||11 [23%]||19 [41%]|