Date of policy: February 2021 to be reviewed in February 2024 (every three years)
This single policy supersedes the school’s previously separate policies on ethnicity, disability and gender equality. The school’s statutory duties and responsibilities are outlined in Appendix 1.
Our policy refers to all members of our school community and, in formulating objectives for each equality duty, considers the needs of young people in our community who may, so far, have found it difficult to join our school.
The purpose of the policy is:
- to state clearly how this school is fulfilling its statutory duties with regard to promoting ethnicity, disability and gender equality and with promoting community cohesion
- to set out how specific duties are addressed through objectives within the three year timescale
- to set out how the impact of these objectives are monitored, evaluated and reported on annually, pending the three yearly review of this policy in 2024
Through the implementation of this policy we will ensure that every child will have access to the necessary support required to enable them to reach their highest potential and that the school’s procedures for management of staffing, learning and behaviour are fair, effective and equitable.
To do this, the school’s leadership will, in the cycle of monitoring and self–evaluation highlight possible and actual inequalities in standards, provision and leadership and management, investigate why they take place and remove any unfairness and disadvantage.
When drawing up and reviewing this policy, governors and staff at this school have discussed and understood disability to be an experience rather than a condition. In other words, a person with an impairment may become disabled if reasonable adjustments are not provided in relation to the impairment. The proposed actions set out as objectives, and the terminology used, reflect this understanding.
The objectives drawn up should be specific, measurable and realistic with accountability and timescales made clear.
We will take action to ensure that, where possible, the adults and volunteers (including governors) working in our school reflects the diversity of the communities that the school serves.
The school also recognises:
- that some people hold negative attitudes, stereotypes and myths about youth, ageing, younger and older people that can lead to people becoming socially and economically disadvantaged, excluded or marginalised
- that some members of our society have stereotypes for both women and men and both can lose opportunities because of these stereotypes
- that people can face discrimination because of the attitudes of some parts of society towards the faith communities to which they belong
- the need to protect workers and learners from unlawful discrimination and harassment on the grounds of sexual orientation
- that all forms of bullying and discrimination are unacceptable and will not be tolerated
- that community cohesion is a process that should take place in all communities to ensure that different groups and individuals work and get on well together and promotes the capacity of new and existing residents to adapt to each other
In promoting equality we are committed to:
- challenging stereotypes and prejudice within and beyond the school
- acquiring or managing resources to guarantee effective implementation of this policy
- making the whole school environment welcoming to all
- spreading expertise among the staff
- providing opportunities for all adults and children to learn and to establish strong and positive relationships with their peers
- establish and maintain links between the school and its local and wider communities
Children, parents, staff, governors, parents and carers and other stakeholders from the school community have been consulted when drawing up this policy and will continue to be involved in its review and evaluation.
During the Summer Term of each year a stakeholders questionnaire is produced and distributed. The analysis of this data is reported back to the governing body annually.
This single equality policy should be considered alongside our other school policies, but specifically the Disability Equality Policy, Behaviour Policy, Dress Code, Collective Worship Policy and The School Vision.
The schools Vision / Our Moral Purpose and our Core Values (reviewed Annually) also reflects our aim to promote equality:
The School Vision: For everyone to enjoy and achieve together
The Moral Purpose: Every child is unique and has a positive contribution to make to the school and the wider community.
The Core Values:
- Promote equality and inclusion
- Respect and value the individual and the unique contribution they make.
- Unlock potential
- Inspire a love of learning
The context of our school
The context of our school is outlined in the headteacher’s report to governors and the contextual data on achievement is presented to governors when pupil performance is analysed termly and at the end of each year. The staff and governors are committed to make reasonable adjustments to equality objectives as our intake and community changes.
The summary of our improvement priorities draws on the following information:
- A description of our community and breakdown of our pupil/ student intake by ethnicity, disability, gender, religious belief and socio-economic background;
- A breakdown of staff representation by ethnicity, disability, gender and, where appropriate or declared, religious belief, sexual orientation and age. A breakdown of the governing body representation by ethnicity, disability, gender and where appropriate or declared, religious belief, sexual orientation and age.
Reporting and reviewing this policy
In line with requirements we will produce an annual report on the progress of any plans and review and revise the single equality policy every three years.
Complaints by staff will be dealt with under the WSCC Model Behaviour in the Workplace Policy for all school based staff.
This policy is available electronically on the school website, in hard copy on request at the school office or in the staff handbook and governor induction packs.
Appendix 1 The legislation governing the school’s responsibilities:
|Gender (sex)||Sex Discrimination Act 1975, as amended Equality Act 2006|
|Gender (reassignment)||Sex Discrimination ( Gender Reassignment) Regulations 1999.|
|Race||Race Relations Act 1976, as amended Race Relations ( Amendment) Act 2003|
|Disability||Disability Discrimination Act 1995, as amended Special Educational Needs and Disability Act 2001
Disability Discrimination Act 2005
|Sexual orientation||Employment Equality (Sexual orientation) Regulations 2003, as amended|
|Religion or belief||Employment Equality (religion or belief) regulations 2003, as amended
Equality Act 2006
|Age||Employment Equality (Age) Regulations 2006|