b) Assessing the impact of policies Under the duty, schools must assess the impact of can issue a "compliance" notice. This is a legal document that orders a school to meet the specific The Race Relations policies, including its race equality policy, on pupils, duties within a certain time scale. If schools do not staff and parents from different racial groups. Schools are not expected to assess the impact of all policies all at once. The assessment of impact on different racial obey any part of the notice, the CRE can apply to the High Court for a court order to enforce this. The general duty can also be enforced through a judicial (Amendment) Act 2000 groups can be part of school’s normal cycle for review. This means that the High Court will consider A Duty to promote race equality Education Service reviewing policies. To support the assessment of whether a school took appropriate action to meet the policies, schools should: duty. If the court finds that the school did not take build key assessment questions into policy appropriate action, it will not have met the general duty The implications for schools development and review processes and can be ordered to do so. carry out assessments drawing on monitoring data, 1. What is the general duty? surveys and consultation Anyone who has an interest, including the CRE, can ensure that the information gathered is used apply for a judicial review. Although schools do not have to inform and influence planning and decision making. to follow the Code of Practice, they do have to show The Race Relations (Amendment) Act 2000 came into force on 2 April 2001 and they are meeting the duties. The Code of Practice can places a general statutory duty on schools to promote race equality. This general c) Monitoring the impact of policies be used as evidence in any legal action under the Act. duty means that schools must aim to: Under the duty, schools must monitor the impact of eliminate unlawful racial discrimination their policies on pupils, staff and parents from different 5. Specific Duties: Employment promote equality of opportunity and racial groups. In particular, schools should monitor the promote good race relations between people of different racial groups. impact of policies on pupils' attainment levels. Schools are not directly bound by the specific the Draft Framework for Inspecting Schools in employment duties. However they do need to take The general duty must be met. This obligation relates not just to pupils but all adults England from September 2002 includes a strong account of these to meet the general duty. in the school community. Schools cannot claim that they do not have the resources to emphasis on social inclusion, especially race equality. meet their responsibilities. These responsibilities should be built into the work that The main responsibility for meeting the employment schools already do. The weight given to race equality should be in proportion to its Monitoring will involve: duty will rest with the LEA. To fulfil the employment relevance. Race equality is important, even if there is no one from a minority ethnic collecting and analysing data to measure a duty the LEA will need to collect ethnic monitoring data, population in a school. Race equality is important, even if there is no one from a school's performance and effectiveness analyse the data to establish any patterns of inequality minority ethnic group in the school or local community. Education plays a vital role in monitoring attainment and progress by racial and take the necessary steps to remove the barriers. influencing young people and developing positive attitudes to diversity. The general group, analysing it and using it to examine trends The results will be publicised annually. duty is particularly relevant to functions such as admissions, assessments, raising monitoring other areas that could have an adverse pupils' attainment, curriculum development and delivery, behaviour and discipline impact on pupils' attainment such as exclusions, 6. What help can schools get? (including exclusions), staff selection and recruitment. rewards and sanctions, attendance, racial In practice, this means that schools need to: harassment and bullying, parental involvement, The LEA has produced a specimen policy, consistent have a pro-active approach membership of the governing body. with the national requirements. We have sent a copy "mainstream" race equality by building it into existing policies and procedures of the policy to all schools. We anticipate that this will meet all three parts of the general duty. In particular, monitoring data will help schools to: provide a secure basis for effective development and highlight any differences between pupils of implementation in all schools. different racial groups 2. What are the specific duties? ask why these differences exist and test the As a result of previous and comprehensive guidance explanations given The specific duties help schools to meet the general duty. The specific duties for issued by the LEA relating to these issues, we are decide what further action needs to be taken to schools are to: confident that many of our schools will already be improve the performance of pupils from different largely compliant with the expectations of the Race ethnic groups a) Prepare and maintain a race equality policy