Equalities                                                                                                            

Statement/Principles

This policy outlines the commitment of the Staff and Governors to promote equality. This involves tackling the barriers which could lead to unequal outcomes so that there is equality of access and the diversity within the school community is celebrated and valued.

We believe that equality at our school should permeate all aspects of school life and is the responsibility of every member of the school and wider community. Every member of the school community should feel safe, secure, valued and of equal worth. At St Mary’s school, equality is a key principle for treating all people the same irrespective of their gender, ethnicity, disability, religious beliefs/faith tradition, sexual orientation, age or any other of the protected characteristics (Single Equalities Act 2010).  

The main aim will be to reduce and, where possible, eliminate barriers to accessing the curriculum and buildings and for pupils to have full participation within the school community.

The school will consider the three main elements as stated in the Index for Inclusion within this scheme. The Duty states that a school must, in the exercise of its functions, have due regard to the need to:-

  • Creating inclusive Cultures
  • Producing inclusive Policies
  • Evolving inclusive Practices
  1. Eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by the Equality Act 2010;
  2. Advance equality of opportunity between persons who share a protected characteristic and persons who do not share it;
  3. Foster good relations between persons who share a protected characteristic and persons who do not share it; this means:-
  • tackling prejudice.
  • promoting understanding

 

Compliance

This policy complies with the statutory requirements set out in the Equality Act (2010) and in particular to the requirements of Schedule 10 of Equality Act relating to Accessibility for Disabled Pupils. The Equality Act can be accessed at: https://www.legislation.gov.uk/ukpga/2010/15/contents

To note: The Equality Act 2010 replaced all existing equality legislation, including the Disability Discrimination Act, and requires that schools do not discriminate because of disability, gender re-assignment, pregnancy and maternity, religion or belief, sex or sexual orientation.

The Equality's Policy and Plan should be read in conjunction with the school’s:

  • SEND Policy
  • Teaching and Learning Policy
  • Health and Safety Policy, Procedures and Arrangements

Monitoring and Review

The staff member responsible for co-ordinating the monitoring and evaluation is Kathy Burden. She will be responsible for:

  • Providing updates on equalities legislation and the school’s responsibilities in this regard;
  • Working closely with the governor responsible for this area who is SEN Link Governor - Sara Pons-Sanz
  • Supporting positively the evaluation activities that monitor the impact and success of the policy on pupils from different groups, e.g. SEN, Children in Care, Minority Ethnic (including Traveller and EAL pupils) and Free School Meals, in the following recommended areas:
    • Pupils’ Progress and Attainment
    • Learning and Teaching
    • Behaviour, Discipline and Exclusions
    • Attendance
    • Admissions
    • Incidents of prejudice related bullying and all forms of bullying
    • Parental involvement
    • Participation in extra-curricular and extended school activities
    • Staff recruitment and retention
    • Visits and visitors
  • Reporting any incidences of inequality using the South Gloucestershire Equalities Incident Reporting Form (SEIR)
  • Ensuring that pupils have an ‘age appropriate’ understanding of the protected characteristics.

Equality Objectives | Alfred Sutton Primary School

Our Vision for Equality

Our aim is to provide education for all, acknowledging that the society within which we live is enriched by diversity.

We will strive to ensure that the culture and ethos of the school reflects and celebrates the diversity of ALL members of the school and wider community.

We will also seek to ensure that everyone is equally valued and treats one another with respect and fairness.  Pupils and other members of the school community will be provided with the opportunity to experience, understand and celebrate diversity.

Our core values reflect those of our Mission. 

They are:

  • Our spirituality and Catholic Faith will be nurtured in a reflective and inclusive community.
  • Every individual will be supported to achieve their potential through excellent standards of teaching and learning.
  • We will all work to achieve strong, positive relationships with each other showing respect and understanding for all.
  • Our creativity will be developed through stimulating teaching and learning experiences.
  • We will all become confident and positive learners.

We will proactively seek to review and restructure the cultures, policies and practices in school, so they can be welcoming and responsive to the full diversity of people locally, nationally and globally.

