Equality Objectives for Hartlepool Free School

Strategic and Legal Context

Hartlepool Free School has a particular responsibility to ensure that its provision is inclusive, ambitious and responsive to the individual needs of pupils with Social, Emotional and Mental Health (SEMH) needs. Equality should be embedded in the school’s curriculum, behaviour systems, pastoral provision, staffing practices and governance.

Under the Equality Act 2010, schools must have due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations. Schools are also required to publish equality objectives at least every four years and publish information demonstrating how they are meeting the Public Sector Equality Duty.

Principles Underpinning the Objectives

  • Equality is embedded in school improvement rather than treated as a separate initiative.
  • High expectations apply to every pupil, while reasonable adjustments and individualised support remove barriers to success.
  • Decisions are informed by evidence, pupil voice, family engagement and analysis of relevant data.
  • Behaviour and disciplinary processes are fair, consistent, proportionate and inclusive.
  • Progress is monitored and reported through existing leadership and governance structures.

Equality Objectives 2026 – 2030

Objective 1 – Equal Access and Achievement

To ensure all pupils have equitable access to an ambitious curriculum, high-quality teaching and enrichment opportunities, removing barriers and addressing identified differences in achievement and participation.

Key actions: Monitor progress and attainment; audit curriculum access; review participation in trips, enrichment and extracurricular activities; ensure reasonable adjustments are implemented.

Success measures: Progress and participation data show improved access, identified barriers are addressed, and any significant gaps are investigated.

Objective 2 – Inclusion, Belonging and Wellbeing

To foster an inclusive school culture where every pupil feels valued, respected, safe and a sense of belonging, regardless of protected characteristic.

Key actions: Use pupil voice and wellbeing surveys; promote inclusive language; provide opportunities to explore diversity; review pastoral and SEMH support.

Success measures: Improved pupil feedback regarding belonging and safety; reduction in discriminatory incidents; evidence that pupil voice informs practice.

Objective 3 – Fair and Inclusive Behaviour Practices

To monitor and address any disproportionate impact of behaviour policies, sanctions, suspensions and exclusions on pupils sharing protected characteristics, ensuring fair and appropriate support.

Key actions: Analyse behaviour and exclusion data; review reasonable adjustments; provide staff development on inclusive behaviour management, unconscious bias and restorative approaches.

Success measures: Regular equality analysis is completed; unexplained disparities are investigated; behaviour systems are applied consistently and fairly.

Objective 4 – Curriculum Representation and Respect

To develop pupils’ understanding of equality, diversity and difference through an inclusive curriculum that challenges prejudice, celebrates diversity and promotes positive relationships.

Key actions: Audit curriculum content and resources; ensure appropriate representation; include age-appropriate learning about equality and prejudice; develop community links.

Success measures: Curriculum audit completed; pupil understanding is evidenced; resources demonstrate inclusive representation.

Objective 5 – Equality in Leadership and Governance

To embed equality considerations within school leadership, governance, policy development and decision-making, ensuring equality remains central to school improvement.

Key actions: Include equality considerations in policy reviews and strategic decisions; provide training; consult pupils, families and staff; monitor delivery through governance.

Success measures: Equality considerations are evidenced in decision-making; training is completed; stakeholder feedback informs improvement.

Monitoring and Accountability

Responsibility for implementation will sit with the Principal, supported by relevant senior leaders and staff. Progress should be reviewed at least annually, with key findings reported to the appropriate governing and Trust Board committees. Monitoring should draw on the following evidence:

  • Achievement and progress data
  • Participation in enrichment and wider opportunities
  • Pupil, parent and staff voice
  • Behaviour, sanctions, suspensions and exclusions data
  • Curriculum and policy audits
  • Training and reasonable-adjustment records

Risks and Mitigations

Risk

Potential impact

Mitigation

Objectives become aspirational rather than measurable

Limited evidence of impact

Use annual action plans, defined measures and named leads.

Data identifies disparities that are not investigated

Persistent inequity

Require documented review and appropriate action where disparities emerge.

Equality work is viewed as separate from school improvement

Inconsistent implementation

Integrate objectives into SDP, behaviour, curriculum and governance monitoring.

Financial and Resource Implications

Implementation is expected to be managed within existing school and Trust resources. Some actions may require staff development, curriculum resource review or additional support, which should be considered through normal budget and school improvement planning processes.

Equality Impact

The proposed objectives are designed to advance equality of opportunity, reduce barriers to participation and ensure that school systems are fair and inclusive. Their implementation should be informed by relevant equality data and reviewed for unintended impacts.

Approved by the Trust Board on 06.10.2026.