Policy Statement: Equality & Diversity for Schools

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					                         LYDIARD MILLICENT CE VC PRIMARY SCHOOL

                                     EQUALITY & DIVERSITY POLICY
(To promote a work culture and working environment that is free from discrimination,
                victimisation or harassment for all staff and pupils)
This policy takes the New Equality Act 2010 into consideration and demonstrates our
   responsibilities to the ‘old’ 3 duties Race Equality, Disability & Gender Equality
  schemes and shows how we do not discriminate against the following 7 protected
                                     characteristics:
   Race
   Disability
   Sex (gender)
   Religion or belief
   Sexual orientation
   Gender reassignment
   Pregnancy & maternity
Please read our Race Equality Policy & Action Plan, SEN & Inclusion Policy, Disability
Equality Policy & Scheme and our Gender Equality Scheme & Action Plan which also
addresses these areas.

Member of staff responsible                     Carol Dougill
Governor responsible                            Tudor Roberts / Rupert Lecomber
Sub-Committee responsible                       Strategy
Date agreed with staff                          October 2011
Date discussed with pupils                      NA – some school council work in plan
Date agreed at Sub-Committee                    23rd November 2011
Date approved at Governing Body                 7th December
Frequency of policy review                      Annual
Date next review due                            October 2012



Document Version Control
Issue        Issue Date                   Summary of changes
Number
     1.0       January 2010               New policy that includes; race, gender, disability,
                                          sex orientation, religious beliefs & age, and also
                                          includes a statement about community cohesion.
        1.1                 May 2011      Policy adapted to encompass New Equality Act
                                          2010




Lydiard Millicent CE VC Primary School                                             Policy: Equality & Diversity
Policy Version Number: 1.1                                                                   Page 1 of 28
                                             LYDIARD MILLICENT
                                  EQUALITY AND DIVERSITY POLICY STATEMENT

Introduction

         This policy and code of practice aims to ensure that all the provisions of the relevant equality law and
         the recommendations of the associated codes of practice are fully implemented in all employment
         practice throughout the school. The policy aims to promote a work culture and working environment
         that is free from any discrimination, victimisation or harassment. It will also reflect that we do not
         discriminate against pupils in any form. The policy also aims to fully respect the diversity of
         individual employees and helps them achieve their full potential according to their individual skills,
         needs and circumstances, whilst promoting equality of opportunity for all individuals.

Effective Date

         This policy is effective from the date of adoption above and remains in force until it is withdrawn or
         is replaced.

Application

         This policy and code of practice applies to all pupils, employees and potential employees/job
         applicants of Lydiard Millicent CE primary School.

Responsibilities

         It is the responsibility of all employees, and particularly those with supervisory or people
         management responsibility, to ensure the successful implementation of this policy. In particular, all
         employees have a responsibility to:

          Refrain from any form of discrimination, harassment and victimisation,
          Understand the requirements of the equal opportunities policy and act within the policy guidelines
          Work together to create a harmonious working environment which is free from discrimination,
           victimisation and harassment and founded on equality of opportunity for all
          Ensure that all employment practice throughout the school is carried out in the spirit of this
           policy and code of practice.
          Bring to the attention of management any suspect practices in breach of this policy and code of
           practice or where they suspect discrimination, harassment or victimisation has motivated actions
          Keep up to date with the legislation and take up all available training, development and learning
           opportunities


         It is the responsibility of the Governing Body working with the Head Teacher to regularly review this
         policy and code of practice to ensure its compliance with relevant employment law and best practice.

         It is the responsibility of the Head Teacher to work with the Governing Body to regularly review this
         policy and code of practice to ensure its compliance with relevant employment law and best practice.
         In particular the Head Teacher has the overarching responsibility for dealing with incidents in
         breach of the policy.

         In relation to complaints in the employment context, the LA or the Governing Body (whichever is
         treated as the employer for the purposes of the Acts) may be held legally responsible for

Lydiard Millicent CE VC Primary School                                                    Policy: Equality & Diversity
Policy Version Number: 1.1                                                                          Page 2 of 28
         discriminatory acts against employees or applicants for jobs, including acts carried out by the Head
         Teacher or other members of staff. Employment-related cases can proceed to be heard at
         Employment Tribunals.



SUMMARY OF RELEVANT LEGISLATION AND DEFINITION OF TERMS (Also see legislation guide
Annex 1 & 2

         Equality Act 2006 & New Equality Act 2010
         Under the Sex Discrimination Act 1975, as amended by the Equality Act 2006 & New equality Act
         2010, it is unlawful to discriminate against a person, either directly or indirectly, in the field of
         employment as well as various other fields, on the grounds of a person’s sex or marital status. Sex
         discrimination (but not discrimination against married people) by an employer in giving access to jobs
         or training for a job, is not unlawful where a person’s sex is a genuine occupational requirement (GOR)
         for the job. Examples of such circumstances include dramatic performances or other entertainment
         for reasons of authenticity, or when the job needs to be held by a person of a certain sex to
         preserve decency or privacy (eg changing rooms, sanitary facilities, etc).

         The legislation also requires schools to actively promote equality and take action to address the
         gender pay gap that exists throughout the workforce.

         The general duty requires schools to:

                  Promote equality for men and women
                  Eliminate unlawful sexual discrimination and harassment
                  Have in place a gender equality scheme, disability equality scheme and race equality scheme

         The specific duties of the legislation require schools, when preparing and publishing a gender equality
         scheme, to specifically consider objectives to address the gender pay gap.

         The Sex Discrimination Act also covers transgender people, making employment discrimination
         against them unlawful. It is unlawful to treat a person less favourably on the basis they have
         declared the intention to undergo, are undergoing or have undergone, gender reassignment.

         Race Relations Act 1976 and Race Relations Amendment Act 2000
         Under the Race Relations Act 1976, as amended by the Race Relations (Amendment) Act 2000, it is
         unlawful to discriminate against a person, either directly or indirectly, on racial grounds – that is on
         grounds of colour, race, nationality, or national or ethnic origin – in relation to employment, training
         and education, and the provision of goods, facilities and services. Although generally prohibiting
         discrimination in employment, the Act allows race discrimination in certain circumstances, including:

                When being of a particular racial group is a genuine occupational qualification (GOQ) for the
                 job. Examples include work in dramatic performances and entertainment, artistic and
                 photographic modelling, working in ethnic restaurants, which need people of particular racial
                 groups for authenticity, and certain types of community social work.

