Arboretum Primary School
Equalities policy statement
Since the Equality Act 2010 came into effect in April 2011 there has no longer been a requirement that schools should draw up and publish equality schemes or policies. It is still good practice, however, for a school to make a statement about the principles according to which it reviews the impact on equalities of its policies and practices, and according to which it fulfils the specific duties to publish information and evidence, and to decide on specific and measurable objectives.
In its overall framework the model policy in this paper is based on the race equality policy that Derbyshire developed in response to the Race Relations Act 2000, and that was included in Here, There and Everywhere: belonging, identity and equality in schools published by Trentham Books in 2004. It was later expanded and modified in the light of the Equality Act 2010, and of the general and specific duties that the Act entails.
It is presented here in two versions. First, there is a summary containing the essential points. Second, there is the full statement.
Our school is committed to equality. Therefore:
We do our best to ensure that everyone is treated fairly and with respect.
We make sure the school is a safe, secure and stimulating place for everyone.
We recognise that people have different needs, and we understand that treating people equally does not always involve treating them all exactly the same.
We recognise that for some pupils extra support is needed to help them to achieve and be successful.
We do our best to make sure that people from different groups are consulted and involved in our decisions, for example through talking with pupils and parents and carers, and through our School Council.
We welcome our duty under the Education and Inspections Act 2006 to promote community cohesion.
Similarly in accordance with the Equality Act 2010 we aim to make sure that no-one experiences less favourable treatment or discrimination because of their age; any disability they may have; their ethnicity, colour or national origin; their gender; their gender identity or reassignment; their marital or civil partnership status; being pregnant or having recently had a baby; their religion or beliefs; their sexual identity and orientation.
We welcome the general principles of the United Nations Convention on the Rights of the Child (UNCRC) and accordingly have regard in particular for the needs of children and young people who are disadvantaged or vulnerable, and their parents and carers.
We welcome the emphasis in the Ofsted framework on the importance of narrowing gaps in achievement which affect, amongst others:
pupils from certain cultural and ethnic backgrounds
pupils who belong to lower-income households
pupils who are disabled
pupils who have special educational needs
boys in certain subjects, and girls in certain other subjects.
We welcome our duties under the Equality Act 2010 to eliminate discrimination, advance equality of opportunity and foster good relations in relation to age (as appropriate), disability, ethnicity, gender (including issues of transgender, and of maternity and pregnancy), religion and belief, and sexual identity.
We welcome our duty under the
We recognise that these duties reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998.
In fulfilling the legal obligations cited above, we are guided by nine principles:
Principle 1: All learners are of equal value.
We see all learners and potential learners, and their parents and carers, as of equal value:
whether or not they are disabled
whatever their ethnicity, culture, national origin or national status
whatever their gender and gender identity
whatever their religious or non-religious affiliation or faith background
whatever their sexual identity.
Principle 2: We recognise and respect difference.
Treating people equally (Principle 1 above) does not necessarily involve treating them all the same. Our policies, procedures and activities must not discriminate but must nevertheless take account of differences of life-experience, outlook and background, and in the kinds of barrier and disadvantage which people may face, in relation to:
disability, so that reasonable adjustments are made
ethnicity, so that different cultural backgrounds and experiences of prejudice are recognised
gender, so that the different needs and experiences of girls and boys, and women and men, are recognised
religion, belief or faith background
Principle 3: We foster positive attitudes and relationships, and a shared sense of cohesion and belonging.
We intend that our policies, procedures and activities should promote:
positive attitudes towards disabled people, good relations between disabled and non-disabled people, and an absence of harassment of disabled people
positive interaction, good relations and dialogue between groups and communities different from each other in terms of ethnicity, culture, religious affiliation, national origin or national status, and an absence of prejudice-related bullying and incidents
mutual respect and good relations between boys and girls, and women and men, and an absence of sexual and homophobic harassment.
Principle 4: We observe good equalities practice in staff recruitment, retention and development.
We ensure that policies and procedures should benefit all employees and potential employees, for example in recruitment and promotion, and in continuing professional development:
whatever their age
whether or not they are disabled
whatever their ethnicity, culture, religious affiliation, national origin or national status
whatever their gender and sexual identity, and with full respect for legal rights relating to pregnancy and maternity.
Principle 5: We aim to reduce and remove inequalities and barriers that already exist.
