The Public Sector Equality Duty 2011 has 3 main aims:
1. Eliminate unlawful discrimination, harassment and victimization and other conduct prohibited by the Act.
2. Advance equality of opportunity between people who share a protected characteristic and those who do not.
3. Foster good relations between people who share a protected characteristic and those who do not.
Our school is committed to ensure that equality of opportunity is available to all members of the school community. For our school this means, not simply treating everybody the same but, understanding and tackling the different barriers which could lead to unequal outcomes for different groups of pupils in school, celebrating and valuing the equal opportunity achievements and strengths of all members of the school community.
We believe that equality at our school should permeate all aspects of school life and is the responsibility of every member of the school and wider community. Every member of the school community should feel safe, secure, valued and of equal worth.
We want to provide an environment which is free from unlawful discrimination, harassment or victimization of any kind. We want to educate our pupils in an environment which recognizes, celebrates and draws upon the diversity of our community and offers equal respect, appropriate support and fair rewards for all our pupils.
At our school, equality is a key principle for treating all people the same. The Equality Act defines nine ‘Protected Characteristics’ :
3. Gender reassignment
4. Pregnancy and maternity
6. Religion and belief
9. Sexual orientation
We aim to provide all our pupils with the opportunity to succeed, and to reach the highest level of personal achievement. To do this, teaching and learning will:
There is a consistently high expectation of all pupils regardless of age, gender, ethnicity, ability or social background.
All pupils are encouraged to improve on their own achievements and not to measure themselves against others. Parents are also encouraged to view their own children’s achievements in this light.
To secure the desired outcomes we recognise:
We aim to ensure that our:
We are aware that those involved in the leadership of the school community are instrumental in demonstrating mutual respect between all members of the school community;
There should be an ‘openness’ of atmosphere which welcomes everyone to the school;
The children are encouraged to greet visitors to the school with friendliness and respect;
The displays around the school are of a high quality and reflect diversity across all aspects of equality of opportunity and are frequently monitored;
Provision is made to cater for the spiritual needs of all the children through planning of both assemblies, classroom based and externally based activities.
When ordering new resources and materials we consider how they show equality.
The provision of good quality resources and materials within our school is a high priority. These resources should:
We recognise that it is important that at our school that all members of the school community use appropriate language which:
It is the policy of our school to provide equal access to all activities from an early age e.g. girls playing football, boys playing netball and mixed teams wherever possible.
We undertake responsibility for making contributors to extra-curricular activities aware of the school’s commitment to equality of opportunity (e.g. sports helpers, coach drivers) by providing them with written guidelines drawn from this policy.
We try to ensure that all such non staff members who have contract with children adhere to these guidelines and are CRB checked.
Provision for Bilingual Pupils
We undertake at our school to make appropriate provision for all EAL/bilingual children/groups to ensure access to the whole curriculum. These groups may include:
All staff takes account of disability needs, gender, religious and ethnic differences and the experience and needs of particular groups such as Gypsy Roma and Traveller, refugee and asylum seeker pupils;
All pupils are encouraged to consider the full range of career opportunities available to them with no discriminatory boundaries placed on them due to their disability, gender or race;
All pupils/staff/parents/carers are given support as appropriate when they experience discrimination. We also recognise that the perpetrators of discrimination are themselves sometimes victims of their personal circumstances and therefore where appropriate remedial work is done to ensure that the actions do not occur again;
Positive role models are used throughout the school to ensure that different groups of pupils can see themselves reflected in the school community;
Emphasis is placed on the value that diversity brings to the school community rather than the challenges.
Staffing and Staff Development
We recognise the need for positive role models and distribution of responsibility among staff. This must include pupil’s access to a balance of male and female staff at both key stages.
We undertake to encourage the career development and aspirations of all individuals.
It is our policy to provide staff with training and development, which will increase awareness of the needs of different groups of pupils in the various dimensions of equality of opportunity.
All posts are advertised formally and open to the widest pool of applicants;
All those involved in recruitment and selection are trained and aware of what they should do avoid discrimination and ensure equality good practice through the recruitment and selection process;
Steps are taken to encourage people from under-represented groups to apply for positions at all levels of the school (give examples);
Access to opportunities for professional development is monitored on equality grounds;
Equalities policies and practices are covered in all staff inductions
All supply staff are made aware of equalities policies and practices;
Employment policy and procedures are reviewed regularly to check conformity with legislation and impact.
It is the duty of this school to challenge all types of discriminatory behaviour e.g.:
The school has a clear, agreed procedure for dealing with incidents such as these.
We aim to work in partnership with parents to help all pupils to achieve their potential.
We wish to affirm our continuing commitment to each out to all diverse groups within our immediate community and beyond. We would do this by:
We regularly review the impact of our equalities work on the needs, entitlements and outcomes for pupils, staff and parents from the equality strands referred to in this document. We pay specific reference to the impact that our work has on the attainment of pupils from different groups.
We make regular assessments of pupils’ learning and use this information to track pupils’ progress, as they move through the school. As part of this process, we regularly monitor the performance of individual pupils to ensure that everyone is making the best possible progress.
We use this information to adjust future teaching and learning plans, as necessary. Interventions and resources are available to support groups or individual pupils where information suggests that progress is not as good as it should be. The governing body receives regular updates on pupil performance information.
School performance information is compared to national data and Local Authority data, to ensure that pupils are making appropriate progress when compared to all schools, and to schools in similar circumstances. Our small cohort numbers do make this data unreliable as our statistics can vary considerably year on year.
In our school, all members of the school community have a responsibility towards supporting the equality agenda. Responsibilities are laid out as follows:
The Governing Body is responsible for ensuring that:
The Headteacher is responsible for:
All staff are responsible for: