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Equality Policy and Objectives

DUNHAM ON TRENT CE PRIMARY SCHOOL

 

We have carefully considered and analysed the impact of this policy on equality and the possible implications for pupils with protected characteristics, as part of our commitment to meet the Public Sector Equality Duty (PSED) requirement to have due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations.

 

Equality Policy & School Equality Objectives

 

1 Introduction

 

At our school, we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school, irrespective of race, gender, disability, faith or religion or socio-economic background. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and able to participate fully in school life.

 

The achievement of pupils will be monitored by race, gender and disability and we will use this data to support pupils, raise standards and ensure inclusive teaching. We will tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all. We believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit our school.

 

2 Aims and Objectives

 

The aim of this policy is to ensure our school meets the Equality Act 2010 legislation. It replaces all previous policies relating to Race Equality, Gender Equality and Disability Equality. The Equality Act 2010 prohibits harassment related to age, disability, gender reassignment, marital or civil partner status, pregnancy or maternity, race, colour, nationality, ethnic or national origin, religion or belief, sex or sexual orientation. These are known as ‘protected characteristics’. This policy has been developed to help our school to meet the duty to:-

  • Eliminate unlawful discrimination, harassment, victimisation and other prohibited conduct.
  • Advance equality of opportunity between those who have a protected characteristic and those who do not.
  • Foster good relations between those who have a protected characteristic and those who do not.

 

 

2.1 Guiding Principles

 

Our guiding principles can be found in Appendix One. Every three years, accordingly, we will draw up an action plan within the framework of the overall school improvement plan and processes of self-evaluation, setting out the specific equality objectives we shall pursue. The objectives which we identify take into account national and local priorities and issues, as appropriate (and will be informed by analysis of our equality information which we will regularly collect on the annual data collection form issued to parents.

 

3 Implementation of the policy

 

The schools operate equality of opportunity in the day to day practices in the following ways:

 

3.1 Teaching and Learning

 

We aim to provide all our pupils with the opportunity to succeed, and to reach the highest level of personal achievement. To do this, we will:

 

  • Use contextual data to improve the ways in which we provide support to individuals and groups of pupils;
  • Monitor achievement data by ethnicity, gender, disability and socio-economic background and action any gaps;
  • Take account of the achievement of all pupils when planning for future learning and setting challenging targets;
  • Ensure equality of access for all pupils and prepare them for life in a diverse society;
  • Use materials that reflect the diversity of the school population, local , national and global community in terms of race, gender and disability, without stereotyping;
  • Promote attitudes and values that will challenge racist and other discriminatory behaviour or prejudice;
  • Provide opportunities for pupils to appreciate their own culture and celebrate the diversity of other cultures;
  • Seek to involve all parents in supporting their child’s education;
  • Encouraging classroom and staffroom discussion of equality issues which reflect on social stereotypes, expectations and the impact on learning;
  • Including teaching and classroom-based approaches appropriate for the whole school population, which are inclusive and reflective of our pupils.

 

3.2 Admissions and Exclusions

 

Our admissions arrangements are fair and transparent, and do not discriminate

on race, gender, disability or socio-economic factors.

 

Exclusions will always be based on the school’s Behaviour Policy. We will closely monitor exclusions to avoid any potential adverse impact and ensure any discrepancies are identified and dealt with.

 

3.3 Equal Opportunities for Staff

 

We are committed to the implementation of equal opportunities principles and the monitoring and active promotion of equality in all aspects of staffing and employment.

 

All staff appointments and promotions are made on the basis of merit and ability and in compliance with the law. However we are concerned to ensure wherever possible that the staffing of the school reflects the diversity of our community and wider society as a whole.

 

3.4 Employer duties

 

As an employer we need to ensure that we eliminate discrimination and harassment in our employment practice and actively promote equality across all groups within our workforce.

 

Equality aspects such as gender, race, disability, sexual orientation, gender re-assignment and faith or religion will be considered as part of our process to ensure there is no indirect discrimination when re-evaluating our staffing structures and appointing new staff. Job vacancies will be advertised on the County Council Website, in the locality and in local and national press as appropriate. Actions to ensure this commitment is met include:

 

  • monitoring recruitment and retention including bullying and harassment of

staff;

  • continued professional development opportunities for all staff;
  • Senior Leadership Team support to ensure equality of opportunity for all.

 

 

4 Tackling discrimination

 

4.1 Harassment on account of race, gender, disability or sexual orientation is unacceptable and is not tolerated within our school environment.

 

4.2 All staff are expected to deal with any discriminatory incidents that may occur. They are expected to know how to identify and challenge prejudice and stereotyping; and to support the full range of diverse needs according to a pupil’s individual circumstances.

 

4.3 Racist and homophobic incidents and other incidents of harassment or bullying are dealt with by the member of staff present, referring to a class teacher / headteacher where necessary. All incidents are reported to the headteacher and racist incidents are reported to the governing body and local authority on a termly basis.

 

4.4 What is a discriminatory incident?

 

Harassment on grounds of race, gender, disability, sexual orientation or other factors such as socio-economic status, can take many forms including verbal or physical abuse, name calling, exclusion from groups and games, unwanted looks or comments, jokes and graffiti.