                When special training arrangements are made to meet the needs of a racial group which is
                 under-represented in a particular occupation.

         The general duty imposed by the Act and the amendment requires schools to:

                Take proactive steps to tackle unlawful discrimination
Lydiard Millicent CE VC Primary School                                                     Policy: Equality & Diversity
Policy Version Number: 1.1                                                                           Page 3 of 28
                Promote equality of opportunity
                Promote good relations between people of different racial groups


         Schools are also required to:

                Produce a written race equality policy that reflects the needs and ethnic population of the
                 schools
                Take action to ensure the school’s workforce is more representative of the local community
                Assess and monitor impact of policies on different racial groups
                To make information available about policies to promote race equality
                Take steps to publish annually the results of monitoring


         Religion or Belief 2003
         The Employment Equality (Religion or Belief) Regulations 2003 make discrimination on the grounds of
         religion and belief unlawful both in employment and in the delivery of education. The regulations
         apply to all areas of employment but the law does not impose a duty on schools to actively promote
         equality in this area.

         Specific provisions for schools with a religious character are stated in sections 58-60 of the Schools’
         Standards and Framework Act 1998. These are expressly preserved under the Employment Equality
         (Religion and Belief) Regulations 2003. These provisions identify strictly defined exceptions where
         schools with a religious character can employ some teachers of the same religious character of the
         school.

         These provisions identify strict situations where being of a particular religion or belief is a genuine
         and determining occupational requirement of the post.

         Genuine occupational requirements are discussed further in this document. For more information on
         the specific provisions for faith schools, please see the Schools’ Standards and Framework Act 1998.

         Definition of religion or belief
         The Equality Act 2006 defines religion and belief specifically as outlined below:

                “religion” means any religion,
                “belief” means any religious or philosophical belief,
                a reference to religion includes a reference to lack of religion, and
                a reference to belief includes a reference to lack of belief.


         The Equality and Human Rights Commission states that other categories of belief, such as support
         for a political party, are not protected by the Equality Act.

         The legislation also makes it unlawful to discriminate directly or indirectly against or harass anyone
         because of his or her actual or perceived religion or belief, or because he or she is friends with, or
         associates with, someone of a particular religion or belief.

         Sexual Orientation Regulations 2003
         The Employment Equality (Sexual Orientation) Regulations 2003 makes discrimination on the grounds
         of sexual orientation unlawful in both employment and the delivery of education. The law does not

Lydiard Millicent CE VC Primary School                                                       Policy: Equality & Diversity
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         impose a duty on schools to actively promote equality in this area but applies to schools in all aspects
         of employment.
         The regulations make it unlawful to discriminate directly or indirectly against or harass anyone
         because of his or her actual or perceived sexual orientation or because he or she is friends with, or
         associates with, someone of a particular sexual orientation.

         The regulations set out strictly defined exceptions for cases where being of a particular religion or
         belief or a particular sexual orientation is a genuine and determining occupational requirement for a
         job.

         Schools should note that provisions for faith schools around the employment of some teachers of the
         same faith as the character of the school are maintained under religion and belief legislation.
         However none of these provisions protects schools who discriminate against, harass or victimise
         staff because of their actual or perceived sexual orientation, and who then seek to rely on a claim
         that it is a requirement of their religion that they do so.

         Sexual orientation is defined as having a sexual attraction to:

                persons of the same sex (lesbians and gay men)

                persons of the opposite sex (heterosexual)

                persons of both sexes (bisexual)
         Sexual orientation has nothing to do with sexual practices, for example sadomasochism or
         paedophilia, which are not covered by these regulations.
         Sex discrimination and sexual orientation are completely separate pieces of legislation.


         Equal Pay Act 1970
         The Equal Pay Act 1970, as amended by the Equal Pay (Amendment) Regulations 1983 and the Sex
         Discrimination Act 1986, established the right of men and women to equal treatment as regards
         terms and conditions of employment including pay, when they are employed on the same or broadly
         similar work, or work which, though different, has been given equal value under a job evaluation
         scheme or work which is of equal worth in terms of the demands of the job. It applies to men as well
         as women and to full and part-time employment.

         Disability Discrimination Act 1995 as amended by the Disability Discrimination Act 2005
         The Disability Discrimination Act 1995 makes it unlawful to unjustifiably discriminate against an
         individual with disability on the ground of his or her disability in relation to recruitment, promotion,
         training, benefits, terms and conditions of employment or dismissal.

         A disabled person is a person who has or who has had a disability. The disability is defined by the
         Act as:

         “a physical or mental impairment which has a substantial and long-term adverse effect on a person’s
         ability to carry out normal day-to-day activities”.

         An employer can be perceived to have discriminated against a disabled person in two ways:

             By treating a disabled person less favourably, for a reason which relates to this person’s
              disability, than they would treat others who do not have a disability and the employer cannot
              show that this treatment is justified

Lydiard Millicent CE VC Primary School                                                     Policy: Equality & Diversity
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                 By failing to make a reasonable adjustment in relation to the disabled person and the employer
                  cannot show that this treatment is justified.


         The Disability Discrimination Act 1995 (DDA), as amended by the Disability Discrimination Act 2005,
         provides protection for individuals against discrimination on the grounds of disability in employment,
         and when goods, facilities and services are being provided. This applies to schools for current and
         prospective employees with disabilities, or for those who have had disabilities in the past. Please see
         the definition of disability section below for further information on who is covered by this
         legislation. Schools are also required to make “reasonable adjustments” to support disabled
         applicants and staff to have equality of opportunity.

         An employer can be perceived to have discriminated against a disabled person in two ways:

          By treating a disabled person less favourably, for a reason which relates to this person’s
         disability, than they would treat others who do not have a disability and the employer cannot show
         that this treatment is justified


          By failing to make a reasonable adjustment in relation to the disabled person and the employer
         cannot show that this treatment is justified.


         Less favourable treatment will only be justified if an adjustment to enable a disabled person to do
         the job is not reasonable, or their disability would place pupils or staff at risk.

         The general duty for schools is to:

              -      Promote equality of opportunity
              -      Eliminate unlawful discrimination
              -      Eliminate harassment of disabled people related to their disability
              -      Promote positive attitudes towards disabled people
              -      Encourage participation by disabled people in public life
              -      Take steps to meet disabled people’s needs, even if this requires more favourable treatment

         The specific duty requires schools to put in place a disability equality scheme.