In addition to avoiding or minimising possible negative impacts of our policies, we take opportunities to maximise positive impacts by reducing and removing inequalities and barriers that may already exist between:
disabled and non-disabled people
people of different ethnic, cultural and religious backgrounds
girls and boys, women and men.
Principle 6: We consult and involve widely.
We engage with a range of groups and individuals to ensure that those who are affected by a policy or activity are consulted and involved in the design of new policies, and in the review of existing ones. We consult and involve:
disabled people as well as non-disabled
people from a range of ethnic, cultural and religious backgrounds
both women and men, and both girls and boys.
gay people as well as straight.
Principle 7: Society as a whole should benefit.
We intend that our policies and activities should benefit society as a whole, both locally and nationally, by fostering greater social cohesion, and greater participation in public life of:
disabled people as well as non-disabled
people of a wide range of ethnic, cultural and religious backgrounds
both women and men, and both girls and boys
gay people as well as straight.
Principle 8: We base our policies and practices on sound evidence.
We maintain and publish quantitative and qualitative information which shows our compliance with the public sector equality duty (PSED) set out in clause 149 of the Equality Act 2010, and on the basis of which we decide on specific and measurable objectives.
Evidence relating to equalities is integrated into our self-evaluation documentation.
Principle 9: Measurable objectives
We formulate and publish specific and measurable objectives, based on the consultations we have conducted (principle 6) and the evidence we have collected and published (principle 8).
The objectives which we identify take into account national and local priorities and issues, as appropriate.
Our equality objectives are integrated into the school improvement plan.
We keep our equality objectives under review and report annually on progress towards achieving them.
We keep each curriculum subject or area under review in order to ensure that teaching and learning reflect the principles set out in paragraph 4 above.
We ensure the principles listed in paragraph 4 above apply to the full range of our policies and practices, including those that are concerned with:
pupils' progress, attainment and achievement
pupils' personal development, welfare and well-being
teaching styles and strategies
admissions and attendance
staff recruitment, retention and professional development
care, guidance and support
behaviour, discipline and exclusions
working in partnership with parents, carers and guardians
working with the wider community.
The school is opposed to all forms of prejudice which stand in the way of fulfilling the legal duties referred to in paragraphs 1–3:
prejudices around disability and special educational needs
prejudices around racism and xenophobia, including those that are directed towards religious groups and communities, for example antisemitism and Islamophobia, and those that are directed against Travellers, migrants, refugees and people seeking asylum
prejudices reflecting sexism and homophobia.
There is guidance in the staff handbook on how prejudice-related incidents should be identified, assessed, recorded and dealt with.
We keep a record of prejudice-related incidents and, if requested, provide a report to the local authority about the numbers, types and seriousness of prejudice-related incidents at our school and how they are dealt with.
The governing body is responsible for ensuring that the school complies with legislation, and that this policy and its related procedures and action plans are implemented.
A member of the governing body has a watching brief regarding the implementation of this policy.
The headteacher is responsible for implementing the policy; for ensuring that all staff are aware of their responsibilities and are given appropriate training and support; and for taking appropriate action in any cases of unlawful discrimination.
A senior member of staff has day-to-day responsibility for co-ordinating implementation of the policy.
All staff are expected to:
promote an inclusive and collaborative ethos in their classroom
deal with any prejudice-related incidents that may occur
plan and deliver curricula and lessons that reflect the principles in paragraph 4 above
support pupils in their class for whom English is an additional language
keep up-to-date with equalities legislation relevant to their work.
We ensure that the content of this policy is known to all staff and governors and, as appropriate, to all pupils and their parents and carers.
All staff and governors have access to a selection of resources which discuss and explain concepts of equality, diversity and community cohesion in appropriate detail.
We respect the religious beliefs and practice of all staff, pupils and parents, and comply with reasonable requests relating to religious observance and practice.
Staff development and training
We ensure that all staff, including support and administrative staff, receive appropriate training and opportunities for professional development, both as individuals and as groups or teams.
Breaches of this policy will be dealt with in the same ways that breaches of other school policies are dealt with, as determined by the headteacher and governing body.
We collect, study and use quantitative and qualitative data relating to the implementation of this policy, and make adjustments as appropriate.
In particular we collect, analyse and use data in relation to achievement, broken down as appropriate according to disabilities and special educational needs; ethnicity, culture, language, religious affiliation, national origin and national status; and gender.
Date approved by the Governing Body: November 2015