EQUALITY of OPPORTUNITY
This policy document has been produced in the light of national guidance and legislation. This includes:
Sex Discrimination Act 1975
Race Relations Amendment Act 2001
Disability Discrimination Act 2001
Human Rights Act 2000
Evaluating Educational Inclusion - OFSTED 2000
Codes of Practice from Equality Commissions - Commission for Race Equality, Disability Rights Commission, Equal Opportunities Commission.
Hankham Primary School is situated on the outskirts of Eastbourne, East Sussex . It serves a diverse mix of races and faiths. The school's admissions policy welcomes pupils from all faiths or none. We believe we have a good name locally for inclusiveness, and we wish to maintain this good reputation. There are small numbers of other groups. Around 9% of the pupils are entitled to free school meals. Pupil mobility is quite high , with an annual turnover of around 16%. Recent data analysis shows that girls usually, but not exclusively, outperform boys.
These aims are designed to ensure that the school meets the needs of all, taking account of gender, ethnicity, culture, religion, language, sexual orientation, age, ability, disability and social circumstances. In this school we meet the diverse needs of pupils to ensure inclusion for all and that all pupils are prepared for full participation in a multi-ethnic society.
Hankham Primary School aims to foster an atmosphere in which all individuals are valued and given opportunities to develop their potential. (See also the Vision statement) In order to achieve this within a context of mutual respect, we seek to eliminate racial discrimination, promote equal opportunities and good relations in all areas of school life.
Data is collected and recorded in such a way as to enable the monitoring and auditing of the relative progress and attainment levels of children from different ethnic backgrounds and gender.
Equality of opportunity at Hankham Primary School is about providing equality and excellence for all in order to promote the highest possible standards of achievement. Equality of opportunity applies to all members of the school community i.e. pupils, staff, governors, parents and community members. It is based on the core values and ethos as expressed in this school's aims.
Hankham Primary School will endeavour to:
· Ensure that all pupils and staff are encouraged and able to achieve their full potential.
· Respect and value differences between people.
· Prepare pupils for life in a diverse society.
· Acknowledge the existence of racism and take steps to prevent it. Clear procedures are in place to ensure that staff deal with all forms of bullying and harassment promptly. Action is taken in line with the LA guidelines.
· Recognise that diversity has a positive role to play within the school;
· Staff foster a positive atmosphere of mutual respect and trust among pupils from all ethnic groups;
· The school caters for dietary and dress requirements of different religious groups.
· The school enables pupils and staff to celebrate festivals and other events relevant to their particular faith and actively encourages all pupils to understand these.
· Intolerant behaviour is always unacceptable. All the school policies reflect a commitment to equal opportunities, including race equality.
· Staff are trained to deal effectively with bullying, racist incidents, racial harassment and prejudice.
Leadership and Management
The Governing Body will:
l Ensure that the school complies with Race Relations legislation, including the general and specific duties.
l Ensure that the policy and its related procedures and strategies are implemented.
Identify a governor with lead responsibility for racial equality
The Headteacher will:
l Work in partnership with the governing body to ensure that the policy and related procedures and strategies are implemented.
l ensure that all staff are aware of their responsibilities under the policy and are given appropriate training and support so that they can fulfil their responsibilities
l Treat seriously all incidents of racial discrimination and take disciplinary action against staff or pupils who racially discriminate.
l Ensure that additional grants and resources are appropriately targeted and monitored.
All staff will:
l Deal with racist incidents and know how to identify and challenge racial bias and stereotyping.
l Ensure that they do not discriminate on racial grounds.
l Keep up to date with Race Relations Legislation by attending training and information events organised by the school or LA.
Teaching staff (In addition to all staff) will:
l Ensure that pupils from all racial groups have full access to the curriculum
l Promote racial equality and diversity through teaching and through relation with pupils, staff, parents and the wider community.
l Monitor teaching and curriculum developments to ensure high expectations of all pupils and appropriate breadth of content in relation to the school and the wider community.
Visitors and contractors will:
Be aware of and comply with the school's Equality of Opportunities policy.
A. Teaching and learning
l Staff create an environment where all pupils can contribute fully and feel valued.
l Teaching takes account of pupils' cultural background, linguistic needs and different learning styles.
l Different cultural traditions are valued in their own terms and made meaningful to pupils. Pupils are helped to make connections with their own lives.
l Teachers challenge stereotypes and build pupil awareness so that they can detect bias and challenge racial discrimination.
l Each area of the curriculum is planned to incorporate the principles of racial equality and to promote positive attitudes towards diversity.
l Pupils have the opportunity to explore concepts and issues relating to identity, racial equality and racism.
l The school monitors and evaluates its effectiveness in providing an appropriate curriculum for pupils from all racial groups.
l Resources and displays portray positive images of different people and cultures.
l Role models and presenters from a range of different racial and faith groups are used to share a wide range of skills and experiences.
l Extra-curricular activities and events cater for the interests and capabilities of all pupils and take account of parental concerns related to religion and culture.
C. Attainment, progress and assessment
l The school has equally high expectations of all pupils and is it committed to encouraging and enabling all pupils to achieve the highest standards.
l The school recognises and values all forms of achievement.
l Pupil attainment and progress are monitored by ethnicity and evaluated to identify trends and patterns of underachievement.
l Action is taken to remove disparities between different groups of pupils.
l All methods of assessment are monitored to ensure that they are, as far as possible, free of cultural or linguistic bias.
l All pupils are appropriately supported in assessments so that they are able to show fully both what they know and what they can do.
l Particular attention is paid to identifying and meeting the needs of groups that are particularly disadvantaged.
D. Personal development and pastoral care
l Pastoral support take account of religious and ethnic differences and the experiences and needs of particular groups of pupils such as Travellers, refugees and asylum seekers.
E. Behaviour, discipline and exclusions
l The school ensures that its procedures for disciplining pupils and managing behaviour are fair and equitable to pupils from all racial backgrounds.
l All staff operate consistent systems of rewards and sanctions.
l Exclusions are monitored by ethnicity to establish patterns and trends.
l Strategies for integrating long-term truants and excluded pupils address the needs of pupils for all racial groups.
F. Racism, racial harassment and school ethos
l The school actively promote good personal and community relations.
l The school has procedures for dealing with racial harassment and bullying.
l All incidents of racism and racial harassment are recorded, thoroughly investigated and reported to the
l Staff are trained so that they deal firmly, consistently and effectively with racist incidents, racial harassment and bullying.
l Pupils, parents and staff are aware of the procedures for dealing with racism and racial harassment.
l The school works closely with the LEA and other partners to tackle racism and racial harassment within the school and the local area.
G. Admissions and attendance
l The admissions policy and criteria are equally open to pupils from particular racial groups.
l The admissions process is monitored to ensure that it is administered consistently and fairly.
l Provision is made for leave of absence for religious observance. This includes staff as well as pupils.
l Pupil attendance is monitored by ethnicity.
H Staff recruitment and professional development
l All the posts, including those for non-teaching staff, are advertised and open to the widest pool of applicants.
l Everyone involved in recruitment and selection is trained and aware of what they should do to avoid unconscious racial discrimination.
l Steps are taken to encourage people from under-represented groups to apply for positions at all levels in the school.
l Applications for employment, training and promotion, along with details of staff in post, are monitored by ethnicity.
I Partnership with parents and community
l All parents are encouraged to participate in the full life of the school.
l Action is taken to encourage the involvement and participation of under-represented groups of parents.
l Information and material for parents are accessible in user-friendly language and in languages and formats other than English as appropriate.
l School's premises and facilities are fully accessible to and used by groups from all local ethnic minority communities.
Monitoring and review
The governing body will monitor the implementation of the policy regularly and review annually to ensure that it does not disadvantage any particular section of the community.
The effectiveness of the policy will be evaluated as part of the school improvement plan by the Headteacher and a report provided to the governing body.
By the review date the school will endeavour to meet its targets identified in the action plan.
Hankham Primary School
Hankham Primary School has chosen to adopt the East Sussex County Council Children's Services Equality Objectives.
The Equality Act 2010 introduced the Public Sector Equality Duty which requires public bodies to have due regard to the need to:
Eliminate discrimination, harassment, and victimisation.
Advance equality of opportunity.
Foster good relations. It also imposes specific duties on public bodies to: Publish equality objectives every four years (one or more as is proportionate to the organisation). Publish information annually to demonstrate compliance with the general Equality Duty.
East Sussex County Council chose to incorporate the Equality Objectives in the Council Plan. The Council Plan sets out our four overarching priority outcomes. It outlines the focus of our work with communities and partners and our aims. Performance measures and targets are set for the next three years to 2016/17. Targets for the current year are monitored on a quarterly basis through the Council Plan monitoring reports.
It is intended that all residents within East Sussex should benefit from the outcomes of the Council Plan as everything we do is geared towards improving the quality of life for our residents. The public and partners can use the quarterly monitoring of the Council Plan to challenge and hold the Council to account.
The following aims in the plan relate to children and young people and families and are therefore the Children's Services Equality Objectives:
Ensure children are given a good start to education in their early years. Secure excellence in all local authority schools in the county. Increase the number of all children making good progress at school each year.
Narrow the gap in educational attainment between pupils eligible for Pupil Premium and the rest. Increase the number of children that are in education, employment or training until they are 18 years old.
Ensure that young people and adults have the knowledge and skills they need to succeed in work.
Keep children safe by ensuring a proportionate, timely and multi-agency response.
Reduce the time taken for children to move in with their adoptive family.
Provide a more personalised response to particular needs of children with Special Educational Needs and Disabilities (SEND) and their families.
Target early help services towards the most vulnerable families, helping them to manage more independently and find ways of coping with problems, so that they can stay together wherever possible.
Use family key workers as our standard approach to working with families with multiple problems.