Promoting Equality: Curriculum

There is a consistently high expectation of all pupils regardless of age, gender, ethnicity, religion, ability, social background and sexual orientation.

To secure the best possible outcomes we recognise that:

  • Adults in the school will be expected to provide good, positive role models in their approach to all issues relating to equality of opportunity;
  • It is important to identify the particular needs of individuals and groups within the school and to use targeted interventions to narrow gaps in achievement;
  • A range of high quality teaching strategies are used throughout the school to ensure that effective learning takes place at all stages for all pupils.
  • All pupils are actively encouraged to engage fully in their own learning.

 

Promoting Equality: The ethos and culture of the school

  • At St Mary’s School we are aware that those involved in the leadership of the school community are instrumental in demonstrating mutual respect between all members of the school community;
  • We strive to achieve a feeling of openness and tolerance which welcomes everyone to the school;
  • The children are encouraged to greet visitors to the school with friendliness and respect;
  • The displays around the school reflect diversity across all aspects of equality and are frequently monitored;
  • Reasonable adjustments will be made to ensure access for pupils, staff and visitors (including parents) with disabilities (this not only includes physical access, but takes account of wider access to school information and activities);
  • Provision is made to cater for the cultural, moral and spiritual needs of all children through planning of assemblies, classroom based and off-site activities;
  • Pupils’ views are actively encouraged and respected. Pupils are given an effective voice for example, through the School Council and Pupil Conferencing which gives regular opportunities to engage with pupils about their learning and the life of the school;
  • Positive role models are used throughout the school to ensure that different groups of pupils feel welcomed and included.

 

Promoting Equality: Staff Recruitment and Professional Development

  • All posts are advertised formally
  • All those involved in recruitment and selection are trained and aware of what they should do to avoid discrimination to ensure equality of opportunity.
  • Access to opportunities for professional development is monitored on equality grounds;
  • Equalities policy and practice is covered in all staff inductions;
  • All supply staff and contractors are made aware of the equalities policy and practice;
  • Employment policy and procedures are reviewed regularly to check conformity with legislation and the impact of policies are kept under regular review.

Promoting Equality: Countering and Challenging Harassment and Bullying

  • The school counters and challenges all types of discriminatory behaviour and this is made clear to staff, pupils, parents and governors;
  • The school has a clear agreed procedure for dealing with prejudice related bullying incidents and has a nominated member of staff responsible for recording and monitoring incidents;
  • The school reports to Governors on an annual basis the number of prejudice related incidents recorded in the school.

 

Promoting Equality: Partnerships with Parents/Carers and the Wider Community

St Mary’s School aims to work in partnership with parents/carers. We:

  • Take action to ensure all parents/carers are encouraged to participate in the life of the school;
  • Maintain good channels of communication, e.g. through parent questionnaires, to ensure parents’ views are captured to inform practice;
  • Encourage members of the local community to join in school activities and celebrations;
  • Ensure that the parents/carers of newly arrived pupils e.g. EAL, Gypsy, Roma and Traveller or pupils with disabilities are made to feel welcome (e.g. Induction policy for EAL pupils, use of language champions, School SEN report, Pupil Premium leaflet)
  • Ensure that EAL parents/carers have access to website documents through Google Translate
  • Ensure that parents / carers have access to school IT equipment for pupils to carry out remote learning in the event of school / class closure

 

Promoting Equality: Information gathering

St Mary’s Catholic Primary School collects information from the stakeholders through the use of questionnaires and forms. Details will be taken from the new intake of pupils and their families and when new staff and governors join the school.

All questionnaires and forms will detail the need for the information and its confidential nature.

The information gathered will be on the following theme:

  • the level, if any, of the disability of the stakeholder

 

Responsibility for the Policy

In our school, all members of the school community have a responsibility for promoting equalities.

 

School Community

 

 Responsibility

 

The Governing Body

 

  • The school complies with all equalities legislation relevant to the school community;
  • The school’s equalities policy is maintained and updated regularly and is included within the School Improvement Plan;
  • The actions, procedures and strategies related to the policy are implemented;
  • The designated Equalities Governor will have an overview, on behalf of the governing body, on all prejudice related  incidents or other incidents which are a breach of this policy and ensure that appropriate action is taken in relation to these incidents.

