Equality

Longlands Primary

School

and Nursery









Equality

Scheme



2008/9 to 2011/12

LONGLANDS PRIMARY SCHOOL AND NURSERY EQUALITY SCHEME







Contents



1: Vision and Values 3



2: School Context 4



3: Legal Background 5



4: Roles and Responsibilities 7



5: Stakeholder Consultation 10



6: Impact Assessment 11



7: Policies









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1: Vision and Values



Our equality vision and the values that underpin school life



At Longlands we are committed to giving all our children every opportunity to achieve

the highest of standards. We do this by taking account of pupils’ varied experiences and

needs. We offer a broad and balanced curriculum, and have high expectations of all

children. The achievements, attitudes and wellbeing of all our children matter.



Aims:



To educate the ’whole’ child, by this we mean that we care not only about what your

child learns, but also about the kind of person they become.



To provide a welcoming, caring environment, in which children feel secure, valued and

happy.



To provide an enjoyable, stimulating environment which promotes creative learning.



To educate children as individuals by providing them with opportunities to build on their

personal strengths, in order that they become confident life long learners.



To challenge and support each child, celebrating their achievements along the way in

order that they achieve their full potential.



To develop positive relationships that encourage a sense of pride in themselves, their

work, their school and their community.



To promote good manners, courtesy, respect and the highest possible standards of

behaviour.









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2: School Context

The characteristics of our school



Longlands is a one form entry school situated in the Borough of Broxbourne with an

urban setting. It is situated in an area of quite high deprivation although the facade of

the area would suggest otherwise. The children come from socially diverse

backgrounds with a mixture of private and council homes. Few parents have a higher

education background. The school has a small minority of pupils from ethnic

backgrounds, though this number is increasing. Some of the pupils with EAL need

additional support.

We presently have 198 pupils on role of which 26 are part time nursery.

Approximately 22% of our children are identified as having Special Educational Needs.

We have one statemented pupil, 8 pupils at school action plus and the 37 at school

action.



Characteristic Total Breakdown (number and %)

Number of pupils 197

Boys 112 57% Male

Girls 85 43 % Female

Number of staff 30 90% Female 10 % Male

Number of governors 8 63%Female 37% Male

Religious character Broadly Christian

Attainment on entry On entry pupils attainment is broadly below that of

the county average.

Mobility of school population Average annual turn over of 19%

Pupils eligible for FME 50 pupils

Disabled staff 0

Disabled pupils (SEN/LDD) 1 ESA

5 ESA+

1 statement

Disabled pupils (no SEN) 0

BME pupils 28

BME staff 3

Pupils who speak English as an 16

additional language

Average attendance rate 93.1%

Significant partnerships, Extended School Consortium

extended provision, etc.

Awards, accreditations, Health Schools, IiP, Active Mark, Hertfordshire

specialist status Quality Standard, ICT award









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3: Legal Background

The duties that underpin our scheme



Our school is committed to meeting its public sector statutory duties as detailed below.

We understand that the duties apply to service delivery and employment and staff

management as well as policy development and implementation.



General duties

Disability general duty – Disability Discrimination Act 2005

We have a statutory duty to carry out our functions with due regard to the need to:

● promote equality of opportunity

● eliminate unlawful discrimination

● eliminate disability-related harassment

● promote positive attitudes towards disabled people

● encourage disabled people’s participation in public life

● take steps to take into account people’s disabilities



Gender general duty – Sex Discrimination Act as amended by the Equality Act 2006

We have a statutory duty to promote gender equality with due regard to the need to:

● eliminate unlawful sex discrimination; and

● promote equality of opportunity and good relations between women and men, girls

and boys



Race general duty – Race Relations Amendment Act 2000

We have a statutory duty to promote race equality with due regard to the need to:

● eliminate unlawful discrimination

● promote equality of opportunity; and

● promote good relations between people of different racial groups



Community cohesion duty – Education and Inspections Act 2006

In addition to addressing the duties outlined above, our school is committed to taking

action on other equality strands (e.g. religion and belief, ‘vulnerable’ children) and we

will also work hard to meet the duty to promote community cohesion. We will increase

our focus on helping children and young people to learn to understand others, to value

diversity whilst also promoting shared values, to promote awareness of human rights

and to apply and defend them, and to develop the skills of participation and responsible

action. We are committed to following DfES guidance in providing:

● teaching and curriculum provision that supports high standards of attainment,

promotes common values, and builds pupils' understanding of the diversity that

surrounds them

● lessons across the curriculum that promote common values and help pupils to value

differences and challenge prejudice and stereotyping

● a programme of curriculum-based activities whereby pupils' understanding of

community and diversity is enriched through fieldwork, visits and meetings with

members of different communities

● support for pupils for whom English is an additional language to enable them to

achieve at the highest possible level in English



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Specific duties: disability, gender and race

The specific duties ask schools to prepare and publish their policies and plans for

meeting the general duties. All the specific duties have informed the production of our

equality scheme. Section 4 (Roles and Responsibilities) details the involvement of all

staff in the implementation of the scheme.

Action relevant to disability, gender, race, community cohesion and other diversity

strands is specifically identified in the Action Plan.









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4: Roles and Responsibilities

Chain of accountability



The Board of Governors, supported by the Headteacher and staff, is responsible for

ensuring the implementation of this scheme.



Commitment to implementation

The Headteacher retains overall responsibility for ensuring that the action plan is

delivered effectively.

Every term, managers and key staff will report to the Headteacher on actions and

progress.

Every term there will be a report on equality and diversity to the Governors meeting.

All staff are responsible for delivering the scheme both as employees and as it relates to

their area of work.



Responsibility for Key person

Single equality scheme Headteacher

Disability equality (including bullying incidents) Headteacher

SEN/LDD (including bullying incidents) Headteacher

Accessibility Headteacher

Gender equality (including bullying incidents) Headteacher

Race equality (including racist incidents) Headteacher

Equality and diversity in curriculum content Headteacher

Equality and diversity in pupil achievement Headteacher

Equality and diversity – behaviour and exclusions Headteacher

Participation in all aspects of school life Headteacher

Impact assessment Headteacher

Stakeholder consultation Headteacher

Policy review Headteacher

Communication and publishing Headteacher



Commitment to review

The school equality scheme will be aligned with the School Plan. Its implementation will

be monitored within the school’s self-evaluation and other review processes as well as

being updated at least annually. Following this regular impact assessment, the whole

equality scheme will be reviewed at least every three years.



Commitment to publish

We are committed to sharing information about our equality scheme as broadly as

appropriate. To this end, we will publish a summary document, plus an annual update

consisting of impact assessment results, progress made, refinements, amendments and

new actions. We will also publish the results of a full scheme review every three years –

in which we will make proposals for future action.









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Commitment to action

Governors will:

Policy ● Provide leadership and drive for the development and regular

Development review of the school’s equality and other policies

Policy ● Provide leadership and ensure the accountability of the

Implementation Headteacher and senior staff for the communication and

implementation of school policies

● Highlight good practice and promote it throughout the school and

wider community

Behaviour ● Provide appropriate role models for all managers, staff and pupils

● Congratulate examples of good practice from the school and

among individual managers, staff and pupils

● Ensure a consistent response to incidents, e.g. bullying cases and

racist incidents

Public Sector ● Ensure that the school carries out the letter and the spirit of the

Duties statutory duties (and ensuring the provision of ‘returns’ to the local

authority)



Headteachers and senior staff will:

Policy ● Initiate and oversee the development and regular review of equality

Development policies and procedures

● Consult pupils, staff and stakeholders in the development and

review of the policies

Policy ● Ensure the effective communication of the policies to all pupils,

Implementation staff and stakeholders

● Ensure that managers and staff are trained as necessary to carry

out the policies

● Oversee the effective implementation of the policies

● Hold line managers accountable for effective policy implementation

Behaviour ● Provide appropriate role models for all managers, staff and pupils

● Highlight good practice from departments, individual managers,

staff and pupils

● Provide mechanisms for the sharing of good practice

● Ensure a consistent response to incidents, e.g. bullying cases and

racist incidents

Public Sector ● Ensure that the school carries out its statutory duties effectively

Duties

Line managers will:

Policy ● Respond to consultation requests by creating opportunities for

Development pupils and staff to share their comments, suggestions and

feedback, ensuring that all voices are heard

Policy ● Implement the school’s equality scheme, holding staff accountable

Implementation for their behaviour and providing support and guidance as

necessary

● Be accountable for the behaviour of the staff team, individual

members of staff and pupils

● Use informal and formal procedures as necessary to deal with

‘difficult’ situations

Behaviour ● Behave in accordance with the school’s policies, leading by

example

● Respond appropriately to the behaviour of pupils and staff, as a

whole, and individuals (praising/challenging as necessary)

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Public Sector ● Contribute to managing the implementation of the school’s equality

Duties scheme





All staff: teaching and non-teaching will:

Policy ● Contribute to consultations and reviews

Development ● Raise issues with line managers which could contribute to policy

review and development

Policy ● Maintain awareness of the school’s current equality policy and

Implementation procedures

● Implement the policy as it applies to staff and pupils

Behaviour ● Behave with respect and fairness to all colleagues and pupils,

carrying out the letter and spirit of the school’s equality scheme

● Provide a consistent response to incidents, e.g. bullying cases and

racist incidents

Public Sector ● Contribute to the implementation of the school’s equality scheme

Duties









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5: Stakeholder Consultation

Involving our learners, parents/carers and other stakeholders



Our school is committed to encouraging everyone to contribute to the development and

review of all policies and practices affecting the life of the school and its impact within

the wider community. We have involved a number of staff, pupils, parents and others

with particular interests in the development of this scheme. We will continue to consult

various stakeholders on this scheme and on our policies (see our Action Plan).



Consultation with pupils / staff / parents to determine their priorities for the school with

regards to the equality scheme via:



 Questionnaires



 Feedback slips



 Internet



 Drop-in sessions









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6: Impact Assessment

Evaluating the impact in terms of the outcomes



Impact assessment statement

All school policies will be equality impact assessed with regard to disability, gender and

race at the time of review and issues arising will be carried forward into the equality

action plan. Additionally, in Section 4 (Roles and responsibilities) of our equality scheme

a detailed table can be found showing staff responsibilities for gathering and monitoring

data on an ongoing basis. A full report of outcomes will be sent to the governors each

June.









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7: Policies

Disability Equality Policy



School Mission Statement or Key Values



Our school’s mission statement talks of valuing the individuality of all of our children. We

are committed to giving all our children every opportunity to achieve the highest of

standards. We do this by taking account of pupils’ varied experiences and needs. We

offer a broad and balanced curriculum, and have high expectations of all children. The

achievements, attitudes and wellbeing of all our children matter. This policy is intended

to help to ensure that this school promotes the individuality of all children, irrespective of

ethnicity, religion, attainment, age, disability, gender or background.



Aims



At Longlands Primary and Nursery School, we are committed to ensuring equality of

education and opportunity for disabled pupils, staff and all those receiving services from

the school.



We aim to develop a culture of inclusion and diversity in which people feel free to

disclose their disability and to participate fully in school life.



The achievement of disabled pupils and students will be monitored and we will use this

data to raise standards and ensure inclusive teaching.



We will make reasonable adjustments to make sure that the school environment is as

accessible as possible.



At Longlands Primary and Nursery School, we believe that diversity is a strength, which

should be respected and celebrated by all those who learn, teach and visit here.



The Disability Equality Duty (DED)



Definition of disability



The Disability Discrimination Act 2005 (DDA) defines a disabled person as someone

who has ‘a physical or mental impairment which has a substantial or long-term adverse

effect on his or her ability to carry out normal day-to-day activities’.



The DDA 2005 has also extended the definition of disability as follows:

People with HIV, multiple sclerosis and cancer (although not all cancers) are deemed

disabled before they experience the long-term and substantial adverse effect on their

activities.



Section 18 has been amended so that individuals with a mental illness no longer have

to demonstrate that it is “clinically well-recognised”, although the person must still

demonstrate a long-term and substantial adverse effect on his/her ability to carry out

normal day-to-day activities.





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The Duty



The Disability Discrimination Act 2005 places a general duty on schools, who need to

have due regard for the following when carrying out their functions:

 Promoting equality of opportunity between disabled people and other people;

 Eliminating discrimination that is unlawful under the DDA;

 Eliminating harassment of disabled people that is related to their disability;

 Promoting positive attitudes towards disabled people;

 Encouraging participation in public life by disabled people;

 Taking steps to meet disabled people’s needs, even if this requires more

favourable treatment.



This is also known as the Disability Equality Duty (DED) and applies to all disabled

pupils, staff and those using services provided by schools.



Monitoring



To meet the Disability Equality Duty, it is essential that aspects of school life are

monitored to identify whether there is an adverse impact on children and young people

with disabilities. The following should be monitored:

Achievement of pupils by disability

Disabled staff (including numbers, type of disability and satisfaction rates in staff

surveys etc.)



Additional Implications



Delivery of Information



We always take account of disabilities, be they the pupils’ or their parents/carers’. For

example, communication with a parent who is visually impaired may need to be by

telephone rather than by letter.



Information provided in writing for pupils includes handouts, timetables, textbook, and

information about events. For disabled pupils this may include making information

available in Braille, large print, on audio tape, through sign language or using a symbol

system.



Curriculum Access



We use teaching strategies to enhance learning and participation in a broad and

balanced curriculum. We identify any barriers and find ways in which all pupils can take

part in sport, music and drama. We plan our out of school activities and school trips in

such a way that pupils with disabilities can participate.



We use language that does not offend, and we make staff and pupils aware of the

importance of language.



Our library, reading books and other resources contain positive images of people with

disabilities.



The school regularly reviews the way resources are matched to the needs of all pupils.





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If necessary, to improve our provision, adjustments will be made to teaching and

learning arrangements, classroom organisation, the deployment of support staff,

timetabling and staff training.



Many of the adjustments we make are dependent upon individual needs, and we are

moving towards more individualised approaches.



The physical environment



We continue to improve provision for disabled pupils and staff by developing the

physical environment of the school, within the limits of the resources available.



This might include lighting, signage, accessibility, improvements to the acoustic

environment, floor coverings, layout and adaptations to furniture, toilets and layout of

the playground.



Election of parent governors



The election of parent governors will now be covered by the DDA 2005, and governors

will need to ensure that the procedures for candidates to stand for election and for

parents to vote for candidates are accessible to disabled people.



The result of the election is not covered and disabled candidates will not be able to

claim that they were not elected simply because they were disabled.



Once a disabled parent governor is elected, the school governing body functions in

relation to that parent are covered and the school must ensure that they can participate

fully in school life.



Involvement and consultation



It is a requirement that disabled pupils, staff and those using school services should be

involved in the production of the Disability Equality Scheme.



Longlands Primary and Nursery School has consulted with disabled pupils, staff and

service users in the development of our Disability Equality Scheme by:



Consultation with disabled pupils / staff / parents to determine their priorities for the

school with regards to disability equality over the next three years via:

 Questionnaires

 Feedback slips

 Drop-in sessions



Making things happen



In order to ensure that action is taken to meet the Disability Equality Duty, Longlands

Primary and Nursery School has drawn up an action plan to make things happen, which

outlines how the requirements of the DDA 2005 will be met. This action plan has been

shaped in consultation with disabled people as outlined in the previous section, and

may include some of the good practice examples below.







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Good practice examples



The following examples provide good practice suggestions on how disability equality

can be promoted in a school environment.



 Promoting equality of opportunity between disabled people and other people.

 Increase awareness of the ways in which parents of disabled children and young

people can help to support their learning, for example through workshops;

 Ensuring that the talents of disabled pupils are represented accordingly through

the Gifted and Talented Registers.

 Monitor incidents of harassment and bullying of disabled pupils. Encourage

pupils to report and take action against offenders.

 Use the school environment to promote positive attitudes to disability. Ensure

that disability is represented in posters, collages, displays and learning materials.

 Celebrate and highlight key events such as the Paralympics, Deaf Awareness

Week and Learning Disability Week.

 Encouraging participation in public life by disabled people.

Ensure that disabled pupils are represented and encouraged to participate in class

assemblies, plays, events and on the school council.



Monitoring and reporting



It is important to monitor the impact of the action taken to ensure that progress is being

made towards meeting the Disability Equality Duty, and to ensure that no adverse

impact is occurring as a result of the actions.



The monitoring of the actions outlined in the action plan will be monitored in accordance

with the specified timescales. If any adverse impacts are identified during the monitoring

process, the action plan will need to be revised.



An annual report will be produced which outlines the progress of the Disability Equality

Scheme and assesses the implementation of the action plan for effectiveness. This

report will be circulated by the Head-teacher to the Governors, and the findings will be

used to improve the Disability Equality Scheme and feed into future practice.









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Gender Equality Policy



Legislative Context

The Equality Act (2006) amended the requirements of the Equal Pay Act (1970) and the

Sex Discrimination Act (1975). It added to the duty to eliminate sexual discrimination

and sexual harassment, the duty to promote gender equality.



Social Context

We understand that despite thirty years of individual legal rights to sex equality there is

still widespread discrimination and persistent gender inequality. Both sexes suffer from

the stereotyping of their roles and needs and such stereotyping has to be understood,

challenged and overcome.



Longlands Primary School and Nursery Context

We realise that although gender is one of the key factors affecting educational

performance, it affects different subgroups of boys and girls in different ways. We

recognise that nationally the achievement of boys is falling behind that of girls. We are

committed to seeing all individuals and groups of pupils making the best progress

possible in our school. We have put in place a number of measures to raise the

achievement of the

boys. These include:

 dealing with negative aspects of boys’ behaviour, including bullying and name-

calling;

 making sure that our displays reflect boys and men as effective learners and

achievers;

 encouraging boys to read fiction.



To make our teaching more boy friendly, we:

 begin a lesson by stating the learning outcomes, and giving the ‘big picture’;

 employ a variety of activities, and include a kinaesthetic element;

 deliver work in bite sized chunks, with ‘brain breaks’ and new starts;

 provide challenge, competition and short-term

 goals;

 give regular positive feedback and rewards;

 set writing tasks that are cross curricular, that have been modelled first, and for

which there are frames and scaffolds available.



We seek to ensure that policies designed to improve the boys’ attainment do not do so

at the expense of achievement by the girls.



School Mission Statement or Key Values



Our school’s mission statement talks of valuing the individuality of all of our children. We

are committed to giving all our children every opportunity to achieve the highest of

standards. We do this by taking account of pupils’ varied experiences and needs. We

offer a broad and balanced curriculum, and have high expectations of all children. The

achievements, attitudes and wellbeing of all our children matter. This policy is intended

to help to ensure that this school promotes the individuality of all children, irrespective of

ethnicity, religion, attainment, age, disability, gender or background.





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The General Duty

In accordance with our school’s mission statement and values, we welcome the

statutory Gender Equality Duty. In compliance with the General Duty, [name] School

has due regard for the need to, and works to:



 Eliminate unlawful sexual discrimination

 Eliminate sexual harassment

 Promote gender equality



By unlawful sexual discrimination we mean treating one person less favourably than

another on grounds of sex or gender. We understand that this could be done directly but

that it could also occur indirectly. Indirect discrimination means that a particular policy or

practice may impact more negatively on one gender than on the other, or may favour

one gender to the disadvantage of the other.



By sexual harassment we refer to behaviour or remarks based on a person’s sex or

gender, perceived to be unpleasant, threatening, offensive or demeaning to the dignity

and self-esteem of the recipient or subject. We see such behaviour as also damaging to

the perpetrator. (refer further: our school’s Behaviour/Anti-Bullying policy)



We understand ‘sex’ to refer to the biological differences between males and females

and ‘gender’ to refer to the wider social roles and responsibilities which structure our

lives. By promoting gender equality our intention is to recognise and help overcome

those lasting and embedded patterns of advantage and disadvantage which are based

on socially ascribed gender stereotypes and assumptions.



We understand that in some circumstances it may be appropriate to treat girls and boys,

and women and men differently, if that action is aimed at overcoming previous, current

or possible future disadvantage.



We will take steps to counteract the effects of any past discrimination in staff

recruitment. Where we are uncertain whether there is a genuine occupational

requirement for preference to be given to the employment of someone of a particular

gender we will seek specialist advice.



We understand the three parts of the duty to be different, but that they should normally

support each other. However, we are aware that achieving one may not lead to

achieving all three.



In taking due regard we will exercise the principles of proportionality and relevance. By

this we mean that the weight we give to gender equality will be proportionate to its

relevance to a particular function. The greater the relevance of a function to gender

equality, the greater regard we will pay to it.



The Specific Duties

We welcome the responsibility to think and act more strategically about gender equality.

To meet the specific duties, and guided by the Code of Practice prepared by the Equal

Opportunities Commission, we have prepared, published and implemented, and will

maintain, a Gender Equality Action Plan which contains our current objectives. This is

attached to and forms an essential part of this policy.







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We are working to develop our understanding of the major gender equality issues in our

school’s functions and services. In order to do this we:



 Collect and analyse school data and other gender equality relevant information,

including data about our local area

 Consult all staff, pupils, parents and relevant local communities

 Review all our school policies and practices to assess the ways in which they

might impact on gender equality

 Ensure governors, staff, pupils, parents and others in our school are accountable

and understand their responsibilities with regard to preventing discrimination and

harassment and promoting gender equality

 Assess and address the causes of any gender pay gap

 Publish and implement the Action Plan with our proposed objectives and actions



We will:

 Set out the results of reviews, consultations and impact assessments

 Report on progress annually and set further objectives where necessary

 Review and revise the Policy and Action Plan at least every three years



Responsibilities



All governors, staff, volunteers, pupils and their families need to develop an appropriate

understanding of, and act in accordance with, the school’s Gender Equality Policy and

Action Plan. In addition:



The school governors are responsible for ensuring that the School prepares,

publishes, implements, reports on and reviews a Gender Equality Policy and Action

Plan (including budget requirements), and in particular the employment implications of

meeting the Duty.



The Headteacher works with the SMT to ensure that –

 the Policy and Action Plan are implemented

 staff recruitment, training opportunities and conditions promote gender equality

 all staff, pupils and their parents are consulted regarding, and are aware of the

school’s responsibilities to meet, the Gender Equality Duty

 existing and planned policies are assessed for the ways in which they impact on

gender equality

 curriculum planning, learning and teaching methods, classroom organisation and

assessment procedures, behaviour management, school journeys and extended

school activities take account of the need to promote gender equality

 incidents of sexual/gender bullying or harassment are dealt with according to our

Behaviour/Anti-Bullying policy

 visitors to the school, or those who use the premises, are aware of the Gender

Equality policy and action plan



All staff have a responsibility to deal with incidents of sexual harassment or bullying;

help eliminate unlawful discrimination; prepare and/or help deliver a curriculum, learning

and teaching methods, classroom organisation and assessment procedures, behaviour

management, school journeys and extended school activities (including work with

parents) that take account of the need to eliminate unlawful discrimination and

harassment and promote gender equality.



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Pupils and parents have a proportionate responsibility to understand and act in

accordance with the policy, as do visitors to the school.



We believe that, even having the Equal pay Act of 1970 and the Sex Discrimination Act

of 1975, there is still widespread discrimination and gender inequality in society. We

believe that having this gender equality policy and action plan will:

 support us in our decision-making and policy development

 give us a clearer understanding of the needs of staff, pupils and their families

 enable us to provide better quality services which meet varied needs

 help us target our resources more effectively

 help promote increased confidence in our school

 make more effective use of our workforce



We recognise that both sexes can suffer from sexual stereotyping and that sometimes

the same policies and practices can impact differently on men and women and boys

and girls. We will make appropriate adjustments if this is found to be the case with any

of our policies and practices.



We also recognise that girls and boys, and women and men, can experience different

forms of discrimination depending on, among other things, their ethnicity, belief, sexual

orientation, age or disability and we will take this complexity into consideration.



In these ways we will strive to improve the situation for, and the relationships between,

men and women and boys and girls within our school and wider community.



Breaches of the Gender Equality Policy

We understand that eliminating gender discrimination and harassment and promoting

gender equality is in part an education function and a matter of cultural change. Where

possible, breaches of the policy will be dealt with in a manner appropriate to the level of

the breach, and with the intention of bringing about the relevant changes. More serious

breaches of this policy will be dealt with in accordance with our school’s anti-bullying

and harassment procedures, and the disciplinary procedures for staff.



Where safeguarding issues based on sex and gender come to the attention of the

school these will be dealt with according to our child protection procedures.



Consultation; publishing; staff, pupils and parent development

This policy has been drawn up in consultation with governors, staff, pupils, parents and

members of our local community. These consultations have contributed to developing

the awareness among governors, staff, pupils and parents of the ongoing need to

eliminate unlawful sexual discrimination and harassment and to promote gender

equality.



We will continue, as outlined in our action plan, to develop awareness of what

constitutes unlawful gender discrimination and harassment, and of the need to eliminate

this and to promote gender equality.









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Racial Equality Policy

(see also Bullying; Equal Opportunities; Inclusion; Special Educational Needs

and Hertfordshire Policy Framework for Promoting Race Equality)



Introduction

Our school's mission statement talks of valuing the individuality of all our children. We

are committed to giving all our children every opportunity to achieve the highest of

standards. Within this ethos of achievement, we do not tolerate bullying or harassment

of any kind. Pupils will be provided with the opportunity to experience, understand and

celebrate diversity.



This policy reflects the school's general and specific duties, as detailed in:



 Race Relations (Amendment) Act 2000;

 Code of Practice on the Duty to Promote Race Equality 2001, issued by the

 Commission for Racial Equality (CRE);

 Preparing a Race Equality Policy for Schools (CRE 2002).

 Hertfordshire’s policy framework for Race Equality

 Hertfordshire’s Dealing with Racial Harassment

 Hertfordshire’s Dealing with Racist Incidents ( June 2006)



Aims and objectives



In our school, we will:

 strive to eliminate all forms of racism and racial discrimination;

 promote equality of opportunity;

 promote good relations between people of different racial and ethnic groups.



We are required to:

 prepare a written policy on racial equality;

 monitor and assess the impact of all our policies, including this one, on pupils,

staff and parents of different racial groups, paying particular attention to the

impact of these policies on pupils' attainment levels.



