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Equality

 Well Green Primary School Equality Policy

 

Background

Well Green Primary School is committed to challenging discrimination and promoting equality at all levels and in all aspects. This commitment is demonstrated in every

aspect of school life through our school vision and values.

 

Vision and Values

Our core values are built around providing a secure, collaborative and purposeful learning culture, where all pupils and staff are valued, cared for, listened to and

challenged to be the best they can be. We are equally ambitious for all pupils and staff irrespective of disability, race, colour, religion, gender, background.

 

Aims

Our school aims to meet its obligations under the public sector equality duty by having due regard to the need to:

 

Eliminate discrimination, harassment, victimisation and other conduct that is prohibited by the Equality Act 2010. (The act covers the following protected characteristics: sex, race, ethnicity, disability, religion and belief, sexual orientation, sexual identity and orientation, gender reassignment, marriage and civil partnership, pregnancy and maternity and age.) On 1st October 2010, the Equality Act 2010 replaced all existing equality legislation such as the Race Relations Act, Disability Discrimination Act and Sex Discrimination.

 

Advance equality of opportunity between people who share a protected characteristic and people who do not share it.

 

Foster good relations across all characteristics – between people who share a protected characteristic and people who do not share it

 

In addition, the school will:

 

    • ensure due regard to the need to eliminate unlawful discrimination, harassment and victimisation
    • foster good relations through tackling prejudice and promoting understanding
    • assess the impact of school policies on pupils, staff and parents of different groups, including, in particular, the perceived impact on the attainment standards of these pupils
    • monitor the operation of all the school's policies including, in particular, their perceived impact on the attainment standards of pupils from different groups
    • take reasonable steps to make available the results of its monitoring.

 

We have a vision of an integrated society that recognises and celebrates strength in its diversity. To make this vision reality, we constantly strive to:

 

  • protect everyone from discrimination
  • improve life chances for all
  • teach tolerance
  • build community cohesion.

 

This ambition is not borne from political correctness. It is part of our goal to build a completely civilised society, where we can all achieve our potential, free from prejudice.

 

Community Cohesion (2006)

By community cohesion, we mean working towards a society in which

 

  • there is a common vision and sense of belonging by all communities
  • the diversity of people’s backgrounds, circumstances and viewpoints are appreciated and valued
  • similar life opportunities are available to all, strong and positive relationships exist and continue to be developed.

 

We recognise and welcome the legal duties contained in the Single Equality Act 2010, which harmonises and replaces previous legislation including the Race Relations Act 1976, Disability Discrimination Act 1995, Gender Recognition Act 2004 and Sex Discrimination Act 1975.

 

Our school aims are set out below:

  • The school strives to:
  • treat all children fairly, care for them and ensure their safety
  • ensure that all children are well taught so that they achieve the best possible academic results
  • help all children to develop a sense of personal responsibility and an awareness of the importance of being considerate and caring towards others through all that we do including the personal development curriculum
  • provide an educational service that meets the individual needs of all children within the school community
  • keep parents regularly informed about their child’s progress and about all aspects of school life
  • be welcoming at all times and offer parents the opportunity to become involved in the daily life of the school
  • promote physical fitness and an awareness of the importance of personal hygiene, exercise and diet
  • develop in each child an understanding, appreciation and respect for different religions, beliefs and moral values through the development of tolerance and mutual understanding we seek to prepare children to live in a multi-cultural society
  • provide children with a broad and varied educational experience which incorporates the National Curriculum and fully embraces physical education, the arts and music

 

In particular, we:

  • celebrate the diverse nature of our school
  • are committed to ensuring equality in all areas of our work
  • are determined to tackle discrimination in all its forms.

 

We recognise:

  • the inclusive nature of the revised National Curriculum 2014 and the opportunities Personal, Social, Citizenship and Health Education, including Relationships and Sex Education, present for encouraging 'respect for diversity'
  • the importance of celebrating festivals from diverse faiths
  • that minority ethnic groups include Gypsy Travellers, Refugees and Asylum-seekers and less visible minority groups (for example, Eastern Europeans)
  • the important contribution immigrants and their descendants have made to Britain
  • the importance of community cohesion and global citizenship
  • the importance of strong home/school and wider community links

 

Legislation and guidance

This document meets the requirements, based upon the following legislation:

 

  • The Equality Act 2010, which introduced the public sector equality duty and protects people from discrimination

 

  • The Equality Act 2010 (Specific Duties) Regulations 2011, which require schools to publish information to demonstrate how they are complying with the public sector equality duty and to publish equality objectives

 

  • This document is based on Department for Education (DfE) guidance: The Equality Act 2010 and schools.