 

The Head-teacher and Senior Leadership Team

  • In partnership with the Governing body, providing leadership and vision in respect of equality;
  • Overseeing the implementation of the equality policy and schemes of work which promote it;
  • Co-ordinating the activities related to equality and evaluating impact;
  • Ensuring that all who enter the school are aware of, and comply with, the equalities policy;
  • Ensuring that staff are aware of their responsibilities and are given relevant training and support;
  • Taking appropriate action in response to any prejudice related incidents.

 

All school staff

The implementation of the school’s equalities policy and schemes of work which promote it;;

  • Dealing with incidents of discrimination and knowing how to identify and challenge bias and stereotyping;
  • Ensuring they do not discriminate on grounds of ethnicity and culture, disability, sexual orientation or other groups vulnerable to discrimination.
  • Design and deliver an inclusive curriculum
  • Help in delivering the right outcomes for pupils.
  • Keeping up to date with equalities legislation. 

 

Parents

  • Take an active part in identifying barriers for the school community and in informing the governing body of actions that can be taken to eradicate these
  • Take an active role in supporting and challenging the school to achieve the commitment to tackle inequality and achieve equality of opportunity for all

Pupils

  • Supporting the school to achieve the commitment made to tackling inequality, e.g. through pupil voice.

 

The whole school community will be aware of the Single Equality Policy through its publication on the school website.

Breaches

Breaches to this policy will be dealt with in the same ways that breaches of other school policies are dealt with, as determined by the head teacher and governing body.

Monitor and Review

Objectives will be reviewed every three years, in relation to any changes in the school profile.

Action Plan- Introduction

The following action plan has been formulated as a result of the involvement of a wide range and number of stakeholders.

Responsibility for the operational delivery of our action plan rests with all staff.  The Head Teacher has responsibility to ensure that staff have the skills and knowledge to implement their responsibilities under this action plan. The delivery of the action plan is monitored by the Governors and SLT

 

Setting the main priorities and actions through to implementation

The information gathered will inform the action plan to ensure equality for all. This will include setting the main priorities for the school and identifying how they will be implemented.

The actions need to be clear with distinct success criteria and outcomes to enable all stakeholders to be included in all the school does. Note should be taken of the opportunities to Promote Equality of Opportunity at each stage of the process as well as identifying the barriers to success.

 

 

Access to the curriculum:

Objective

Action

Requirements

Timescale

Success criteria

To further embed Continued Professional Development for Teachers and TAs on ensuring there is equal access to the curriculum for all.

SENCO to attend regular training and cascade information.

SENCO to engage with other schools through the SEN Cluster 2 Network and share good practice on accessibility provision.

The staff are able to meet the requirements of all pupils needs to access the curriculum.

Ongoing

Increased accessibility for children to enable them to access the curriculum.

To develop pupil knowledge & understanding of disabilities

Whole school Value and Gospel assemblies throughout the year which focus on treating all with respect.

Weekly PSHE/ RSE lessons / class meetings

Teaching must relate to our Mission and Values.

 Use of Jigsaw and Ten Ten

Outside agency support if needed e.g sensory support service.

Ongoing

Children have knowledge of different learning needs and demonstrate understanding of this in class and in their interactions with other pupils

To ensure early identification of and provision for pupil’s individual needs

Implementation of SEN Policy

SENCO staff meeting

Use of referrals to SENDCO

PPM x 2 year

Use of outside agency support

Training for SENCO and SEN support staff; staff knowledge of SEN Policy

Ongoing

All pupil’s have the fullest possible access to the curriculum and are able to reach their full potential

To ensure all have equal access to all aspects of the curriculum and that all are making good progress.

Identify trends in attainment for boys and girls, SEN, ethnic minorities, children with disabilities and FSM – identify gaps and work to close them for all groups.

Evaluate the curriculum to ensure that it excites and motivates all groups. Continue to promote positive role models.