Principles



These three principles underpin all our procedures and practice.



 Every pupil should have the opportunity to achieve the highest possible

standards.

 Every pupil should develop a sense of personal and cultural identity, with a

confidence and openness to change that allow them to be receptive and

respectful with regard to other people's identities.

 Every pupil should develop the knowledge, understanding and skills they need in

order to participate not only in Britain's multiethnic society, but also in the wider

context of an interdependent world.



They also form part of the ‘Every Child Matters’ agenda which is a priority in our school

and particularly the extent to which learners feel safe and adopt safe practices.









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LONGLANDS PRIMARY SCHOOL AND NURSERY EQUALITY SCHEME





Responsibilities



In our school, we all take responsibility for promoting race equality, but the following

have specific responsibilities:



 The governing body will seek to ensure that the school complies with race

relations legislation, and that this policy and its procedures are implemented. The

pupil welfare governor will lead in this respect.

 The Headteacher, too, along with the governing body, will see that the policy and

its procedures are implemented, that staff are aware of their responsibilities, that

staff receive appropriate training and support in putting the policy into practice,

and that disciplinary action is taken against staff or pupils who discriminate

racially.

 All staff will deal with racist incidents in accordance with school procedures, and

will know how to challenge racial bias and stereotyping. They will not discriminate

on racial grounds.

 Teaching staff will offer full curriculum access to pupils from all racial groups, and

will promote diversity and racial equality.

 Visitors and contractors will comply with the school's race equality policy.



Tackling racial harassment

The definition of institutional racism is 'the collective failure of an organisation to provide

an appropriate and professional service to people because of their culture, colour or

ethnic origin'. It can be seen in processes, attitudes and behaviour that amount to

discrimination, through unwitting prejudice, ignorance or thoughtless and racist

stereotyping, all of which disadvantage minority groups.



A racist incident is 'any incident which is perceived to be racist by the victim or any other

person'. Any incident of racial harassment is unacceptable in our school.



Incidents could take the form of physical assault, verbal abuse, damage to personal

property, or lack of cooperation in a lesson, on account of another pupil's ethnicity.



Minority ethnic groups include gypsy travellers, refugees, and asylum seekers

and, in certain contexts, white Europeans.



All racist incidents are investigated by the Headteacher. Incidents of racism are

recorded in the incident book, and the Headteacher reports to the governing body and

the LA on the number of incidents, the prevailing trends, and how the issues have been

dealt with.



All pupils, parents and staff are aware of our procedures for dealing with racist

incidents, and all staff are trained to deal firmly, consistently and effectively with racist

incidents. Victims of racism and racial harassment will be supported by the school and,

where appropriate, we will seek the support of external agencies.

The school will notify the advisor responsible for supporting schools on dealing with

racist incidents whenever a serious incident (such as repeated verbal abuse or physical

intimidation) occurs.









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LONGLANDS PRIMARY SCHOOL AND NURSERY EQUALITY SCHEME





Attainment, progress and assessment



The school has high expectations of all pupils and is dedicated to helping all pupils to

reach the highest possible standards of achievement. Ethnic monitoring is essential; to

ensure that minority ethnic groups are not being disadvantaged. Evaluation of data will

result inaction being taken to address underperformance by any group.



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 monitor

attainment and progress by ethnicity. School performance information is evaluated in

comparison with national data and LA data, to identify any patterns of

underachievement. The governing body receives regular updates on information

concerning pupils' performance.



In addition to attainment and progress, we also monitor the following records, checking

them for signs of discrimination: attendance, admissions, exclusions, racist incidents,

the SEN register, and applications of the behaviour policy.



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, teaching and learning will:

 ensure equality of access for all pupils, and prepare them for life in a society of

diverse cultures;

 use materials that reflect a range of cultural backgrounds, learning styles and

linguistic needs;

 challenge racial discrimination and stereotyping, and teach pupils how to

recognise bias;

 provide opportunities for pupils to maintain links with their own culture, while at

the same time appreciating cultural diversity;

 employ a range of styles, including collaborative learning, so that pupils can learn

effectively and can value working together;

 provide educational visits and extracurricular activities that reflect all groupings

among our pupils;

 take account of the performance of all pupils when planning for future learning,

and setting challenging targets.



Managing pupil behaviour



The school makes sure those procedures for disciplining pupils and for managing

behaviour are fair and just to pupils from all racial groups. All staff operate the school's

behaviour policy of rewards and sanctions consistently.

Staff are aware that cultural background can affect behaviour, and take this into account

when dealing with unacceptable behaviour.



Exclusions and the use of rewards and sanctions are monitored by ethnicity, to identify

any patterns. Incidents which occur outside school but which have an impact upon

relationships within school may be dealt with as school concerns.



The school recognises the right of pupils to take time off for religious/cultural

observance and provision is made for pupils who are on leave for religious/cultural

reasons.



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LONGLANDS PRIMARY SCHOOL AND NURSERY EQUALITY SCHEME









Partnerships



All parents are encouraged to take a full part in the life of the school. The school works

with parents and the community to develop positive attitudes towards diversity and to

address specific incidents. We consult with staff, parents and pupils about their opinions

on the impact of our policies. Parents receive an annual questionnaire about the school,

and this now includes some questions about the success of our policies in promoting

their involvement in their children’s learning.



