Equal Opportunities Policy
Date of Policy: May, 1996
Reviewed and Revised: November 2007, 2009, 2011
Responsible: Mrs. V Malcolm
To be Reviewed: November 2013
Equal Opportunities is a complex and emotive issue; nevertheless, it is one that must be
faced by all of us. As inequality is anti-comprehensive in principle, students and staff
should be treated with fairness and sensitivity in all areas of the college, whether in an
academic or a social context. Everyone, teachers and students alike, has a joint
responsibility to implement this policy.
We recognise there is a need to combat areas of negative discrimination. There are
seven main areas where discrimination can be identified.
2. Sexual Orientation
3. Cultural background
4. Academic ability
5. Physical ability
6. Socio-economic background
We can promote positive images on at least two levels - individual and departmental.
Departments should work towards:
Equal access to all subject areas.
Encouraging the following of non-traditional careers if the students wish.
Equal access to all resources, including computers.
Displays and new written material promoting positive images and challenging
Operating teaching and learning styles without prejudice to gender.
Try to remove gender imbalance in examination results, and raise boys’ achievement.
Not accept (a) sexist remarks
(b) physical threats of a sexist nature
(c) sexual harassment.
Spend equal time with both sexes in an equally mixed group.
Encourage mixed lining up / seating arrangements.
Avoid assigning stereotypical tasks.
Consistently apply college uniform rules.
Staff should be given:
equal opportunity to all job prospects.
have equal access to training opportunities
2. SEXUAL ORIENTATION
It is important that we remain alert to any issues that may arise due to the sexuality of
any individual within our community.
We need to ensure:
That the harassment of lesbians, gay men and bisexuals will not be accepted
There is no discrimination on the grounds of sexual orientation in
o performance management
o terms and conditions of service,
o HR procedures such as discipline, capability or dismissal.
3. CULTURAL BACKGROUND
In a college with less than 1% ethnic minority children, it is imperative our students are
given broad access to a curriculum which includes knowledge of other cultures as well
as our own, in order to develop greater understanding and tolerance.
Departments need to:
Develop resources including text, displays and videos relating to a variety of cultures.
At KS3, a student should:
a) be aware that bullying, abuse and racial attack are harmful (PSHCE / RE)
b) explore feelings and caused of conflict, drawing on images of different
cultures (Expressives / RE).
c) investigate in a multi-media project holidays, drawing on other cultures
(Expressives / RE).
d) know about developed and under developed countries, paying attention to
feeding the World as an issue (PSHCE / RE / Geography).
e) have knowledge of food and eating habits of different cultures (Technology /
Languages / RE/Science).
f) have knowledge specifically of particular cultures according to National
Curriculum requirements (Languages / RE).
At KS4, all students should:
a) understand about stereotyping and imaging (such as in advertising), and
information relating to other cultures (PSHCE / PE / Careers / English /
Languages / RE).
b) explore the issues of racism, prejudice and discrimination, and the law
regarding racism (PSHCE / English / RE / Form Time).
c) explore different cultures (PSHCE / Languages / RE).
d) generally discuss topics in response to news items (English / PSHCE /
Individuals need to:
Clearly indicate racist, religious remarks, jokes, expressions of prejudice, offensive
mimicry, racist graffiti or materials of a racist nature will not be tolerated.
Any ‘topic’ days need to reflect the diversity of society.
Take action against any form of bullying or verbal abuse made directly to others,
which is of a discriminatory in nature.
4. ACADEMIC ABILITY
In accordance with the Gifted & Talented Policy, the Literacy Policy, and S.E.N.
Policy, the opportunity must be given for every student to reach his/her full potential.
Departments need to:
Operate an appropriate variety of learning and teaching styles.
Continuously consider setting arrangements to enable maximum achievement.
Ensure students with learning difficulties will be given systematic support based on
the College’s S.E.N. Policy.
Ensure high achievers are given the opportunity to progress to greater levels (Gifted &
Provide differentiated material appropriate to the diversity of students’ ability.
Set appropriate targets (SMART) to gain or exceed Minimum Target Grades wherever
5. PHYSICAL ABILITY
We need to ensure:
Ease of access or egress according to the Access Plan and Policy.
Special materials / equipment are available.
We should take action against remarks against physical ability or appearance.
6. SOCIO-ECONOMIC BACKGROUND
All students have the right to equality of opportunity regardless of background, therefore:
Uniform and equipment requirements should make only realistic demands of financial
Students should not be excluded from any activity during the college day through the
inability to pay.
All students should be given the appropriate curriculum and opportunities for their age
All staff should be given the same opportunities for training and promotion/appointment
whatever their age.
(See College Anti-Bullying, Anti-Racism Policies, Human Resources Policies on Staff
EQUAL OPPORTUNITIES LINKS WITHIN COLLEGE
Every Child Matters
The National Curriculum establishes content. There are also statements in other
National Curriculum documents, specifically noting expectations with regards to Equal
Opportunities. Departments should, therefore, include this within their own
Department areas should be aware of the five points in the previous section, and take
this into account in delivery, and resources, and in the College Development Plan.
Many policies where Equal Opportunities is relevant, should include a statement on
All students should be assessed against their MTG to enable tracking progress for
them as individuals
Traffic Light colours should be issued to all students every half term to ensure they
know about their own performance.
ETHOS AND DISCIPLINE
Rewards and sanctions should promote positive attitudes and be awarded fairly, and
by all staff.
Mentor System should mean more opportunities to pick up, at every stage, any
underlying problem a student may have and promote active learning.
Atmosphere within college should be essentially polite and tolerant, and staff should
lead by example.
Parents should be encouraged to actively participate in the College’s approach to
Students should be given the opportunity to exercise responsibility, eg projects,
College Council, classroom assistants.
MONITORING EQUAL OPPORTUNITIES IN COLLEGE
Overall responsibility for development and monitoring of the policy will be with the
Senior Management Team.
Specific meeting groups (Curriculum Committee, Guidance Groups, Departments) will
be required to keep the policy under review, and respond to issues raised by Senior
Senior staff will maintain awareness of Equal Opportunities through:
Issue of research reports.
Regular contact with College Committees / Department Groups.
They will maintain a direct line of communication with these groups, and highlight any
Equal Opportunities issues raised, and report back to departments. Information will be
recorded and retained. On this basis, policy will be reviewed bi-annually, and, if
Cultural Physical Ability Gender
Academic All Departments Socio-Economic
Sexual Orientatrion Curriculum and Assessment Age
Staff Development EQUAL
Responsibility of Staff Community Code
Departments’ COLLEGE MANAGEMENT ETHOS AND DISCIPLINE
Careers Environment Classroom
College Routine College Dress
Special Educational Bullying Enterprise
Needs Policy Policy