 

Ongoing

All are aware of the gaps in learning for different vulnerable groups. Plans to develop learning have a positive impact on learning and progress.

The curriculum motivates and excites all pupils.

 

Access to the information:

Aim

Action

Requirements

Timescale

Success criteria

To enable pupils and parents/carers to access written material in alternative formats when requested.

The school will make itself aware of the services available through the LEA for converting written information into alternative formats.

The school will be able to provide written information in different formats when required for individual purposes

As necessary

Parents/carers and children will be able to access information

To enable Hearing Impaired Parents to feel included in Parents’ evenings.

Short written statements will be provided to parents to enable them to access Parents’ evenings.

Contact is made via email and text.

 

As necessary

Parents can attend Parent’s evening and be updated on their child’s progress.

Make available school brochures, school newsletters and other information for parents in alternative formats where this is requested.

Inform all parents that alternative formats are available for information on request. Statement on website.

Information available for all

As required according to need

All Parents feel well informed about whole school life.

 

Access to the physical environment:

Aim

Action

Requirements

Timescale

Success criteria

The school and its staff are aware of the access needs of disabled children and staff. This is reviewed on annual basis.

Teachers to create PEPs (Personal evacuation plan) access plans for individual children if needed.

 

Undertake risk assessments for individual children and develop action plans if needed. Where staff need PEP, a plan should be created.

Copies to be given to the SENDCO and to be kept in class SEND files.

Staff working with the staff member needing a PEP should be informed.

 

All children and staff working with them are safe and confident in event of emergency e.g. fire

Educational visits, including trips, are planned to ensure the participation of the whole range of pupils, including those identified with SEND.

Continue to review all out-of-school provision to ensure compliance with legislation and that all reasonable adaptions are made.

1:1 support continues to be provided for children with an EHC Plan

Requirements for SEND to be identified within completed risk assessments.

All out-of-school activities will be conducted in an inclusive environment with providers that comply with all current and future legislative requirements

Ongoing

 

All children, including those identified with SEND can access educational visits.

Wheelchair users can move around the site without hindrance. (See site plan)

To ensure that a wheelchair user could access all areas of the school

 

As necessary

A disabled person could move around the site with ease.

Classrooms are optimally organised and reviewed at the beginning of each year to promote the participation and independence of all pupils

Review and implement a preferred layout of furniture and equipment to support the learning process in individual class bases as changes occur and as necessary.

 

Ongoing

Provide all pupils with full access to the National Curriculum within the classroom.

To ensure existing accessible WC  facilities at St Mary’s (for pupils, visitors and staff) can be accessed and used with ease

Review as part of regular Health & Safety site inspections.

To install emergency chord in accessible toilet

TBC

Pupils, visitors and staff have easy access to WC/shower facilities.

 

 

 

Equalities

Objective

Action

Requirement

Time scale

Success Criteria

Involve School Council in democratic decision making.

Involve School council in decision making over any issues which relate specifically to them, e.g. playground.

Regular school council meetings.

Ongoing – when necessary.

School Council is taking an active role in decision making.

Increased opportunities for children to discuss sensitive issues and feelings.

Classes have developed ways to discuss sensitive issues.

 

Class Meetings

Class worry box of feelings book.

Communication with pupil mentor/parent link.

Staff training, where appropriate.

Ongoing

There is a full awareness of the process involved in ensuring that children have the opportunity to discuss sensitive issues.

Children feel comfortable about sharing their feelings.

Ensure equality of opportunity at after school clubs.

 

Audit equity in terms of the participation rates of girls and boys in physical activity at after school sports clubs.

Actively promote clubs to all groups and seek ways to ensure that all can be involved as much as possible.

Monitor pupils attending after school clubs.

Monitor range of activities available to different pupils.

 

Take up of clubs is not inhibited by financial circumstance, gender, race or disability.

 

To actively celebrate different faiths

Annual World Faiths Week.

Assemblies with opportunities for children to lean when appropriate.

Monitor cycle of faiths explored in World Faith Week.

Actively make links to other faiths within assemblies.

 

The profile of race/diversity is raised through children’s involvement in a range of activities and updates.