Relations Amendment Act 2000. review and set targets in relevant strategic plans. This policy should: deal with race equality explicitly and transparently Please refer to the following documents sent to all 3. When does all this have to be done? address tackling racial discrimination and promoting equality of opportunity and schools in 2000/2001: good race relations Managing Cultural Diversity: A Good Practice Schools are required to have prepared a race equality take account of the school's character and circumstances Guide - Derby City Council For further advice and policy by 31 May 2002. After this date they will have to lead to action resulting in positive outcomes Index for Inclusion: developing learning and support contact: show that they are maintaining a policy, that is they are link to strategic planning and decision making participation in schools - CSIE 2000 Rajesh Lall on improving the policy and implementing it. If meeting the link to other policies The CRE handbook "Learning for All: Standards for 01332 716796 deadline means schools are not able to actively consult explain how it will be monitored and evaluated Racial Equality in Schools" provides a framework firstname.lastname@example.org and involve pupils, parents and others in the process, of race equality standards which schools can use explain roles and responsibilities. Graham Falgate on then a school's action plan should give priority to to assess the effectiveness in promoting race The race equality policy can be combined or be part of another policy such as an equal 01332 716897 improving the policy which should include consultation equality. This handbook has been distributed to opportunities policy or inclusion policy. However to meet the duty, the race equality email@example.com and the involvement of others. schools by the CRE and provides a useful starting policy should be easily identifiable. It is important that the policy is put into practice. It point in helping schools to address the new duties may be advisable for the school policy to be linked to an action plan with clearly 4. How will the duties be enforced? of the Race Relations (Amendment) Act. This defined roles and responsibilities and giving details of how the school will monitor the guidance is available on the CRE website effectiveness of the policy. This should be part of the school's existing planning Under the Act, the Comission for Racial Equality - CRE processes. The policy should be approved by the governing body because it is www.cre.gov.uk - has the power to enforce the specific duties. If it is ultimately responsible for ensuring that the school meets the duty. Schools will need to felt that a school is not meeting these duties, the CRE Acknowledgements - CRE, Cambridgeshire LEA, Staffordshire LEA communicate the policy to all staff, pupils and parents. Policy, Leadership and Management Pupils - personal development attainment and progress Admission, Attendance, Discipline and Exclusion Policy Development - The school has a written racial equality policy (either a Attainment and Progress - Pupils' attainment and Admission - Active steps are taken to ensure that the admission process is fair separate policy or a distinct section within a broader equal opportunities policy). progress in individual subjects are monitored by ethnic and equitable to pupils from all ethnic groups. Racial equality is included as an explicit aim in all the school's policies. The group (and by gender, language and disability). Steps are taken to ensure that all selection methods are fair and equitable to school has a policy for dealing with racial harassment which clearly sets out the The school develops strategies for tackling unjustified pupils from all ethnic groups. procedures for handling complaints and incidents. disparities in the attainment and progress of particular Attendance - The school monitors pupils' attendance by ethnic group and uses Leadership and Management - The racial equality and racial harassment ethnic groups. the data to develop strategies to address poor attendance. policies have been endorsed and adopted by the school’s governing body and The school values the achievements and progress of Provision is made for pupils to take time off for religious observance. implemented by the school's management team. pupils from all ethnic groups. Discipline and Exclusion - The school identifies and adopts good practice A racial equality action plan, which is linked to the school development plan, Support and Personal Development - All pupils have strategies to reduce any difference in rates of exclusion between ethnic groups. sets clear targets for addressing race issues. equal access to extra-curricular activities. The school's procedures for disciplining pupils and managing behaviour are fair Steps are taken to ensure that everyone associated with the school is kept Every pupil is offered the support and guidance they need. and applied equally to all pupils, irrespective of ethnicity. informed about the school's racial equality and racial harassment policies and Guidance and Careers Education - Staff challenge The process of excluding a pupil is fair and equitable to pupils from all ethnic groups. procedures, and abides by them. racism and stereotyping and promote racial equality in Strategies to reintegrate long term truants and excluded