Equality

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					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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LONGLANDS PRIMARY SCHOOL AND NURSERY                                     EQUALITY SCHEME


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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LONGLANDS PRIMARY SCHOOL AND NURSERY                                          EQUALITY SCHEME



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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LONGLANDS PRIMARY SCHOOL AND NURSERY                                     EQUALITY SCHEME




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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LONGLANDS PRIMARY SCHOOL AND NURSERY                                     EQUALITY SCHEME


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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LONGLANDS PRIMARY SCHOOL AND NURSERY                                     EQUALITY SCHEME



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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LONGLANDS PRIMARY SCHOOL AND NURSERY                                     EQUALITY SCHEME




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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LONGLANDS PRIMARY SCHOOL AND NURSERY                                   EQUALITY SCHEME


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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LONGLANDS PRIMARY SCHOOL AND NURSERY                                         EQUALITY SCHEME



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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LONGLANDS PRIMARY SCHOOL AND NURSERY                                      EQUALITY SCHEME




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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LONGLANDS PRIMARY SCHOOL AND NURSERY                                        EQUALITY SCHEME




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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LONGLANDS PRIMARY SCHOOL AND NURSERY                                       EQUALITY SCHEME


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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LONGLANDS PRIMARY SCHOOL AND NURSERY                                         EQUALITY SCHEME


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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LONGLANDS PRIMARY SCHOOL AND NURSERY                                      EQUALITY SCHEME


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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LONGLANDS PRIMARY SCHOOL AND NURSERY                                        EQUALITY SCHEME


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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LONGLANDS PRIMARY SCHOOL AND NURSERY                                        EQUALITY SCHEME


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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LONGLANDS PRIMARY SCHOOL AND NURSERY                                      EQUALITY SCHEME


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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LONGLANDS PRIMARY SCHOOL AND NURSERY                                       EQUALITY SCHEME


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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LONGLANDS PRIMARY SCHOOL AND NURSERY                                        EQUALITY SCHEME


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.




                                                                                      Page 20
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.




                                                                                        Page 21
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.

                                                                                     Page 22
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.


                                                                                       Page 23
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




                                                                                   Page 24
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.




                                                                                   Page 25
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




                                                                                                      Page 2
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




                                                                                                   Page 2
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




                                                                                               Page 3
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

				
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