         Definition of disability
         A disabled person is someone who has a physical or mental impairment, which has a substantial and
         long-term adverse effect on his or her ability to carry out normal day-to-day activities.


                 A physical or mental impairment includes sensory impairments; impairments relating to mental
                  functioning, including learning disabilities; and long term health conditions such as diabetes,
                  epilepsy, HIV infection, cancer or multiple sclerosis.


                 Substantial means more than minor or trivial.


                 Long-term means an impairment that has lasted at least 12 months, or is likely to last 12 months
                  or for the rest of the person’s life.


                 Normal day-to-day activities cover the following categories: mobility; manual dexterity;
                  physical coordination; continence; ability to lift, carry or otherwise move everyday objects;
                  speech, hearing or eyesight; memory or ability to concentrate, learn or understand; perception
Lydiard Millicent CE VC Primary School                                                      Policy: Equality & Diversity
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               of the risk of physical danger.

         The definition of disability is wide and can cover people with hidden impairments or even conditions
         where the effects are slightly reduced by medication or other treatments, such as diabetes. Some
         people are automatically deemed to have a disability covered by the Act – those with HIV, cancer,
         MS, and severe disfigurements. There are special provisions for people with progressive or recurring
         conditions.


         Part-time Workers (Prevention of Less Favourable Treatment) Regulations 2000
         Under the regulations part-time workers (regardless of the number of hours they work) must not be
         treated less favourably than full-time workers engaged in the same or broadly similar work. Part-
         time workers are entitled to be treated on the same basis and are entitled to the same benefits,
         pro-rata, as their full-time colleagues.

         The regulations apply not only to “employees” but to “workers”. This includes freelancers, home-
         workers, casual or seasonal workers, and agency workers (“temps”) who undertake to do any type of
         work for an employer, whatever the nature of the contractual relationship. The regulations do not,
         however, apply to those who are genuinely self-employed.

         Human Rights Act 1998
         The following Articles are those most relevant to the employment issues.

                Article 8 – right to respect for private and family life
                   “Everyone has the right to respect for his private and family life, his home and his
                   correspondence”
                Article 9 – freedom of thought, conscience and religion
                   “Everyone has the right to freedom of thought, conscience and religion; this right includes
                   freedom to change his religion or belief and freedom, either alone or in community with
                   others and in public or private, to manifest his religion or belief, in worship, teaching,
                   practice and observance.”
                Article 10 – freedom of expression
                   “Everyone has the right to freedom of expression”
                Article 11 – freedom of assembly and association
                   “Everyone has the right to freedom of peaceful assembly and to freedom of association with
                   others, including the right to form and to join trade unions for the protection of his
                   interest.”
                Article 14 – prohibition of discrimination
                   “The enjoyment of the rights and freedoms set forth in this Convention shall be secured
                   without discrimination on any grounds such as sex, race, colour, language, religion, political or
                   other opinion, national or social origin, association with a national minority, property, birth or
                   other status.”


         The Employment Equality (Age) Regulations 2006
         The Employment Equality (Age) Regulations 2006 came into force in October 2006 to comply with
         the European Equal Treatment Framework Directive (2000/78/EC). These regulations mean that age
         discrimination in employment is unlawful in the same way as discrimination on gender, race, disability,
         sexual orientation or religion and belief. The regulations make age discrimination by employers
         unlawful and this includes both younger and older people and covers potential and existing employees
         throughout their employment.

Lydiard Millicent CE VC Primary School                                                        Policy: Equality & Diversity
Policy Version Number: 1.1                                                                              Page 7 of 28
         Age discrimination can take many forms. In legal terms, it broadly follows the same pattern as
         existing forms of discrimination law in the UK, namely direct and indirect discrimination, victimisation
         and harassment, although there are some differences. The regulations have also had a wide impact on
         other areas of employment law including unfair dismissal, recruitment, retirement and redundancy
         provisions.

         All employees have the ‘right to request’ to work beyond the default retirement age of 65. School
         employers must give advance notice of an approaching planned retirement date and must follow the
         ‘duty to consider’ procedure to address any requests to stay on after normal retirement age.

         Age discrimination is slightly different from the other equality strands in that direct or indirect
         discrimination is not unlawful if it can be objectively justified.
         Objective justification
         Direct or indirect discrimination may be justified in relations to age if the employer can demonstrate
         objective justification. This is where the discrimination is a proportionate way of achieving a
         legitimate aim.

         What is proportionate?
         Proportionate is where there should be no other alternative than introducing age-based practice.

         What is a legitimate aim?
         A wide variety of aims may be considered legitimate, but they must correspond with a reasonable
         need for your school. Economic factors, such as business needs and efficiency may be legitimate
         aims, but arguing that it could be more expensive not to discriminate will not be a valid justification.

         Age discrimination should in no circumstances be used as a reason for termination of employment
         without objective justification.

Direct Discrimination occurs when a person is treated less favourably than others in similar circumstances
on the grounds of their age, disability, race, religion or belief, gender or sexual orientation.

Direct discrimination is unlawful for all protected grounds, but there are specific circumstances where
discrimination can be justified in relation to age and disability.

In all except these circumstances specifically outlined in law, direct discrimination cannot be justified.

Indirect Discrimination
Indirect discrimination is where a condition is applied to a job that has a disproportionately adverse effect
on one group of people more than another.

This is a less obvious form of discrimination and is unlawful unless it can be justified for reasons unrelated
to the characteristic in question.

Working Parents
Rights for Working Parents and all Maternity, Paternity, Parental and Adoption rights, including family-
related working flexibility, are covered in separate policy documents but do nonetheless form part of the
school’s commitment to equality and diversity




Lydiard Millicent CE VC Primary School                                                    Policy: Equality & Diversity
Policy Version Number: 1.1                                                                          Page 8 of 28
Policy Statements

Equality of Opportunity Policy Statement
Lydiard Millicent C of E School is fully committed to equality of opportunity in employment for all and aims
to ensure that its employees and applicants for employment do not suffer unfair discrimination on the
grounds of race, nationality, ethnic origin, religious belief, gender, age, disability, sexual orientation, marital
status and family situation, or any other unjustifiable criteria, throughout their recruitment process and
during the employment with the school. The principle of equality of opportunity will apply to recruitment,
promotion, employee development and all terms and conditions of employment. Entry into employment and
subsequent progression will be determined only by the individual’s abilities and merits according to the
requirements of the job. The school aims to ensure that all employees are valued for their individual
contributions and are given the opportunity to realise their full potential within the organisation.

