Docstoc

Draft Policy for Equal Opportunities

Document Sample
Draft Policy for Equal Opportunities Powered By Docstoc
					Equal Opportunities Policy




Date of Policy:         May, 1996
Reviewed and Revised:   November 2007
Responsible:            Mrs. V Malcolm
To be Reviewed:         November 2009




                                         1
Introduction

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 school, 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
six main areas where discrimination can be identified.
1.     Gender
2.     Multi-cultural background
3.     Academic ability
4.     Physical ability
5.     Socio-economic background
6.     Age
We can promote positive images on at least two levels - individual and departmental.
1.     GENDER
Departments should work towards:
 Equal access to all subject areas.
 Encouraging the following of non-traditional careers if the pupils wish.
 Equal access to all resources, including computers.
 Displays and new written material promoting positive images and challenging
  stereotyping.
 Operating teaching and learning styles without prejudice to gender.
 Try to remove gender imbalance in examination results, and raise boys’ achievement.
Individuals should:
 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 school uniform rules.

Staff should be given:
    equal opportunity to all job prospects.
    have equal access to training opportunities

2.     MULTI - CULTURAL BACKGROUND

In a school 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 pupil should:
      a) be aware that bullying, abuse and racial attack are harmful (PHSCE / RE)

                                                                                             2
         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 (PHSCE / 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 pupils should:
         a) understand about stereotyping and imaging (such as in advertising), and
            information relating to other cultures (PHSCE / PE / Careers / English /
            Languages / RE).
         b) explore the issues of racism, prejudice and discrimination, and the law
            regarding racism (PHSCE / English / RE / Form Time).
         c) explore different cultures (PHSCE / Languages / RE).
         d) generally discuss topics in response to news items (English / PHSCE /
            RE/Form Time).

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.

3.       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 pupils with learning difficulties will be given systematic support based on the
  School’s S.E.N. Policy.
 Ensure high achievers are given the opportunity to progress to greater levels (Gifted &
  Talented Policy).
 Provide differentiated material appropriate to the diversity of pupils’ ability.
 Set appropriate targets (SMART) to gain or exceed Minimum Target Grades wherever
  possible.

4.       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.

5.       SOCIO-ECONOMIC BACKGROUND

All students have the right to equality of opportunity regardless of background, therefore:

                                                                                             3
 Uniform and equipment requirements should make only realistic demands of financial
  resources.
 Pupils should not be excluded from any activity during the school day through the
  inability to pay.

6.    AGE

All students should be given the appropriate curriculum and opportunities for their age
group.

All staff should be given the same opportunities for training and promotion/appointment
whatever their age.

(See School Anti-Bullying, Anti-Racism Policies, Human Resources Policies on Staff
Resources/Admin/Policies)




                                                                                          4
       EQUAL OPPORTUNITIES LINKS WITHIN SCHOOL
                                   Every Child Matters

THE CURRICULUM

 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
  Departmental framework.
 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 School Development Plan.
 Many policies where Equal Opportunities is relevant, should include a statement on
  Equal Opportunities.

ASSESSMENT
 All pupils should be assessed against their MTG to enable tracking progress for them
  as individuals
 Traffic Light colours should be issued to all pupils 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 pupil may have and promote active learning.
 Atmosphere within school should be essentially polite and tolerant, and staff should
  lead by example.
 Parents should be encouraged to actively participate in the School’s approach to
  Equal Opportunities.
 Pupils should be given the opportunity to exercise responsibility, eg projects, School
  Council, classroom assistants.

MONITORING EQUAL OPPORTUNITIES IN SCHOOL

 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
  staff.
 Senior staff will maintain awareness of Equal Opportunities through:

         Issue of research reports.
         Particular projects.
         INSET programmes
         Regular contact with School 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
necessary, updated.
                                                                                           5
          Multi-Cultural                     Physical Ability                  Gender


  Academic                                   All Departments                        Socio-Economic


                                       Curriculum and Assessment


                                                                          EXTRA CURRICULAR
              Staff Development             EQUAL
                                         OPPORTUNITIES
Responsibility of Staff                                           Code of Conduct
                                                                                        Literacy Policy

Departments’      SCHOOL MANAGEMENT                                 ETHOS AND DISCIPLINE
Responsibility
                                   Careers                  Environment                     Classroom

      Gifted &
   Talented Policy
                                                       School Routine       School Dress

             Special Educational                                    Bullying            Enterprise
                Needs Policy                                                              Policy
                                                                                                          6

				
DOCUMENT INFO