Staff recruitment and professional development



All members of staff are entitled to appropriate training, so that they can play their full

part in ensuring that the school promotes racial equality. Their training is linked to

priorities within the school's strategic plan, and funding for this professional

development is identified members of the governing body have identified their own

training needs in relation to this.



Governors and members of staff involved in the selection and appointment of other staff

will ensure that the principles and practices of racial equality are adhered to. The school

will supply the LA with data relating to the racial groups of people appointed to

employment in this school.





Monitoring and review



Each priority in the school's strategic plan now has a racial equality dimension. This

makes it possible for the governing body to monitor the impact of the work done by the

school to promote racial equality. Termly reports will be made to governors.



We have a rolling programme of policy review, and this policy will be reviewed every

two years or earlier if necessary. As policies are reviewed and amended, we check that

the principles listed above are properly considered, and are embedded into both policy

and practice. Governors will ensure that due regard is given to the promotion of racial

equality within each policy.



RESPONDING TO RACIST INCIDENTS



Members of staff should apply the policy consistently.

The perception of the person who has experienced harassment should be given priority.

All racist incidents must be taken seriously and dealt with immediately, using the

following procedures.



The children should be initially spoken to individually. On some occasions, at a later

stage, it may be appropriate to sit all concerned round the table for a discussion of what

happened and for each to share their feelings.



The Victim



Give the victim an immediate, sensitive and supportive response to the incident.

Take their complaint seriously.





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LONGLANDS PRIMARY SCHOOL AND NURSERY EQUALITY SCHEME





Person initially dealing with incident

 Allow a full expression of feelings.

 Find out what happened, at least in general terms.

 Agree with the individual(s) what will happen next and/or when you will next talk

to them.

 Refer onwards.



Head/Deputy/Key Stage Manager

 Inform the parents of the child/children involved.

 Keep the victim informed throughout the process.

 Ensure that they know that you have dealt with the incident seriously.

 Report back to parents on the outcome of the investigation.

 Consider what further support may be needed.



The Offender/Perpetrator

 Find out what happened, at least in general terms.

 Make known to them the complaint and ask for their response.

 Agree with the individual(s) what will happen next and/or when you will next talk

to them.

 Speak to all those who may have witnessed the incident and ask them to give an

account of what they personally saw and hear.

 Refer onwards.



Head/Deputy/Key Stage Manager

 Interview all those involved

 File ‘Racist Incident Report’

 Record incident in ‘Racist Incident Log’ housed in the file in the Headteacher’s

office.

 If it is clear that the complaint is upheld (including where it was unintentional)

 Define the unacceptable behaviour and explain to the perpetrator why it is

unacceptable.

 State clearly what change in behaviour you expect. Check the perpetrator

understands what you have explained.

 Agree what the child is going to do, to help redress the situation.

 Inform the parents of the child/children involved.

 If appropriate/necessary notify the parents in writing of the school’s expectations

and possible consequences if the behaviour is repeated.

 No child will be deemed ‘guilty’ on the uncorroborated word of another child.

However, all incidents must be recorded and the report sent to the Headteacher.



The broader school community

Ensure that the seriousness and unacceptability of any incident is communicated to all

who have knowledge of it.

Ensure that the children more broadly involved in incidents, e.g. bystanders or witness,

are actively involved in understanding:

 what has happened

 their responsibility

 their feelings about the incident









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LONGLANDS PRIMARY SCHOOL AND NURSERY EQUALITY SCHEME





This is often best dealt with through circle time/assemblies. Remember, when issues of

this nature are being dealt with by a class, individual’s names are not used. It is the

behaviour we are rejecting not the child.



Unintentional Racist Comments

Definition: Curious comments, questions or observations made or asked by a child

which were not meant to be hurtful, but may be perceived to be racist by another

person.



Action:

 Discuss issue with all parties involved.

 Discuss with parents of both parties.

 Inform the Headteacher.

 File ‘Racist Incident Report’.

 Record incident in ‘Racist Incident Log’ house in the Headteacher’s office.



The Head will monitor the number and types of incidents every term and report them to

the Governors and LA. The records will be provided to the LA on request.









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8. Action Plans

Action Plan for Disability Equality Duty 2008/9

Aspect of the Issue being Action to be How will the How often will Who will be Start Date Completion

duty addressed taken impact of the monitoring take responsible for Date

action be place? implementing

monitored? the action?

To find All pupils Find SLT to monitor Termly SLT Sept 08 Ongoing

opportunities to regardless of opportunities in

promote positive any disability the curriculum to

attitudes feel valued. promote positive

towards Showing people attitudes

disabled people with a disability towards

in a positive light disabled people

will help e.g. awareness

eliminate weeks,

discrimination assemblies

To monitor Ensure that Analysis of data SLT/INCO to Annually INCO Sept 08 Ongoing

achievement of teaching and 2007 and 08 monitor SLT

any pupils with a learning support

disability raising

achievement for

all

To raise staff Appropriate Transition Parental survey/ Termly or when INCO Sept 08 On going

awareness of resources in meetings questionnaires new pupils are Teaching staff

how to support place. Teaching Liaise with Outcomes of IEP admitted

pupils with is adapted to outside reviews

disability meet needs of agencies

individual

Involve pupils in Raise pupil Talk about the Schools Council Termly SLT Jan 09 On going

the disability awareness of duty in feedback

Equality Action disability Assembly and

Plan Schools Council

LONGLANDS PRIMARY SCHOOL AND NURSERY EQUALITY SCHEME





Aspect of the Issue being Action to be How will the How often will Who will be Start Date Completion

duty addressed taken impact of the monitoring responsible Date

action be take place? for

monitored? implementing

the action?

