Equalities Policy

Legal framework

We recognise our duties under the Disability Discrimination Acts 1995 and 2005; the Race Relations 1976 as amended by the Race Relations Amendment Act 2000; the Sex Discrimination Act 1975 as amended by the Equality Act 2006; and the expectation in the Equality Bill 2009 that we should promote equality, diversity and good relations in relation to age (as appropriate), faith and religion, gender reassignment and sexual and gender identity.

We recognise  our duty under the Education and Inspections Act 2006 to promote community cohesion.

We recognise that these duties  reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998.

 

Guiding principles

We recognise that our children will enter school with many varied experiences, which reflect the cultural and social diversity present in our society. We are committed to ensuring that all children and adults are encouraged and given equal opportunities to take full advantage of the facilities available in order to achieve their maximum potential. Furthermore, we promote an ethos that ensures that individuals feel valued, have a positive self-image and recognises that all can make a positive contribution.  As such, the school is committed to challenging stereotypes and discrimination on any ground.

  1.  In fulfilling our legal obligations, we are guided by these principles:

 

 All people are of equal value and have rights to equality of opportunity, treatment, aspirations, views and beliefs and life choices.

We regard all children and adults as having equal value: whether or not they are disabled; whatever their ethnicity, culture, social group, religious affiliation, national origin or national status ; whatever their gender, gender identity or sexual identity.

As a school community, we believe that all children have a right to achieve to the best of their ability and recognise our role in ensuring that all children are able to fulfil their potential.

 

We recognise and respect difference

Treating people equally does not necessarily involve treating them all the same. Our policies, procedures and activities do not discriminate, but are differentiated, as appropriate, to 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.
  1.  We foster positive attitudes and relationships, and a shared sense of cohesion and belonging

Our policies, procedures and activities  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, women and men, and an absence of sexual harassment

Staff recruitment, retention and development

We ensure that policies and procedures apply to all employees and potential employees, for example in recruitment and promotion, continuing professional development and redundancy selection.

  • whether or not they are disabled
  • whatever their ethnicity, culture, religious affiliation, national origin or national status
  • whichever their gender 

        We aim to reduce and remove inequalities and barriers that may already exist

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.

We consult

People affected by a policy or activity should be consulted and involved in the design of new policies, and in the review of existing ones.

  • 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.

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, social  and religious backgrounds
  • people of all gender types

 

We ensure that:

Any review of the  curriculum reflects  these principles

The use of or allocation of resources and  materials, takes account of these principles.

The day-to day management of the school takes account of these principles.

The organisation of the curriculum, and the management of teaching and learning takes account of these principles.

 

Ethos and organisation

The school aims reflects the values of the school to which the whole school community is committed.

Diversity is recognised as having a positive role to play within school.

Clear procedures are outlined within this document to ensure that  incidents, discrimination and  harassment which are in breach of this policy are dealt with promptly, firmly and consistently.

  1.  We ensure that the principles apply to the full range of our policies and practices, including those that are concerned with:
  • learners' progress, attainment and achievement
  • learners' personal development, welfare and well-being
  • teaching styles and strategies
  • admissions and attendance
  • staff recruitment, retention and professional development
  • care, guidance and support
  • behaviour, discipline and exclusions
  • working in partnership with parents, carers and guardians
  • working with the wider community. 

Addressing prejudice and prejudice-related bullying

  1.  The school is opposed to all forms of prejudice, including;
  • prejudices around disability, ability and special educational needs, including those identified or not
  • prejudices around racism and xenophobia, including those that are directed towards religious groups and communities, for example antisemitism and Islamophobia, and those that are directed against Travellers, migrants, refugees and people seeking asylum.
  • prejudices reflecting sexism and homophobia. 
  1.   Prejudice-related incidents should be referred to the head teacher or most senior teacher in her absence.
  2.  We  keep records of any reported incident  and report prejudice-related incidents  to the local authority.

 

Referrals regarding  prejudice-related incidents by children will be dealt with in a similar way in which bullying is dealt with in the first instance. The school will work with parents.

 

Roles and responsibilities

  1.  The governing body is responsible for ensuring that the school complies with legislation, and that this policy and its related procedures and action plan are implemented
  2.  The headteacher is responsible for implementing the policy; for ensuring that all staff are aware of their responsibilities and are given appropriate training and support; and for taking appropriate action in any cases of unlawful discrimination.
  3.  All staff are required to:
  • Take responsibility for implementing this policy; challenging any form of discrimination and promoting racial equality and cultural diversity in everyday life at school.
  • promote an inclusive and collaborative ethos in their classroom, fostering a positive atmosphere of mutual respect and trust amongst pupils and adults
  • Ensure that obstacles, which prevent minority groups of pupils, staff or parents from being involved in any of the school’s activities are identified and action is taken to remove any barriers.
  • Promoted high standards of behaviour through the use of fair and consistent responses to any infringement to the school and classroom rules . The school expects all groups including staff, pupils and parents to demonstrate respect towards each other
  •  deal with any prejudice-related incidents that may occur
  • plan and deliver curricula and lessons that reflect the principles of this policy
  • Ensure that play and leisure areas provide a positive environment for pupils from all groups.
  • keep up-to-date with equalities legislation relevant to their work.

 

St George's CE Primary School Accessibility Plan 2015-18

Governors are committed to ensuring that access for a diverse range of users enables all individuals, irrespective of ability or disability to attend this school and gain the benefit of the advantages and education that we offer. 

Key Duties:

  • not to treat disabled pupils less favourably for a reason related to disability       
  • to make reasonable adjustments so that disabled pupils or not at a disadvantage. 
  • plan to increase access to education for disabled pupils 

This plan sets out the proposals to increase access for the education of disabled pupils in the three areas required by the planning duties in the DDA:

Ensure that disabled pupils can participate in the curriculum.

Ensure that the environment of the school increases the extent to which disabled pupils can take advantage of education and associated services.

Ensure the delivery to disabled pupils of information which is provided in writing to pupils who are not disabled.

 

St George’s C.E. (C) Primary School Accessibility Plan 2015-18

 

Targets

Strategies

Outcome

 

Short Term

 

Availability of written material in alternative formats as required.

 

 

 

The school takes account of persons with visual impairment in regard to visual information.

Provide suitable accommodation for children or adults with mobility difficulties or who may need to use a wheelchair

 

Provide suitable facilities for persons with toileting difficulties. Ie, changing area

Provide suitable areas for persons with mental or emotional difficulties

The school makes itself aware of the services available through the LA for converting written information into alternative formats

 

the school is aware through the LA of strategies to ensure that the environment is accessible to persons with limited visibility

 

 

The school is mindful of the needs and school resources to ensure suitable access to site at ground level.

 

 

Should the need arise, the school will contact the LA for suitable equipment

 

 

Take advise from other agencies, including behaviour support.

If needed the school can provide written information in alternative formats

 

 

 

Signage and the visual environment enables persons with visual impairment to clearly distinguish access/ egress points and routes, and clearly signals Reception/toilets.

 

If needed the school will have a written plan to ensure access by re organisation of usage

 

 

 

Persons requiring changing facilities will be accommodated.

 

 

 

Med/Long Term

Future building developments takes account of increasing accessibility and access to all areas.

 

School to consider needs against future buildings plans;

 

 

 

 

School will become more accessible to those with SEND