 

A racist incident is defined by the Stephen Lawrence Inquiry Report (1999) as:

‘any incident which is perceived to be racist by the victim or any other person’.

A hate/crime incident as defined by the Nottinghamshire Police Force (which has arisen from the Lawrence Enquiry)is:

A hate incident is any criminal offence or other incident that is perceived by the victim or any other person to be motivated by the offender’s prejudice against people because of their age, disability, gender, race, religion, sexual orientation or other reason.’

 

4.5 Types of discriminatory incidents

 

  • Physical assault against a person or group because of their colour, ethnicity, nationality, disability, sexual orientation or gender;
  • Use of derogatory names, insults and jokes;
  • Racist, sexist, homophobic or discriminatory graffiti;
  • Provocative behaviour such as wearing racist, sexist, homophobic or discriminatory badges or insignia;
  • Bringing discriminatory material into school;
  • Verbal abuse and threats;
  • Incitement of others to discriminate or bully due to victim’s race, disability, gender or sexual orientation;
  • Discriminatory comments in the course of discussion;
  • Attempts to recruit others to discriminatory organisations and groups;
  • Ridicule of an individual for difference e.g. food, music, religion, dress etc;
  • Refusal to co-operate with other people on grounds of race, gender, disability or sexual orientation.

 

4.6 Responding to and reporting incidents

 

All staff, teaching and non-teaching, should view dealing with incidents as vital to the well-being of the whole school.

 

 

5 Roles and Responsibilities

 

5.1 The Governing Body

  • The governing body has set out its commitment to equal opportunities in this plan and it will continue to do all it can to ensure that the school is fully inclusive to pupils, and responsive to their needs based on race, gender and disability.
  • The governing body seeks to ensure that people are not discriminated against when applying for jobs at our schools on grounds of race, gender or disability.
  • The governors take all reasonable steps to ensure that the school environment gives access to people with disabilities, and also strive to make school communications as inclusive as possible for parents, carers and pupils.
  • The governors welcome all applications to join our schools, whatever a child’s socio-economic background, race, gender or disability.
  • The governing body ensures that no child is discriminated against whilst in our schools on account of their race, sex or disability.

 

 

5.2 The Headteacher

  • It is the headteacher’s role to implement the school’s Equality Plan and she is supported by the governing body in doing so.
  • It is the headteacher’s role to ensure that all staff are aware of the Equality Plan, and that teachers apply these guidelines fairly in all situations.
  • The headteacher ensures that all appointments panels give due regard to this plan, so that no-one is discriminated against when it comes to employment or training opportunities.
  • The headteacher promotes the principle of equal opportunity when developing the curriculum, and promotes respect for other people and equal opportunities to participate in all aspects of school life.
  • The headteacher treats all incidents of unfair treatment and any incidents of bullying or discrimination, including those which are prejudice-related incidents, with due seriousness.

 

5.3 The role of staff

  • All staff will ensure that all pupils, and parents/carers are treated fairly, equally and with respect, and will maintain awareness of the school’s Equality Plan.
  • All staff will strive to provide materials that give positive images based on race, gender and disability, and challenges stereotypical images.
  • All staff will challenge any incidents of prejudice, racism or homophobia, and record any serious incidents, drawing them to the attention of the headteacher.
  • Teachers support the work of ancillary or support staff and encourage them to intervene in a positive way against any discriminatory incidents.

 

6 Monitoring and review

 

We have a rolling programme for reviewing our school policies and their impact. In line with legislative requirements, we will review progress against our Equality Plan annually and review the entire plan and accompanying action plan on a three year cycle.

 

We make regular assessments of pupils’ learning and use this information to track pupil progress. As part of this process, we regularly monitor achievement by all groups including; ethnicity, gender and disability, to ensure that all groups of pupils are making the best possible progress, and take appropriate action to address any gaps.

 

Governors should refer to the checklist within Appendix 3 as guidance for monitoring this equality policy.

 

Appendix One

 

GUIDING PRINCIPLES

 

In fulfilling the legal obligations outlined within this policy, we are guided by nine principles:

 

Principle 1: All learners are of equal value.

 

We see all learners and potential learners, and their parents and carers, as of equal value:

 

  • whether or not they are disabled
  • whatever their ethnicity, culture, national origin or national status
  • whatever their gender and gender identity
  • whatever their religious or non-religious affiliation or faith background
  • whatever their sexual identity.

 

Principle 2: We recognise and respect difference.

 

Treating people equally (Principle 1 above) does not necessarily involve treating them all the same. Our policies, procedures and activities must not discriminate but must nevertheless take account of differences of life-experience, outlook and background, and in the kinds of barrier and disadvantage which people may face, in relation to:

 

  • disability, so that reasonable adjustments are made
  • ethnicity, so that different cultural backgrounds and experiences of prejudice are recognised
  • gender, so that the different needs and experiences of girls and boys, and women and men, are recognised
  • religion, belief or faith background
  • sexual identity.