To monitor To monitor to Ensure staff Assessing Termly SLT Sept 08 Ongoing

incidents of ensure that this aware the above whether any

harassment is recorded. To is not tolerated incidents and

and bullying of take a zero and any incidents impact of any

disabled pupils tolerance to be recorded. action had to be

approach to taken

bullying

To ensure that Highlight D.E.D Assess whether During ongoing GB Jan 09 Sept 09

any new policy to any any more discussions HCC

building is project accessibility with architects

accessible designer/architect and welcome to and once

for projects visitors building work is

completed

To ensure that School council Monitor Termly SLT Sept 08 Ongoing

disabled pupils School assembly involvement in Teacher

are encouraged etc all aspects of

to participate in school life

school life

Collate To enable the Collate all Monitor lists Annually Office Manager Sept 08 Ongoing

information on school to meet relevant data Staff Survey

disabilities the needs of all

within staff staff

Collate To enable the Home visit Monitor lists Termly INCO Sept 08 Ongoing

information on school to meet questionnaire

pupils with the needs of all Admission forms

disabilities pupils









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Action Plan for Gender Equality Duty 2008/9



Aspect of the Issue being Action to be How will the How often Who will be Start Date Completion

duty addressed taken impact of the will responsible for Date

action be monitoring implementing

monitored? take place? the action?

Monitor pupil Look at Analysis of data SLT to monitor Termly SLT Sept 08 Ongoing

achievement by Teaching and

gender Learning styles

to support

raising

achievement

Provide gender To monitor Gender lists. SLT to monitor Termly or as HT Sept 08 Ongoing

opportunities for current and any Awareness of the activity is Teachers

extra curricular new activities Leaders of the advertised Activity leaders

activity Activities

Challenge To challenge To ensure term Praise and Termly All staff Sept 08 On going

gender use any other is not used and recognition of

stereotypes in stereotyping person using stereotypical

the classroom reminded not to names

and playground stereotype

environment

Involve pupils in To ensure Talk about the Schools Council Termly SLT Sept 08 On going

the Gender pupils are aware duty through feedback

Equality Action of what gender Assembly,

Plan stereotyping Schools Council

means meeting, PSHE

opportunities

LONGLANDS PRIMARY SCHOOL AND NURSERY EQUALITY SCHEME



Aspect of the Issue being Action to be How will the How often Who will be Start Date Completion

duty addressed taken impact of the will responsible Date

action be monitoring for

monitored? take place? implementing

the action?

To continue to To take the Highlight G.E.D Assess Annually HT April 09 Ongoing

ensure school above into policy to any whether any GB

environment is consideration project more

accessible and with any designer/architect accessibility

welcoming to alterations to for projects and welcome to

visitors of both the building visitors

sexes

To ensure that To ensure that Ensure staff aware Assessing Termly SLT Sept 09 Sept 11

bullying and bullying data is the above is not whether any

harassment of analysed by tolerated and any incidents and

staff is gender and incidents to be impact of any

monitored and types of recorded. action had to

the information incidents. All be taken

is used to make staff aware of

a difference zero tolerance









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LONGLANDS PRIMARY SCHOOL AND NURSERY EQUALITY SCHEME









Action Plan for Racial Equality Duty



Aspect of the Issue being Action to be How will How often Who will be Start Date Completion

duty addressed taken the impact will responsible Date

of the monitoring for

action be take place? implementing

monitored? the action?

To find Longlands is a Find opportunities SLT to Termly SLT Sept 2009 Ongoing

opportunities to mono-cultural in the curriculum to monitor

celebrate school and staff celebrate cultural

cultural diversity and pupil diversity e.g.

awareness of assemblies, special

other cultures visitor, review

needs to be PSHE/RE

raised curriculum, F S Co-

ord to attend

Cultural Diversity

Inset

To ensure that To ensure staff Feedback Termly SLT Sept 2009 Ongoing

all staff are are aware of from inset

aware of duty re what might be Racist

reporting and considered a Incidents

recording racist racist incident forms

incidents accurately

completed

Involve pupils in To ensure pupils Talk about the duty Schools Termly SLT Sept 2009 Ongoing

the Race are aware of through Assembly, Council

Equality Action what racial School Council feedback

Plan stereotyping meeting, PSHE

means opportunities









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LONGLANDS PRIMARY SCHOOL AND NURSERY EQUALITY SCHEME



Aspect of the Issue being Action to be How will How often Who will be Start Date Completion

duty addressed taken the impact will responsible Date

of the monitoring for

action be take place? implementing

monitored? the action?

To monitor pupil Look at Analysis of data SLT to Termly Sen. SLT Sept 08 08 Ongoing

achievement by Teaching and monitor

ethnicity to Learning styles

ensure all pupils to support

are making raising

adequate achievement

progress

To monitor racist To monitor to Ensure staff aware Assessing Termly SLT Sept 08 Ongoing

incidents ensure this is racism in any form whether any

recorded. All not tolerated and incidents and

staff aware of any incidents to be impact of any

zero tolerance recorded. action had to

be taken

To ensure Displays in Assess Annually H.T. & G.B. Sept 09 Ongoing

school around school whether

environment celebrate cultural school is

celebrates diversity welcoming to

different racial all visitors

and ethnic

groups









Page 4