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
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:-
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:
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:
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
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
5.2 The Headteacher
5.3 The role of staff
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.
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:
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:
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:
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:
Principle 5: We aim to reduce and remove inequalities and barriers that
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:
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:
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:
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:
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:
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.
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
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.
Outcomes; No incidents of intolerance or ignorance experienced by anyone in school.