pupils address the Monitoring, Review and Evaluation - Racial equality policies and procedures education, employment, training and career choice. needs of pupils from all ethnic groups. are regularly reviewed and their effectiveness evaluated. Steps are taken to ensure that pupils on work experience Reviews and evaluations of racial equality and racial harassment policies and are not subjected to racism or racial harassment. procedures take account of the views of all sections of the school community. Attitudes and Environment Ethos - A 'whole school' approach is used to promote racial equality and eliminate racial discrimination. Diversity is recognised as having a positive role to play with the school. The school recognises the importance of language to a person's sense of identity and belonging. Learning for all Racism, Racial Discrimination and Racial Harassment - Clear procedures Curriculum, Teaching and Assessment are in place to ensure that racist incidents, racial discrimination and racial harassment are dealt with promptly, firmly and consistently. Immediate action is taken to remove racist graffiti from all school property. Planning and Organisation - Curriculum planning takes account of the ethnicity, background and language needs of all pupils. Standards for Racial All staff are trained to deal effectively with racist incidents, racism, racial harassment, prejudice and stereotyping. The school monitors and evaluates its effectiveness in providing an appropriate curriculum for pupils from all ethnic groups. Equality In Schools A sensitive and structured system of support is available to victims of racism, racial discrimination, racist incidents and racial harassment. The criteria used for allocating pupils to optional subjects are fair and equitable The school has clear procedures for dealing with perpetrators of racist incidents. to pupils from all ethnic groups. Active links are established with external organisations dealing with racist Assessment and Allocation to Teaching Groups - Assessment methods are incidents and racial harassment. checked for cultural bias and action is taken to remove any bias that is identified. The allocation of pupils to teaching groups is fair and equitable to pupils from all ethnic groups. Assessment outcomes are used to: Staffing - recruitment, training and professional development a) identify the specific needs of ethnic minority pupils b) inform policies, planning and the allocation of resources. Recruitment and Selection - Recruitment and selection procedures are Parents, Governors and Community Partnership consistent with the statutory Race Relations Code of Practice in Employment. Teaching Methods - Teaching methods and styles take account of the needs of pupils from different ethnic groups. Everyone involved in recruitment and selection adheres to the school's Teaching methods encourage positive attitudes to ethnic difference, cultural Parents - All parents are regularly informed of their recruitment and selection procedures. diversity and racial equality. child's progress. Steps are taken to encourage people from under-represented ethnic minority Curriculum Content - Steps are taken to ensure that the curriculum draws on Proactive steps are taken to involve ethnic minority groups to apply for positions at all levels in the school. areas of interest to pupils from all ethnic groups. parents in the school. The recruitment and selection process is monitored and reviewed to ensure that Racial equality and ethnic diversity are promoted and racism and discrimination Governors - People from ethnic minority communities discrimination is not taking place and to identify examples of good practice. challenged in all areas of the curriculum. are encouraged to become school governors. Development, Retention and Promotion - The school monitors the Resources - The school takes active steps to ensure that resources in all areas The school ensures that governor support is appropriate employment and professional development of staff by ethnic group. of the curriculum are inclusive. for all ethnic groups. Staff and Governors go through regular and systematic training programmes on Resources that promote a greater understanding of cultural diversity, racial Community Partnership - The school's premises and racial equality issues. equality and the importance of challenging racism and racial discrimination are facilities are equally available for use by all ethnic groups. Proactive steps are taken to identify, support and provide opportunities for the used in all areas of the curriculum. The school has active links with ethnic minority professional development of staff from all ethnic groups. Resources are available to meet the specific needs of pupils from ethnic community groups. A person's effectiveness in dealing with racial equality issues is addressed minority groups and are used as necessary. The school encourages community groups to use its through various line management mechanisms. facilities for after-school activities and for holiday The school makes full use of the resources available within its local ethnic The school takes active steps to ensure that selection for redundancy minority communities. schemes. avoids racial discrimination. These criteria are incorporated within the Education Service MCSI guidance for school self-review.