         The school is also committed to regular monitoring of the results of this policy and code of practice
         and to a programme of action to make the policy fully effective.

         The school will promote this policy in all its employment activities, including recruitment, induction
         and training.

         The school will ensure that all staff taking part in recruitment and selection practices have
         appropriate training.

         Lydiard Millicent C of E School fully endorses the “general” and “specific” duties placed on it by The
         Disability Discrimination Act 1995 (DDA), as amended by the Disability Discrimination Act 2005 and
         The Sex Discrimination Act 1975 as amended by the Equality Act 2006. The school is committed to
         eliminating unlawful discrimination, promoting equality of opportunity and to have in place disability
         and gender equality schemes. The Equality of Opportunity Policy and Code of Practice also states
         how the school will fulfil its “specific duties” of an educational institution relating to employment
         policy and practice.

Diversity Statement

         Building on its key employment principle of equality of opportunity for all, Lydiard Millicent C of E
         School aims to develop a working environment based on valuing and promoting diversity in its
         workforce. Diversity of employees is expressed in all the visible and invisible differences between
         people, including gender, race, ethnic origin, physical and mental ability, sexual orientation, age,
         economic class, language, religion, nationality, education, family/marital status. Such differences can
         lead to differences in experiences, values, attitudes, ways of thinking, behaving, communicating and
         working.

         Valuing and promoting workforce diversity represents a step forward from just preventing
         discrimination. It means actively encouraging a diversity of people into the organisation and
         positively making use of the different perspectives, experiences and approaches they bring into the
         workplace. It means valuing each employee’s individual contribution and giving everybody an
         opportunity to realise their full individual potential in their work for the organisation.

         Lydiard Millicent C of E School aims to embed valuing and promoting diversity into all of its
         employment policies and practices. Those principles will therefore be reflected in a number of
         policies, including recruitment and selection, promotion, training and development and work-life
         balance policies.



Lydiard Millicent CE VC Primary School                                                      Policy: Equality & Diversity
Policy Version Number: 1.1                                                                            Page 9 of 28
Race Equality Statement

         Lydiard Millicent C of E School fully endorses the “general” and “specific” duties placed on it by the
         Race Relations (Amendment) Act 2000 and Race Relations Act 1976 (Statutory Duties) Order 2001.
         The school’s commitment to eliminating unlawful racial discrimination and promoting equality of
         opportunity and good race relations is clearly stated in the Equality and Diversity Policy Statement
         and Diversity Policy Statement. Equality and Diversity Policy Statement and Code of Practice also
         states how the school will fulfil its “specific duties” of an educational institution relating to
         employment policy and practice.

Gender Reassignment Statement
The new Equality Act 2010 states that public bodies should not discriminate against any person who is
proposing to undergo, is undergoing or has undergone a process (or part of a process) for the purpose of
reassigning the person’s sex by changing physiological or other attributes of sex. This also refers to
transsexual persons.

Pregnancy & Maternity Statement
The New Equality Act 2010 states that as a school we will not discriminate against a woman whilst she is
pregnant or treat her unfairly due to her pregnancy. We will offer full maternity leave and understand that
woman have the right to additional maternity leave and men to paternity leave under the law of ‘Ordinary
Paternity Leave’ (up to 2 weeks pro rata) and additional paternity leave to support the mother or carer of
the baby. Paternity leave can be sought by
     The biological father of the child
     The mother’s husband or partner (including same sex relationships)
     The child’s adopter
     Husband or partner (including same sex relationships) of the child’s adopter

Marriage & Civil Partnership
Our school will not discriminate against persons who are married or who are in a civil partnership or if the
person is married or a civil partner as stated in the New Equality Act 2010

A Cohesive Community

The Education and Inspections Act 2006 inserted a new section 21(5) to the Education Act 2002 which
introduces a duty on schools’ governing bodies to promote community cohesion. From September 2007,
Ofsted included the implementation of the duty in their inspections and from September 2009 there is a
specific section with evaluative criteria in the inspection framework.

The legislative requirements on schools to meet this duty are in the Equality Act 2006 and outlined in the
Race Relations Amendment Act (2000) – see below.

The document ‘Community Cohesion Education Standards for Schools’ (DfES, Home Office and Commission
for Racial Equality 2004) provides illustrative approaches for schools to check against, draw from and adapt
to reflect their own local circumstances and issues. The national Community Cohesion Standards are framed
by four strategic aims, to:

     Close the attainment and achievement gap.
     Develop common values of citizenship based on dialogue, mutual respect and acceptance of diversity.
     Contribute to building good community relations and challenge all types of discrimination and
      inequality.
     Remove the barriers to access, participation, progression, attainment and achievement.


Lydiard Millicent CE VC Primary School                                                   Policy: Equality & Diversity
Policy Version Number: 1.1                                                                         Page 10 of 28
The DCSF suggest schools’ contribution to community cohesion can be grouped under the three following
headings:

     Teaching, learning and curriculum – to teach pupils to understand others, to promote common values
      and to value diversity, to promote awareness of human rights and of the responsibility to uphold and
      defend them, and to develop the skills of participation and responsible action;

     Equity and excellence – to ensure equal opportunities for all to succeed at the highest level possible,
      removing barriers to access and participation in learning and wider activities and eliminating
      variations in outcomes for different groups;

     Engagement and ethos – to provide a means for children, young people and their families to interact
      with people from different backgrounds and build positive relations, including links with different
      schools and communities locally, across the country and internationally.

