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Haslucks Green

Protected Characteristic Statement and Public Sector Equality Duty

Protected Characteristics


Promoting the Protected Characteristics at Haslucks Green




   We work to ensure that our children understand that:


  • There are no outsiders at Haslucks Green Junior School
  • Everyone is different
  • We celebrate our differences
  • We are all equal in our differences


Equality Act 2010 – Public Sector Equality Duty

Haslucks Green Junior School recognise their obligations under the Public Sector Equality Duty (PSED) and Equality Act 2010. The main aims of the PSED are to:

  • Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act;
  • Advance equality of opportunity between people who share a protected characteristic and those who do not;
  • Foster good relations between people who share a protected characteristic and those who do not

The Equality Act (2010) covers everyone in Britain and protects people from discrimination, harassment and victimisation. Everyone in Britain is protected. This is because the Equality Act protects people against discrimination because of the protected characteristics that we all have. Under the Equality Act, there are nine Protected Characteristics:

  • Age
  • Disability
  • Gender reassignment
  • Race
  • Religion or belief
  • Marriage or civil partnership
  • Sex
  • Sexual orientation
  • Pregnancy and maternity


At Haslucks Green, we actively promote these in through our assemblies and our curriculum and work to embed them into our ethos. 

Under the Equality Act you are protected from discrimination:

  • When you are in the workplace
  • When you use public services like healthcare (for example, visiting your doctor or local hospital) or education (for example, at your school or college)
  • When you use businesses and other organisations that provide services and goods (like shops, restaurants, and cinemas)
  • When you use transport
  • When you join a club or association (for example, your local rugby club)
  • When you have contact with public bodies like your local council or government departments



Groups (2023)

Haslucks Green (%)

National Average










Special Educational Needs and Disabilities

10% (+3% EHCP)

13% (+ 4% EHCP)

Disadvantaged Pupils in Receipt of Pupil Premium Grant










Haslucks Green Junior School Equality objectives 23-26

Equality Strand


Target groups


Who is responsible:

Dates to and from:

Success Indicators

On track?

Review date


Race, sex, disability

Monitor and analyse achievement by race, gender and disability and act on any trends or patterns in the data that require additional support for pupils.

EAL, girls, boys, pupils with SEND, eligible for FSM

We will ensure that our data collection and monitoring systems are robust. Assessment/data leads to monitor groups

SENCO/SLT to identify strategies to improve attainment of groups and liaise with outside agencies where necessary.

Assessment leads




Sept 2023- Sept 2026

Analysis of school data demonstrates that the gap is narrowing for equality groups.





religion or belief

Improve understanding of diversity both in school and in the wider community


Whole school

Our RE syllabus will include an understanding of the similarities and differences with other faiths.

We will plan for RE teaching to be stimulating through trips to places of faith, inviting visitors into school and imaginative use of ICT.

We will celebrate religious festivals from a range of faiths during RE and collective worship from a variety of races, faiths and genders.




Ongoing increased awareness of different communities. Evidenced through pupil and staff feedback (pupil interviews, informal discussions etc.).






sexual orientation/ religion or belief

Improve understanding of diversity both in school and in the wider community


Whole school

We will continue to promote a greater understanding of diversity within our school and the wider community through a regular focus on our school values, and in particular British Values. This includes the promotion of deliberately diverse resources within our library and classrooms. We will ensure that displays in classrooms and corridors promote diversity in terms of race, gender and ethnicity. The curriculum will promote role models and sufficient individuals that children positively identify with, and which reflect diversity of race, gender and disability.



All teaching and support staff


Ongoing increased awareness of differences and similarities.

More diversity reflected in school displays 

Evidenced through feedback from learning walks, environment audits, School Council.





Develop greater sense of individual liberty by reducing gender stereotypes

Whole school

Actively promote school value of ‘Individual Liberty’, ensuring opportunities for all children to discover their passions, interests and abilities – e.g. through promoting girls’ ball games on the playground, through ensuring all children have opportunity to learn musical instruments, through encouraging active lifestyles for all, through deliberately chosen worship resources etc.

All teaching and support staff


Children demonstrate belief that they can ‘be who they want to be’ (evident in discussion and through pupil voice)