Useful Links

Useful Links

Equality objectives

Questions to ensure equality objectives are SMART:

Specific: What exactly are we going to do and for whom?

Measurable: Can we quantify what we are aiming for?

Attainable: Can we achieve it in the proposed timeframe and with the resources available? Will this objective link to school priorities?

Relevant: Will this objective link to School Priorities?

Time-bound: When will the objective be accomplished?

Equality objective 1: Pupils referred to Newham PRUs who are involved with the Youth Justice System or have known Gang affiliation will improve attendance year on year.

 Why we have chosen this objective:

  • Newham PRUs attendance in exams and throughout year 11 significantly impacted on outcomes. High proportion of absent pupils were reported as missing or alleged to be involved in County Lines / gang affiliation.

  • NEET data from both previous years indicates that those pupils who became NEET at post 16 were involved in offending and frequently gang affiliated behaviours.

  • White UK and Caribbean boys are the lowest achieving identified groups in Newham.

  • Pupils who persist in offending behaviour are at increased risk of poor attendance and Education provisions breaking down.

  • Pupils who persist in offending behaviour are less likely to obtain external qualifications before leaving Year 11.

  • Pupils with an offending profile who are not attending school are more vulnerable and at increased risk of being involved in re-offending, causing or coming to harm.

  • Pupils who become or are involved in offending behaviours and are NEET at post 16 have significantly reduced likelihood of future engagement in future education, training or employment.

  • Children and young people who have offended are more likely to have experienced dysfunctional or disrupted childhoods, suffered abuse, neglect or maltreatment, have learning difficulties, disabilities, mental health problems or a history of substance misuse (Office of the Children’s Commissioner, 2011)

  • Those who have been expelled or suspended from school are more likely to be NEET than those who have not.

  • Approximately three quarters of the children who have served a custodial sentence go on to reoffend suggesting that this is not an effective rehabilitation strategy.

 To achieve this objective we plan to:

  • Develop range of accredited curriculum provisions to engage pupils both onsite and at alternative locations to provide access to maximum learning opportunities.

  • Provide early targeted intervention for pupils who are identified as at risk of provisions breaking down.

  • Deliver targeted interventions to all pupils from point of admission to Newham PRUs around key issues

    including Choices and Consequences and resilience.

  • Target resources at improving the effectiveness of personalised curriculums

  • Develop a range of short courses which specifically address barriers to accessing and engaging in learning.

  • Forge close working links with partner agencies to develop the offer in place to these students.

  • Deliver Police Cadets programme as part of KS3 curriculum.

    Progress we are making towards achieving this objective:

  • Newly developed curriculum Pathways are in place across Newham PRUs to ensure the curriculum offer meets the needs of all pupils, including those who are unable to access onsite group provisions

  • Targeted intervention programmes have been developed and are delivered as part of the timetable for all pupils.

  • Pupils who are at risk from disengaging with education, poor attendance due to involvement in ASB or offending behaviours are supported by a key Safeguarding Worker.

  • The safeguarding team and Pastoral team are contracted to work throughout school Holidays

  • Newham PRUs have developed NEST; Newham PRUs - Enrichment, Safeguarding and team Building programme which runs throughout holiday periods to encourage engagement from those most at risk throughout school holidays and after school.


Equality objective 2: We will reduce the instances of bullying and the use of derogatory language including gender based bullying.

Why we have chosen this objective:

UK ANNUAL BULLYING STATISTICS  (based over a 12 month period):

  • Of those that have been bullied, 51% at some point have been physically attacked. 46% have been cyber bullied, and 91% had been verbally bullied.

  • 2% of young people have bullied another person during a 12 month period.

  • 22% of young people have witnessed somebody else being bullied, during a 12 month period.

  • 22% of young people have been bullied, during a 12 month period, with 34% saying they were bullied at

    least once a week.

  • 61% said that they felt intimidated, 54% said that they felt bullied by being socially excluded, 15% said

    during an online game, and 55% said that they had been indirectly bullied.

  • 50% of respondents said they had witnessed bullying at least once a month and 26% said they had

    witnessed at least once a week.

  • As a result of bullying, 50% felt depressed, 45% felt anxious, 34% had suicidal thoughts, 28% self-

    harmed, 21% truanted from school, 15% developed an eating disorder, 12% developed anti-social behaviour, 11% attempted suicide, 11% ran away from home, 7% abused drugs and/or alcohol, 4% engaged in risky sexual behaviour.

  • 57% of respondents reported being bullied for personal appearance and 6% reported being bullied for attitudes towards gender identity, 24% for attitudes towards the clothes I wear.

  • Of those who were bullied, 59% were bullied by another student, 11% from a sibling, 9% from a teacher and 8% a family member, 33% from someone at school that they didn’t know, 29% from a close friend and 33% from an ex friend.

  • 45% of respondents said that that bullying had an impact on their studies, 59% on their social life, 66% on their self-esteem, 63% on their confidence, 44% on their home life and 61% on their positivity/optimism.

  • 65% reporting bullying. 91% to a teacher, 57% were satisfied. 91% to a family member, 86% were satisfied. 78% to a friend, 76% were satisfied.

  • 28% did not report bullying as they said it had not affected them enough. 34% felt it would not be taken seriously, 30% were too embarrassed and 39% were scared of it getting worse, 42% were be called a snitch, and 24% said they had reported it but nothing had been done in the past.

  • 54% reported that their parent carer’s know all of it and 32% said their parents know about some of it.

  • 47% of young people reported that bullying and an impact on their mental health.


To achieve this objective we plan to:

  • Ensure policies and practice consistently contribute to a culture of mutual respect in which unacceptable behaviours, including bullying, are minimised

  • Embed and promote a set of clear, inclusive values that are understood and lived by all members of the school community

  • Ensure the behaviour policy is explicit about the way in which pupils should treat each other and the messages are consistently reiterated and reinforced

  • Ensure staff consistently model positive behaviour in their interactions with each other, with parents and carers, and with pupils

  • Support pupils and staff understand the importance of using inclusive and non-derogatory language

  • Support pupils to understand the difference between banter and interactions that can threaten or hurt

  • Ensure all staff receive appropriate and regularly updated training to give them the knowledge, skills and confidence to teach pupils about diversity and the effects of bullying.

  • Consistently and firmly challenge inappropriate interactions, including prejudice-based, gender-based

    and aggressive language.

  • Ensure the curriculum, including PSHE and Character Education curriculum systematically teaches pupils

    about all aspects of individual difference and diversity, including those related to appearance, religion,

    race, gender, sexuality, disability and ability

  • Analyse school based data and information about bullying to assess whether there are any patterns,

    trends or issues emerging and use this analysis to plan future actions.

  • Develop systems to independently seek the views of pupils, parents and carers and staff on a regular

    basis to evaluate the effectiveness of the leadership’s actions to create a positive school culture for all learners

  • Require the school’s analysis of bullying and the actions taken to be included in the head teacher’s reports to governors, and challenge and support the school accordingly.

Progress we are making towards achieving this objective:

  • 90% of New Directions pupils and 84% of Tunmarsh pupils gave positive responses to being safe in the school.

  • 100% of parents at New Directions and 96% of parents at Tunmarsh said that the school keeps their child safe.

  • A recent Pupil behaviour Survey across at Tunmarsh School (July 2019) found that 17% of respondents would be bullied because of their gender and 53% said that they wouldn’t say anything as they wouldn’t want to be labelled a grass.

  • Through the Behaviour Improvement Group (BIG) the Anti-bullying policy is being reviewed and updated on an annual basis. Newham PRUs are part of the Anti-bullying alliance, through which we have access to resources, support and training.

  • Anti-bullying is a continuing theme of keeping safe and we focus on this during anti-bullying week.

  • The ABA audit of good practice was integrated within our recent character Education and Pastoral Audit (June 2019). A plan is in place to address key areas including; amending the anti-bullying policy to include, making explicit reference to the Equality act 2010, with particular reference to SEND and disabilities, and the journey to and from school.

  • The character education and pastoral curriculums explores further, with pupils about keeping safe on line, keeping physically and emotionally safe in school and out of school, and other themes relating to anti-bullying.

  • The Newham PRUs Relationship Education and RSE Policy is currently being reviewed in line with the recent Dept for Education statutory guidelines on relationships education, relationships and sex education(RSE) and Health Education (July 2019).

  • Incidents of bullying are tracked on a six weekly cycle and reported to the management committee overall we have seen a downward trend of bullying incidents at Tunmarsh School. At New Directions the number of incidents is low but consistent

  • Key staff are trained in Team Teach and this training is offered on a yearly basis.