At Lydiard Millicent CofE School in order to achieve a cohesive community, we strive to:

• promote understanding and engagement between communities
• encourage all children and families to feel part of the wider community
• understand and respond to the needs and hopes of all our communities
• tackle discrimination
• increase life opportunities for all
• ensure teaching and the curriculum explores and addresses issues of diversity




Lydiard Millicent CE VC Primary School                                                  Policy: Equality & Diversity
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POLICY SCHEDULES

Schedule A:                 Lydiard Millicent CofE School
                            Equality of Opportunity: Employment Code of Practice

1        INTRODUCTION
         This code of practice highlights the key employment activities where measures can be taken to
         ensure equality of opportunity and promote diversity in employment.
2        RECRUITMENT:
2.1      Advertising
         All new posts will normally be advertised externally in the local press and/or specialist journals as
         appropriate, to encourage applications from a broad range of suitable candidates from all
         backgrounds. All job advertisements will state the school’s commitment to equal opportunities
         alongside our commitment to safer recruitment standards. In observing equality and diversity needs
         Lydiard Millicent C of E School will always ensure that adverts and candidate packs are clear about
         its exemption under the Rehabilitation of Offenders Act as part of its safeguarding obligations.
2.2      Selection Criteria
         Selection criteria for all posts will be clearly defined and quoted in the job descriptions and further
         details of each post sent to candidates. Further details will also include the statement of Lydiard
         Millicent CofE School’s commitment to equal opportunities and safer recruitment. Selection criteria
         must be objective, job related and carefully assessed to ensure that they are necessary to carry out
         the duties of the job.
2.3      Selection Methods/Interviewing.
         Selection process must be carried out consistently for all jobs at all levels within the school to
         ensure fairness and prevent discrimination. Selection methods employed must be objective and
         appropriate to the vacant post and staff taking part in recruitment and selection procedures must be
         fully aware of the school’s commitment to equality and diversity in employment. Interviewing will be
         conducted by suitably qualified and trained interviewing panels.

3        MONITORING AND REVIEWS OF EMPLOYMENT POLICIES AND PRACTICES.
         Lydiard Millicent C of E School is committed to monitoring the effects of its equality policy on its
         workforce. A report on equality and diversity monitoring will be submitted to the governing body at
         least annually and will include an action plan for year-on-year improvements. All schools must be
         compliant with current equality and diversity legislation and intend to achieve ‘best practice’
         standards.

3.1      Staff Equality Profile
         The school will monitor on an annual basis the ethnic/gender/age/disability composition of its
         workforce (including comprehensive analysis by grade, length of service, and type of contract). This
         anonymous profile will be reported to the governing body in each academic year. The workforce data
         should be compared with the census data on the local community which the school serves. The school
         aims to reflect the profile of the local community and, if any significant disparities are identified,
         the school will take action to address them.



3.2      Job Applicants Equality Profile
         The school will also monitor on an annual basis the ethnic/gender/age/disability profile of the job
         applicants applying for employment with the school through the main stages of the recruitment
         process (ie applicants, short-listed candidates, appointed candidates). This profile will be reported
         to the governing body at least annually. The analysis of the success rate for different groups will be
         conducted and, if any barriers to equality of opportunity are identified, these will be addressed.


Lydiard Millicent CE VC Primary School                                                    Policy: Equality & Diversity
Policy Version Number: 1.1                                                                          Page 12 of 28
3.3      Monitoring employment processes
         Other school employment policies and processes, including grievances, disciplinary proceedings,
         performance management, promotions and dismissals, will also be “equality monitored” to ensure the
         effectiveness of this policy. The provision and take-up of training and development opportunities will
         be monitored as part of this.

3.4      Monitoring and Reviews of Employment Policies and Practices
         All school employment policies and their implementation will be regularly monitored and revised as
         appropriate to ensure that equality of opportunity and valuing and promoting diversity is firmly
         embedded into all school employment processes.



4        EMPLOYEE TRAINING AND DEVELOPMENT

         The school is committed to equality of opportunity in terms of access to training and development
         opportunities in order to increase employees’ knowledge, skills and professional experience to enable
         each individual employee to realise their full potential in their work for the organisation. The
         provision and take-up of training opportunities will be monitored as part of employment monitoring
         processes.



5        GENDER PAY GAP

         The school is committed to tackling the causes of the gender pay gap and will take specific action
         under their equality scheme to address these issues,



6        BREACH OF EQUALITY PROCEDURES

         Any employee who believes that they have been the subject of harassment, victimisation or
         discrimination on any grounds contained in this policy and code of practice should raise their
         concerns, either informally or formally, with their line manager/supervisor under either the School’s
         Dignity at Work Policy or the standard Grievance Procedure. In situations where an employee feels
         unable to approach their line manager, they should discuss their concerns with the Head Teacher.




Lydiard Millicent CE VC Primary School                                                   Policy: Equality & Diversity
Policy Version Number: 1.1                                                                         Page 13 of 28
                                     Lydiard Millicent CE Primary School



          Equality, Diversity & Community Cohesion Standards
                      Self-evaluation & action plan
                                  2011




Lydiard Millicent CE VC Primary School                     Policy: Equality & Diversity
Policy Version Number: 1.1                                           Page 14 of 28
A Equity and Excellence

                Standard                            Evidence               Well     Devel-     Not                          Action   Impact
                                                                           estab-   oping      yet in
                                                                           lished              place
MONITORING AND                           Wiltshire Tracker online / PC                                     Staff to use Wiltshire
EVALUATING ATTAINMENT                    Pupils tracking files                                              Tracker for subject
The school has effective policies        Pupil case studies                                                 monitoring
and procedures in place to monitor       Narrowing the gap –
patterns of attainment as young          vulnerable pupils monitored
people progress through their            Raiseonline (Optional SATS)
education. Results are analysed by
various relevant characteristics
(e.g. ethnicity, gender, social class
etc) that may reveal indirect
discrimination. Strategies are in
place to tackle achievement gaps.

MONITORING AND                           Pupil questionnaires for clubs,      
EVALUATING OPPORTUNITIES,                school and how it is run,
SCHOOL EXPERIENCE AND                    worship etc. Full involvement
ACHIEVEMENTS                             in running of the school. Very
The school has effective                 active school council &
procedures in place to monitor           prefects.
responses to participation and           After school club.
success in wider educational and
social experiences; e.g. pupils’
satisfaction with aspects of school,
participation in school trips,
sports, out of hours activities,
community placements, positions of
responsibility, creative
performances. Patterns that do
not reflect the wider population of
the school are investigated.