 

Roles and responsibilities

The governing board will:

  • ensure that the equality information and objectives as set out in this statement are published and communicated throughout the school, including to staff, pupils and parents, and that they are reviewed and updated annually
  • delegate responsibility for monitoring the achievement of the objectives on a daily basis to the Headteacher

 

The governors will monitor equality. They will:

  • meet with the Headteacher and other relevant staff members every term, to discuss any issues and how these are being addressed
  • ensure they’re familiar with all relevant legislation and the contents of this document
  • attend appropriate training

 

The Headteacher will:

  • promote knowledge and understanding of the equality objectives amongst staff and pupils
  • monitor success in achieving the objectives and report back to governors

 

The Deputy Headteacher will:

  • support the Headteacher in promoting knowledge and understanding of the equality objectives amongst staff and pupils
  • support the Headteacher in identifying any staff training needs, and deliver training as necessary
  • ensure that all school staff have read this document and work to achieve the objectives set out
  • work with the leader for Inclusion and Racial Equality to share expectations and promote pupils’ learning

 

Eliminating discrimination

The school is aware of its obligations under the Equality Act 2010 and complies with non-discrimination provisions.

Where relevant, our policies include reference to the importance of avoiding discrimination and other prohibited conduct.

Staff and governors are regularly reminded of their responsibilities under the Equality Act, for example during meetings. Where this has been discussed during a meeting, it is recorded in the meeting minutes.

All new staff receive will read this policy as part of their induction

The Headteacher and Deputy Headteacher regularly monitor equality issues as part of the SEND and inclusion review.  

 

Monitoring by ethnicity

We recognise monitoring as essential to ensure that groups are not disadvantaged. Pupil progress meetings with class teachers identify the progress of ethnic (as well as gender and term born groups).

We will monitor:

  • admissions
  • attainment
  • attendance
  • punctuality
  • racist incidents and actions taken - there is a termly return to the borough
  • SEND Register
  • after school clubs
  • the selection and recruitment of staff
  • governing body representation and retention
  • parents attending consultation meetings

 

The Headteacher and members of the Leadership Team, regularly analyses pupil performance data according to groupings of children. Clear points for action are discussed with all staff, should there be evidence of pupils from any group performing less well than other groups or the year group average, based on FFT data.

 

Advancing equality of opportunity

As set out in the DfE guidance on the Equality Act, the school aims to advance equality of opportunity by:

  • removing or minimising disadvantages suffered by people which are connected to a particular characteristic they have (e.g. pupils with disabilities)
  • taking steps to meet the particular needs of people who have a particular characteristic
  • encouraging people who have a particular characteristic to participate fully in any activities (e.g. encouraging all pupils to be involved in the full range of school clubs)

 

In fulfilling this aspect of the duty, the school will:

  • analyse the above data to determine strengths and areas for improvement, implement actions in response and publish this information
  • identify improvements for specific groups
  • publish further data about any issues associated with particular protected characteristics, identifying any issues which could affect our own pupils

 

Fostering good relations

The school aims to foster good relations between those who share a protected characteristic and those who do not share it by:

  • Promoting tolerance, friendship and understanding of a range of religions and cultures through different aspects of our curriculum. This includes teaching in RE, citizenship and personal development education and activities in other curriculum areas.
  • Holding assemblies dealing with relevant issues - celebrating Black History Month and challenging stereotypes.
  • Supporting the learning all children through the use of excellent resources, such as the use of appropriate books and literature
  • Working with our local community. This includes inviting leaders of local faith groups to speak at assemblies, and organising school trips to a range of places for worship.
  • We have developed our links with people and groups who have specialist knowledge about particular characteristics to help inform and develop our approach e.g. SEND experts to work with staff.

 

Equality considerations in decision-making

The school ensures it gives due regard to equality considerations whenever significant decisions are made.

The school always considers the impact of significant decisions on particular groups. For example, when a school trip or activity is being planned, the school considers whether the trip:

  • cuts across any religious holidays
  • is accessible to pupils with disabilities
  • has equivalent facilities for boys and girls

 

Monitoring arrangements

The headteacher will update the equality information we publish, annually.

 

This document will be reviewed and approved by the full governing body at least every three years.

 

Links with other policies

This policy underpins all our other policies, statements and how we operate at Well Green Primary School.

 

 

 

Our objectives:

  1. To ensure that we promote equality in all we do, and teaching and learning meets the needs of all pupils in school.
  2. To continue to make effective use of provision maps and support groups to provide additional help for identified children
  3. To implement the new PSHE curriculum across KS1 and KS2, which promotes equality and respect for all, regardless of ethnic background, disability, culture, lifestyle, gender, religion and sexual orientation.
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