  • Anti-bullying as a theme for student Voice is captured in various was, through mentoring, assemblies and pupil school council and surveys.

  • The Behaviour policy and anti-bullying polices are updated and ratified yearly by the Management Committee.

  • Behaviour for Learning INSET. An introduction to restorative approaches was delivered to all staff across the schools.

    Further areas for Development

  • Ensure anti-bullying training for all staff is programmed as part of the CPL programme for 21.22, to ensure that ABA principles are widely understood and applied as part of good practice

  • Embed Restorative approaches through the implementation of a restorative approaches framework

  • Review and update the anti-bullying policy and ensure that this is ratified by the Management Committee.

  • Consult with parent/carers on the revised anti--bullying policy 

Equality objective 3: Increase the participation of girls in school sporting activities


Why we have chosen this objective:

  • Evidence suggests that from an early age, differences in gender-based attitudes towards and opportunities for sports and physical activities can have a significant influence on children’s participation. This may, in turn, affect later involvement in physically active lifestyles, and the social and health benefits that may result for them. There is a widely held consensus that participation in physical activities can offer a great deal to individuals, communities and nations.

  • Many girls do not take advantage of the benefits of regular sports and physical activities due to inequitable access and opportunities. Therefore, a central challenge facing governments, schools, sports groups and communities is to develop forms of physical activity that are sensitive to girls’ needs and interests. World Health Organisation Report GIRLS’ PARTICIPATION IN PHYSICAL ACTIVITIES AND SPORTS: BENEFITS, PATTERNS, INFLUENCES AND WAYS FORWARD

  • By age 14, girls are dropping out of sports at two times the rate of boys.

  • Girls have 1.3 million fewer opportunities to play high school sports than boys have. Lack of physical education in schools and limited opportunities to play sports in

  • Through sports, girls learn important life skills such as teamwork, leadership and confidence.

  • Girls active in sports during adolescence and young adulthood are 20% less likely to get breast cancer later in life. Staurowsky, E. J., DeSousa, M. J., Gentner, N., Miller, K. E., Shakib, S., Theberge, N., & Williams, N.

  • Despite recent progress, discrimination based on the real or perceived sexual orientation and gender identity of female athletes persists. Girls in sports may experience bullying, social isolation, negative performance evaluations, or the loss of their starting position. During socially fragile adolescence, the fear of being tagged “gay” is strong enough to push many girls out of the game. participation-in-sports 


To achieve this objective we plan to:

  • Develop sports facilities to meet the expectations that girls might have in the 21st century.

  • Consult with girls about what they do not like about physical education, and review the curriculum and sports programme to reflect their responses.

  • Develop and raise the profile of sport, health and fitness activities and secure reasonable allocations of lesson time.

  • Encourage sport teachers to work with partners, such as local authorities and the Sports Council, in encouraging girls to continue participation in physical activity after they leave school.

  • Recruit additional Sports Coaches to facilitate a broader curriculum and options to raise participation levels.


Progress we are making towards achieving this objective:

  • Additional Sports Coaches recruited through the apprentice scheme have enabled greater capacity to deliver a wider programme of sporting activities.

  • Developing labour market intelligence and links to the Gatsby benchmarks within Schemes of Learning and curriculum links to local industry.

  • The development of vocational accreditation to broaden opportunity and progression to post-16 pathways.

  • Engaging girls through after school clubs.

  • Give girls specific groups during school times where all the girls can take part in a sporting activities together e.g the girls group.

  • Resources made available to fund engagement with a wide variety of Sports at Sports Doc and UEL.

Equality objective 4: Pupils with a diagnosed mental health disorder and those who have emotional or mental health needs that have not yet been formally diagnosed will be supported achieve their potential within school and improve their emotional wellbeing.


Why we have chosen this objective:

  • One in ten school age children has a mental health problem, and many continue to have these problems into adulthood. Half of those with lifetime mental health problems first experience symptoms by the age of 14.

  • Among teenagers, rates of depression and anxiety have increased by 70% in the past 25 years.

  • One in five children have symptoms of depression and almost a third of the 16-25-year-olds surveyed had thought about or attempted suicide.

  • Children are less likely to suffer from serious mental health difficulties in later life if they receive support at an early age.

  • Growing evidence indicates that promoting positive mental health also improves a range of positive school outcomes, including attitudes to learning, better attendance and lower exclusion rates.

To achieve this objective we plan to:

  • Educate young people about mental health and take a proactive approach to do everything we as a school can to break down stigma and facilitate an open culture, where all young people feel safe to access support and confide in others.

  • Raise the profile and prioritise the importance of staff and student wellbeing within the whole school agenda

  • Encourage a culture where staff and students can talk about mental health openly

  • Have clear policies and protocols and a structured network of support where all issues of mental health are concerned

  • Develop a curriculum and culture within school which encourages and supports attitudes and behaviours which ensure that young people flourish and develop their emotional literacy.

  • Ensure all pupils have access to confidential emotional and pastoral support through an allocated Pupil Support Officer (SSO) or specialist counsellor if deemed appropriate.

  • Promote positive mental health of our students through nurture and by supporting them to recognise and develop positive peer relationships,

  • Provide our students with a curriculum which provides them with skills and promotes an environment to learn confidently and develop resilience

  • Provide training on children’s mental health and emotional well-being to school staff

  • Provide specific therapeutic interventions through use of multi-disciplinary school team and referrals to outside agencies when necessary.

  • Deliver parent education and engagement programmes;

  • Support parents, children and young people to access and engage with universal and specialist services.

Progress we are making towards achieving this objective: 

  • A staff well-being committee is being set up this academic year to promote and develop staff well- being across the schools. This is part of the school priorities to raise the profile of whole school well- being.

  • Staff surveys take place twice a year and staff satisfaction is generally good, with an excellent response to the staff well-being day organised on a yearly basis.

  • 93% of pupils at Tunmarsh said that adults care about them and 90% of pupils at New Directions said that adults care them.

  • Staff have access to various mental health and emotional well-being support, including SAS and Newham employee services. A counsellor has been commissioned by the school to provide 1-2-1 ‘talk shop’ support.

  • A whole school MDT team has been established over the last 3 years, they work within a SEND graduated approach framework to provide initial and diagnostic assessments, individual pupil and parent carer support and staff support. The team includes, CAMHS clinical systemic family therapist, speech and language therapist and an Educational Psychotherapist.

  • All pupils as part of the admissions and induction process complete a strengths and Difficulties Questionnaire (SDQ) and the Revised Child Anxiety and Depression Scale (RCADS). Any elevated scores are highlighted and appropriate interventions are put into place.

  • A Nurture Framework is being developed and embedded across the schools. The Newham PRUs are currently working to gain Nurture UK accredited status by 2021. The key stage 3 Nurture group has been set up at Tunmarsh for this academic year 19/20, New Directions have 2 key stage 4 Nurture groups, which have been successful in supporting pupils with complex needs including emotional and mental health needs.

  • Partnership work is being developed with Newham Headstart. A protocol is now in place for alerting a Headstart worker in a Headstart school when it has been identified that a pupil has been flagged up through elevated mental health screening scores and is being re-integrated back into school. Additionally, in partnership with Head start, the school completed an emotional well-being audit consulting with both pupils and staff (December 2018)

  • All staff have access to CPL training for mental health and emotional well-being needs, the CPL programme for 18.19 included, Attachment and Trauma, Head start mental Health awareness of young people in Newham, Introduction to Nurture.

  • 2 members of staff have been trained as mental Health First Aiders.

  • All pupils on admissions to the Newham PRUs are allocated a STIC course, which they must attend. The Newham PRUs STIC programme delivered by the MDT and SEND team, delivers courses using a therapeutic contexts and approaches. Courses include resilience, self-management, choices and consequences, social communication, and executive functioning.

  • The pastoral learning mentor team have a caseload of pupils and they work within a mentoring framework. This is currently being reviewed and updated.

  • Our CAMHS worker has been supporting our parents to access the NVR programme. Take up has been low so far, and we are currently in the process of re-evaluating (in consultation with parents) how we could improve the engagement of parents onto the NVR programme.

  • Recent Character and pastoral Audit (July 2019) has identified key areas for development.

  • Boxall profile is being piloted across the Nurture classes.

  • Pupils have identified (XPRU Pupil Council July 2019) that they needed quiet spaces to go to during lunch and break.

    Further Areas for Development

  • Link STIC programmes within the Character education curriculum
  • Develop staff well-being principles
  • Develop a comprehensive learning mentor CPL programme and mentoring framework. December 2022