Lydiard Millicent CE VC Primary School                                                       Policy: Equality & Diversity
Policy Version Number: 1.1                                                                             Page 15 of 28
INCLUSION INDICATORS                     Attendance monitoring file &     
The school has effective                 related heads teacher reports
procedures to monitor inclusion          to governors.
indicators such as attendance,           Behaviour monitored in book
behaviour, curriculum participation,     then reported to governors.
admissions and transfers,                Head works with prefects on
harassment, incidents (including         positive behaviour strategies.
racist, religious, disability related    School council works with
and homophobic), disciplinary            deputy if an issue on
sanctions including exclusions.          behaviour appears.
Patterns that do not reflect the         Racist incidents or any
wider population of the school are       bullying against a minority
investigated.                            group is recorded on County
                                         forms as required.
WELCOMING INDUCTION                      New reception pupil parents      
The school has effective                 have a whole morning with
procedures to welcome and                governors, staff and head
integrate new arrivals. All school       teacher This is followed up by
staff understand their                   pupil visits & welcome pack.
responsibilities in this process.        Pupils who start school not in
Direct evaluation of the                 reception are given pack
experience is sought from young          written by prefects – this was
people and parents.                      written after consultation
                                         with pupils who came to the
                                         school and their needs
RESPONSIBILITIES                         Governor reports, including      
UNDERSTOOD                               head report to govs.
Governors and school leaders             SDP checklist & action plan
ensure that all staff understand         Staff meeting minutes (2010
and receive regular training on          Steve Donnahue)
their duties to implement
equalities legislation as it applies
throughout school activities.

DIVERSE ROLE MODELS                      Disabled visitors on regular                           See pupil questionnaire &

Lydiard Millicent CE VC Primary School                                            Policy: Equality & Diversity
Policy Version Number: 1.1                                                                  Page 16 of 28
Efforts are made to ensure that all      basis (Vicky ex staff!)                              action plan
learners encounter role models           Older members of the
representing a wide range of the         community hear readers
population including those who do        weekly.
not conform to stereotypes of age,       E-pals to children in England,
gender, disability, ethnicity,           France & China still developing
occupation, and those from               Lady comes from fire service
backgrounds different from their         as well as RNLI
own, including inter-cultural            Farsi & Spanish speakers used
exchanges aimed at promoting good        on occasions to show our
community relations. Contacts            diverse community in school.
with groups who are not
represented in the immediate
community are especially sought.
REPRESENTATIVE STAFF AND                 We are an equal opportunities     
GOVERNORS                                employer and our governing
Efforts are made to ensure that          body does represent the
the governing body and staffing          ethnic backgrounds of our
are broadly representative of the        pupils. We have a good
different groups in the local            balance of male / female
community.                               members
BEHAVIOUR FOR POSITIVE                   School policy written by pupils   
RELATIONSHIPS                            & regularly reviewed.
All members of the school                PHSE & SEAL teaching has
community know that behaviour            good impact as very low
which undermines positive                behaviour incidents (especially
relationships (including threats of      since one pupil left in Y6)
violence, abuse, discriminatory          All behaviour monitored &
behaviour and bullying) is dealt         discussed with prefects &
with firmly and effectively by the       school council & reported to
school.                                  governors.

ADMISSIONS PROCEDURES                    We abide by the Wiltshire         
The admissions authority complies        Council policy and no-one is
with the admissions code and             discriminated against. Even

Lydiard Millicent CE VC Primary School                                         Policy: Equality & Diversity
Policy Version Number: 1.1                                                               Page 17 of 28
ensures that admissions policies         though we are a Church
are monitored and evaluated so           school, all faiths are
that they do not unfairly                welcomed and this is
disadvantage any group.                  mentioned in our vision
                                         statement.
EQUALITIES LEGISLATION                   All staff have a annual update    
All staff and governors know their       meeting (This year by Steve
legal duties under equalities            Donnahue). Governors are
legislation and are aware of the         aware of legal requirements
systems within the school to deal        and the process is explained
with incidents of discrimination.        and monitored in our SDP.
Incidents are properly recorded,         No racial incidents for over 10
monitored and dealt with according       years.
to Wiltshire guidance. Support and       Recruitment also monitors any
consultation are actively sought         incidents – no discrimination
where necessary in relation to all       recorded.
prejudice-related incidents.

PROFESSIONAL DEVELOPMENT                 Investors in People award         
The school has identified the areas      showed no areas for
of professional development              development in this area.
needed for the workforce to              Performance management
improve the equity and excellence        files show teachers have all
dimension of its work in cohesion,       the training & skills needed.
has plans in place to provide it and     Our yearly EMAS training
monitor its impact. Staff have           updates all staff and this
confidence to deal with                  includes any recruitment
controversial and difficult issues.      initiatives.
PUPIL VOICE                              School council minutes show                         See attached action plan
Pupils develop the skills to             that they have a strong voice                        created by pupils – ideas for
contribute to the evaluation and         in school. Prefects also meet                        the year!
improvement of equal opportunities       with the head teacher to
within the school. Their                 make changes or decisions in
contributions are welcomed and           school. Our EAL pupils are
acted upon.                              asked for any input to school

Lydiard Millicent CE VC Primary School                                         Policy: Equality & Diversity
Policy Version Number: 1.1                                                               Page 18 of 28
                                         life & curriculum.
VISITORS AND CONTRACTORS                 Parent helpers and visitors          
Care is taken to ensure that all         have to read our statements
visitors, including contractors, are     so that they know school
aware of, and adhere to, the             policy. There is an
school’s Equalities Policy.              information pack for helpers.




B Teaching, learning and curriculum

               Standard                             Evidence              Well     Devel-    Not                     Action       Impact
                                                                          estab-   oping     yet in
                                                                          lished             place
ACHIEVEMENT AND                          Policies in race equality &          
INCLUSION                                equal opps & disability policy
Whatever their ethnicity, gender;        & scheme in place
and whether disabled or non-
disabled, pupils achieve as much as      We are also aware that
they can, and derive the maximum         changes are due to come in
benefit, according to their needs,       about gender re-assignment
from what the school/curriculum          & pregnancy & maternity
provides.                                (2011)

AWARENESS OF SCHOOL                      Vision re-visited annually by       
VALUES                                   all stakeholders
All pupils become familiar with the      Staff model ethos of kind
school’s ethos and vision of             caring & sensitive nature
preparing them for living in a
diverse, inclusive, equitable and
increasingly inter-dependent
global society.

AWARENESS OF OWN                         Global citizenship planned                                    Foundation Stage to
IDENTITY                                 into curriculum & links with                                    develop more about own

Lydiard Millicent CE VC Primary School                                                      Policy: Equality & Diversity
Policy Version Number: 1.1                                                                            Page 19 of 28
All pupils develop an interest and       RE in lessons                                     culture when doing
pride in, and deeper knowledge           SMSC checks                                       topic all about me
and understanding of, their family
roots and their emerging cultural
allegiances and, for some, their
religious or spiritual identity.

EXPRESSING OWN IDENTITY                  The expressive arts, and         
Pupils find new ways to express          discussions in SEAL / PHSE
their emerging and changing              lessons help this
identities in positive and creative      RE lessons also gives pupils
ways that encourage interaction          time to reflect upon this
with others.