 

 

Principle 3: We foster positive attitudes and relationships, and a shared sense of cohesion and belonging.

 

We intend that our policies, procedures and activities should promote:

 

  • positive attitudes towards disabled people, good relations between disabled and non-disabled people, and an absence of harassment of disabled people
  • positive interaction, good relations and dialogue between groups and communities different from each other in terms of ethnicity, culture, religious affiliation, national origin or national status, and an absence of prejudice-related bullying and incidents
  • mutual respect and good relations between boys and girls, and women and men, and an absence of sexual and homophobic harassment.

 

 

Principle 4: We observe good equalities practice in staff recruitment, retention and development.

 

We ensure that policies and procedures should benefit all employees and potential employees, for example in recruitment and promotion, and in continuing professional development:

 

  • whether or not they are disabled
  • whatever their ethnicity, culture, religious affiliation, national origin or national status
  • whatever their gender and sexual identity, and with full respect for legal rights relating to pregnancy and maternity.

 

Principle 5: We aim to reduce and remove inequalities and barriers that

already exist.

 

In addition to avoiding or minimising possible negative impacts of our policies, we take opportunities to maximise positive impacts by reducing and removing inequalities and barriers that may already exist between:

 

  • disabled and non-disabled people
  • people of different ethnic, cultural and religious backgrounds
  • girls and boys, women and men.

 

Principle 6: We consult and involve widely

 

We engage with a range of groups and individuals to ensure that those who are affected by a policy or activity are consulted and involved in the design of new policies, and in the review of existing ones. We consult and involve:

 

  • disabled people as well as non-disabled people from a range of ethnic, cultural and religious backgrounds
  • both women and men, and girls and boys.
  • homosexual people as well as heterosexual.

 

Principle 7: Society as a whole should benefit

 

We intend that our policies and activities should benefit society as a whole, both locally and nationally, by fostering greater social cohesion, and greater participation in public life of:

 

  • disabled people as well as non-disabled
  • people of a wide range of ethnic, cultural and religious backgrounds
  • both women and men, girls and boys
  • homosexual people as well as heterosexual.

 

 

Principle 8: We base our practices on sound evidence

 

We maintain and publish quantitative and qualitative information about our progress towards greater equality in relation to:

 

  • disability
  • ethnicity, religion and culture
  • gender.

 

Principle 9: Objectives

 

We formulate and publish specific and measurable objectives, based on the evidence we have collected and published (principle 8) and the engagement in which we have been involved (principle 7), in relation to:

 

  • disability
  • ethnicity, religion and culture
  • gender.

 

We recognise that the actions resulting from a policy statement such as this are what make a difference.

 

Every three years, accordingly, we draw up an action plan within the framework of the overall school improvement plan and processes of self-evaluation, setting out the specific equality objectives we shall pursue. The objectives which we identify take into account national and local priorities and issues, as appropriate.

 

We keep our equality objectives under review and report annually on progress towards achieving them.

 

Appendix Two

 

SCSCHOOL CONTEXT

 

Dunham on Trent Primary School is a voluntary controlled Church of England Primary school. There 100 pupils on roll aged from 4 to 11 years of age. 43% are girls. 57% are boys. Approximately 1% of the pupils come from ethnic minority backgrounds with no children having English as an additional language. About 13% of pupils are identified as having Special Educational Needs. No pupils have an EHC plan.

Pupils enter school with a wide range of abilities and the small numbers admitted means that the overall ability of different year groups may change significantly from year to year. Attainment on entry is broadly in line with the local, county and national averages. The full staff complement comprises seventeen who are all White, British (14 female, 3 male). At the time of writing there are no pupils or staff registered as disabled.

As a village school we consider ourselves to be an important part of the local community which includes Dunham on Trent, Fledborough, Darlton and East Drayton. Whilst the social-ecomomic background of the children attending the school is very mixed, information from RAISEonline indicates that the Tuxford ward contains a significantly low percentage of adults with a background in higher education. A few children are from professional families, and some are children of families who have a history in farming.

 

 

ScSchool Equality Objectives 2017

 

Objective 1; To promote spiritual, moral, social and cultural development through all appropriate curricular opportunities, with particular reference to issues of equality and diversity

Context; Incident of child using homophobic language. School population predominately white, Christian with some attitudes of intolerance displayed

Actions;

  1. Visits planned via the RE curriculum to experience and learn about different religions. The Journey at the Holocaust centre.
  2. Professional resource for PSHE – JIGSAW – used to specifically teach equality and tolerance of all protected characteristics.
  3. Collective Worship and school Christian values used to promote equality and diversity.

Outcomes; No incidents of intolerance or ignorance experienced by anyone in school.

 

Objective 2; To tackle prejudice and promote understanding in relation to people with disabilities

Context; Families with a disabled parent and children, now attending school.

Actions;

  1. Professional resource for PSHE – JIGSAW – used to specifically teach equality and tolerance of all protected characteristics.
  2. Collective Worship and school Christian values used to promote equality and diversity.

Outcomes; No incidents of intolerance or ignorance experienced by anyone in school.

 

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