APPRECIATING OTHERS’ LIVES               As above & multi & bi-lingual    
Pupils develop empathy and insight       resources, visits & visitors
into the lives of people from            One world week activities &
different backgrounds - through          planned curriculum global
literature, other media and              themes
personal contacts.                       Fund raising & worship
                                         themes.
RESPECT FOR DIFFERENT                    These issues are discussed in    
VIEWPOINTS                               global citizenship topics in
Pupils are encouraged to recognise       Years 4 – 6 and literacy focus
and respect how people see things        – persuasive texts.
from different viewpoints, and
particularly in relation to
ethnicity, gender, disability or
socio-economic background.

CONTROVERSIAL ISSUES                     We have the GARP file in         
Pupils have opportunities to             school and some teachers
discuss sensitive and controversial      plan lessons to directly
issues with staff, and to develop        discuss issues such as racism
appropriate thinking skills and the      and homophobic stereotyping

Lydiard Millicent CE VC Primary School                                        Policy: Equality & Diversity
Policy Version Number: 1.1                                                              Page 20 of 28
ability to recognise, understand         if applicable to that year
and challenge stereotypes.               group.
CULTURAL APPRECIATION                    Links with Church & village.         
All pupils have opportunities to         Cluster school projects
enjoy cultural and creative              One World Week
experiences that reflect and             Spanish & French clubs
celebrate the UK’s increasing            African drumming club
diversity and promote good               New link to Bristol school in
community relations.                     Autumn 2011
RECOGNISING                              RE lesson plans                  
COMMONALITIES                            PHSE & SEAL
Pupils learn about cultural and          Life Education caravan (not
religious diversity with an              booked for 2010 due to space
underpinning theme of exploring          issues on site)
commonalities and respecting and
valuing differences.

UK CULTURE                               As above (also pupils want to    
Pupils learn about the diverse           organise a Notting Hill type
roots and sources of                     carnival during One World
contemporary UK culture,                 Week) & Year 5 look at
including the ways that the              accents, speech differences
English language has borrowed            & colloquialisms
from other languages.

MIGRATION HISTORIES                      Y5 / 6 look at emigration &      
Pupils learn how migrations              immigration trends in Britain.
throughout history have helped to
shape our society.

FUNDAMENTAL EQUALITY                     Global Citizenship lessons &     
PRINCIPLES                               plans
Pupils learn the significance of
basic principles of equal                Our day to day worship and
opportunities, justice and human         modeling of our ethos &

Lydiard Millicent CE VC Primary School                                            Policy: Equality & Diversity
Policy Version Number: 1.1                                                                  Page 21 of 28
rights as they apply to their own        behaviour policy (lots of
daily lives and to wider community       positive reinforcement)
and global issues. They become           shows children how this can
increasingly aware (when this is         affect them in day to day
consistent with their other areas        issues.
of knowledge) of the significance
of these principles to citizenship
and democracy.
ADVOCACY SKILLS                          Pupils only start to learn this                   I do not feel the
Pupils gain the skills and               in Year 5 & 6 via topic &                          children are old enough
confidence to enable them to             literacy projects – evidence                       to look into this
apply human rights to situations         in posters & books only.                           further than we do.
they encounter, to recognise and
challenge abuses, discrimination
and injustice and to advocate and
claim their own human rights
whilst fulfilling their associated
responsibilities.
REGULAR WORK WITH                        Teachers give pupils              
DIFFERENT PEOPLE                         opportunities to work in
Pupils learn through close and           different groups boy / girl
structured collaboration in many         mix & our whole day
different working groups,                curriculum days split children
requiring them to encounter              into mixed age groups. We
different styles of thinking and to      have as many visitors from
develop flexible interactive skills.     our diverse groups as
Some of these groups include             possible.
differing ages, genders,
backgrounds, including those with
disabilities.



TEAM AND COMMUNICATION                   Observations in class show        
SKILLS                                   this – daily.
Pupils develop collaborative team        Subjects are planned to

Lydiard Millicent CE VC Primary School                                         Policy: Equality & Diversity
Policy Version Number: 1.1                                                               Page 22 of 28
skills and associated                    incorporate these skills.
communication skills through             Activities, sports and house
planned activities that progress         activities are all ways to
year on year through the                 develop these daily.
curriculum.
PEER LEARNING, LEADERSHIP                Year 6 having leadership        
AND RESPONSIBILITY                       skills lessons with WB
Pupils develop the skills and            teachers.
confidence to recognise when             School council & prefects.
their peers need help or support,        Peer & buddy systems used
to take on roles of mentor, coach        for some pupils (eg Romina
or mediator for others and               has Denna as buddy as she
understand the skills required to        speaks Farsi)
assume peer leadership in a              Reading pairs developed in
variety of settings(e.g. sports,         school over past year have
reading support, student councils,       been successful.
community service)
DEMOCRATIC DECISION                      School Council voting (as       
MAKING                                   proper election)
Pupils gain experience and               Class votes & house decisions
understanding of democratic              made democratically (some
decision-making and recognise its        parents object to this!)
significance in British society.
A SHARE IN POWER                         School council voting, class
Pupils gain understanding that, in a     voting & pupils help to
working democracy, people have a         interview & choose teachers
share in power that can influence        for the future.
the decisions that affect them           Eg – current Y4 teacher had
and the people around them.              most pupil votes and swung
                                         the choice.
SOCIAL CHANGE IS POSSIBLE                Fund raising activities by                         CD to work with cluster
Pupils realise that change and           pupils, helping to plan new                          group on children’s
improvement can come about               school and equipment, see                            parliament.
through human collective efforts         school council decisions                             Mollie Groom councilor
guided by a shared vision of well-                                                            came to talk in 2009 /

Lydiard Millicent CE VC Primary School                                           Policy: Equality & Diversity
Policy Version Number: 1.1                                                                 Page 23 of 28
considered goals.                                                                                             10
PROFESSIONAL DEVELOPMENT                    Two staff members went on                                        Teachers & SLT to plan
The school has identified the               training in 2009 and shared                                       link schools for 2011/
areas of professional development           information with other staff.                                     12 & if any further
needed by staff to improve the              Topics planned for 2010 / 11                                      teacher training needed
teaching and learning for the               have local as well as global                                      (will see after PM
promotion of community cohesion             themes balanced across year.                                      interviews Autumn
and has plans in place to provide it.                                                                         2011)

PUPIL VOICE                                 Pupils do this after lessons         
Pupils develop the skills to                and subject leaders interview
contribute to the evaluation and            & discuss teaching with pupils
improvement of teaching, learning           during routine monitoring.
and the curriculum. Their                   See subject leader
contributions are welcomed and              monitoring booklets.
acted upon.

C Community engagement and extended services

             Standard                            Evidence             Well       Devel-       Not yet                     Action        Impact
                                                                      estab-     oping        in place
                                                                      lished
EXTENDING SERVICES                       Regular consultations with       
Planning of extended services            parents & pupils.
includes a range of local                Extended services file.
representatives who are                  Study support award
involved in the consultation             2009.
process, and collaboration is            Link work with cluster
established with other schools.          schools
Effective use is made of the             PSA work
Training and Development                 Extended services co-
Agency’s framework.                      ordinator (I am rep!)
A WELCOMING SCHOOL                       Induction mornings for              
All members of the community             children and parents
feel welcomed, safe in the               Questionnaires.

Lydiard Millicent CE VC Primary School                                                           Policy: Equality & Diversity
Policy Version Number: 1.1                                                                                 Page 24 of 28
school, and valued and
respected by the people there.
SCHOOL ETHOS IS                          Starting school documents      
COMMUNICATED                             & brochure & website.
The school uses a number of              Posters around school and
different methods to                     on newsletters etc.
communicate its vision of                Parish links
inclusion and equality to its            Parish magazine & church
members and its local                    magazine contributions,
community. It demonstrates               Parish & church link
publicly, through its official           activities.
publications and through its
activities, that within its remit,
this is a school that sets out to
cater for the full range of
groups within its community.

ALL FEEL THEY CAN                        Annual ‘vision’ day with all   
CONTRIBUTE                               stakeholders each year
All members of the school                one class gets to input
community know that their                into SDP to help shape
views can help to shape the              school. All pupils had input
development of the school and            into new school building
that there are ways in which             development.
they can share these views
with others and make them                School council have made
known. Specific efforts are              changes to the way
made to provide opportunities            certain things are done at
for the engagement and                   school (healthy snacks
involvement of groups and                2006/7, home learning
individuals more prone to                2007, behaviour policy
disadvantage and exclusion.              2008/9 home school
                                         agreement 2009
LANGUAGE                                 French & Spanish lessons       
Where there are different                as these are the most

Lydiard Millicent CE VC Primary School                                      Policy: Equality & Diversity
Policy Version Number: 1.1                                                            Page 25 of 28
languages spoken in the                  widely used.
school’s communities, skills in          Farsi will begin to be
heritage languages are given             learnt by some in 2010 /
appropriate recognition and              11.
respect alongside the school’s           Mandarin was taught to
systematic support for the               select group in 2009 / 10.
acquisition of English. The
school is aware of which                 Website translations are
languages are spoken locally. It         given if needed.
knows which parents have
difficulty with English, and
takes appropriate action to
communicate with them
effectively.
FACILITIES DEVELOPMENT                   Head & school council will   
The school is involved in                help shape parish plan.
strategic planning to enhance            New school has area that
the community facilities for             was a need on last parish
the locality, including active           plan (ICT & DT / art area)
promotion to make them
available to all sectors of the
community.

PROMOTING INTERACTION                                                              We have constraints here
The school creates                                                                  due to site issues – this will
opportunities for different                                                         be further developed when
groups of people to share                                                           we have the new school
facilities and work together;                                                       building.
for example, mentoring
projects, reading schemes,
young people offering ICT
support, community placement
schemes, young volunteers
leading out of hours activities.


Lydiard Millicent CE VC Primary School                                    Policy: Equality & Diversity
Policy Version Number: 1.1                                                          Page 26 of 28
PROFESSIONAL                             See performance                   
DEVELOPMENT                              management files for any
The school has identified the            up to date needs in these
areas of prof. development               areas.
needed by staff to improve
community engagement for the
promotion of community
cohesion, and has plans in place
to provide it.
PUPIL VOICE                              Very successful school            
Pupils develop the skills to             council & prefects (head
contribute to the evaluation             boy & girl) – see minutes.
and improvement of the
school’s community dimension.
Their contributions are
welcomed and acted upon.
CONSULTATION                             All members of the                
Inclusion of key stakeholders;           community are asked to
parents/carers, LA, local                contribute to the school
police, voluntary sector, faith          SDP, but I have only ever
groups, elders etc in arriving at        had input from staff,
priorities for development and           pupils, parents &
advising on engagement with              governors.
external organisations or
speakers.

The school has actively consulted with a broad and inclusive spectrum of staff, pupils, parents and community members during the process of
completing this audit.

Signed: ……………………………………………………..                                        Role: …………………………………………………..

Date: ………………………………………….....................




Lydiard Millicent CE VC Primary School                                                     Policy: Equality & Diversity
Policy Version Number: 1.1                                                                           Page 27 of 28
                                               EQUALITYACTIONS RESULTING FROM 2011 Evaluation

Action needed                                  By whom?                     When?                                 Impact
1. In foundation stage start a project that    Foundation Stage teachers    September 2011 onwards,               Children have a secure knowledge of their
develops a little each year where children                                  yearly                                own identity
learn about themselves and their own roots
& culture
2. To re-write booklet for children about      Prefects                     Autumn 2011                           Children who start later into school have
the school if they start late in year or not                                                                      excellent induction
in Reception.                                                                                                     Parents have all the information they
To evaluate our welcome procedures by          Reception teachers.          October 2011                          require
questionnaire 1 month after starting school
3. Pupil tracker used to monitor & evaluate    Teachers – subject leaders   2011 year                             Subject monitoring is carried out
subjects                                                                                                          electronically
4. To link with cluster schools and generate   Cluster heads to organise    2012                                  Pupils from primary schools in Wootton
pupil representatives from primary for the                                                                        Bassett area are represented in parliament
Youth parliament
5. To arrange a staff meeting for training     Head                         Spring 2012                           To enable teachers to be confident in
in community cohesion for all teachers                                                                            teaching about community cohesion
6. Once new school has been built, to          Head & parish council        Summer 2011 / 12                      To involve local community in all aspects of
develop a range of facilities for local                                                                           school life
community to use.




Lydiard Millicent CE VC Primary School                                             Policy: Equality & Diversity
Policy Version Number: 1.1                                                                   Page 28 of 28

				
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