Equality Scheme
2012-2016
This is a working document which will be monitored and reviewed annually.
1. Policy statement
a) We pledge:
§ to respect the equal human rights of all our pupils;
§ to educate them about equality; and
§ to respect the equal rights of our staff and other members of the school community.
b) We will assess our current school practices (“Equality Impact Assessment”) and implement all necessary resulting actions in relation to:
§ ethnicity,
§ religion or belief,
§ socio-economic background,
§ gender and gender identity,
§ disability,
§ sexual orientation, and
§ age.
c) We will promote community cohesion at school, local, national and global levels, comparing our school community to its local and national context and implementing all necessary actions in relation to:
§ ethnicity,
§ religion or belief, and
§ socio-economic background.
2. Statutory requirements
The equality objectives in Section 9 below address our duties under current equality legislation, up to and including the Equality Act 2010.
The access plan in Section 10 below addresses our duty under the Special Educational Needs and Disability Act (SENDA) 2001.
The community cohesion plan in Section 11 below addresses our duty under the Education and Inspections Act 2006.
3. Community cohesion
The following statement outlines both the data and current issues relating to ethnicity, religion/belief and socio-economic factors. In examining the school’s context, it relates closely to the beginning of the SEF. It demonstrates the awareness of the governors and their community partners of how the school community compares with the wider community, both locally and nationally. It therefore forms the basis for planning the actions in Section 11 below to promote community cohesion.
§ Ethnicity/culture context of the school (local and national)
Currently a below average proportion of our pupils speak a language other than English as their first language. The biggest population after White British within the school is White Asian. There are a selection of other ethnic groups including, white black African, White black Caribbean. 14 Children have English as an additional language; this is 3.1% of the schools population.
§ Religion/belief context of the school (local and national)
191 children are from a Christian biased religion, this is 42%, 164 children registered with no specific religion and the schools next main religious group are Muslims with 9, this is 1.9%.
§ Socio-economic context of the school (local and national)
The school is in an area of high deprivation compared to the national norm. Parents who work are likely to be manual, semi skilled with a low proportion having further/higher education.
§ Current issues affecting cohesion at school, local and national level
Previously within the voting ward which the school sits in, voters have consistently voted for BNP candidates. Up until recently the BNP held 2 of the 3 seats available in the ward.
4. Responsibilities
One named governor Mrs Sue Kelsall takes the lead, but the governors as a whole are responsible for:
· drawing up, publishing and implementing the school’s equality objectives
· making sure the school complies with the relevant equality legislation; and
· making sure the school Equality Scheme and its procedures are followed
· monitoring progress towards the equality objectives and reporting annually
The head teacher is responsible for:
· making sure steps are taken to address the school’s stated equality objectives;
· making sure the equality, access and community cohesion plans are readily available and that the governors, staff, pupils, and their parents and guardians know about them;
· producing regular information for staff and governors about the plans and how they are working;
· making sure all staff know their responsibilities and receive training and support in carrying these out; and
· taking appropriate action in cases of harassment and discrimination, including prejudice-related incidents.
· enabling reasonable adjustments to be made, in relation to disability, in regard to students, staff, parents / carers and visitors to the school.
All staff are responsible for:
· promoting equality and community cohesion in their work;
· ensuring that they know, understand and follow the current code of practice;
· avoiding unlawful discrimination against anyone;
· fostering good relations between groups; and
· dealing with prejudice-related incidents;
· being able to recognise and tackle bias and stereotyping;
· taking up training and learning opportunities.
The school’s Deputy Head, Mrs C Annese is responsible overall for
dealing with reports of prejudice-related incidents.
Visitors and contractors are responsible for following relevant school policy.
5. Staff development
This section outlines our process for training and development in relation to equality and cohesion in terms of professional responsibilities as well as statutory requirements.
6. Publication and review
This Equality Scheme fulfils statutory requirements under the terms of legislation referred to above. As it is a public document, the school governors publish it by making it available on request.
The scheme will be kept under regular review for three years and then replaced in April 2015.
7. How we conduct equality impact assessment
This section outlines our process for monitoring the potential impact of school practice in terms of
§ ethnicity,
§ religion or belief,
§ socio-economic background,
§ gender and gender identity,
§ disability,
§ sexual orientation, and
§ age.
Termly progress meetings are held by SLT and Phase leaders where progress of individuals and groups are monitored and discussed. Any children who fall into the above groups are analysed to see if there are any barriers to their learning, how these could be removed and what adaptations to the curriculum could be made if necessary.
All subject leaders create policies for their lead areas and ensure that all subjects reflect a broad and balanced curriculum which is open for all students. They also ensure that all reasonable adjustments have been made to make it accessible to all.
Evidence of this process can be found in:
Curriculum subject overviews and in the challenge meeting file.
8. How we chose our equality objectives
Our equality objective-setting process has involved gathering evidence as follows:
i. from the equality impact assessments listed in Section 7 above,
ii. from the following data, RAISE on line, DC Pro and SDR.
iii. and from involving relevant people (including disabled people) from the start in the following way:
Questionnaires are provided for all stakeholders and results and suggestions analysed and acted upon.
The evidence was then analysed in order to choose objectives that will:
i. promote equality of opportunity for members of identified groups
ii. eliminate unlawful discrimination, harassment and victimisation, and
iii. foster good relations between different groups in terms of
o ethnicity,
o religion or belief,
o socio-economic background,
o gender and gender identity,
o disability,
o sexual orientation and
o age.
9. Equality Objectives 2012-16
(To be kept under regular review)
Equality objectives (focused on outcomes rather than processes)This school expects the highest possible standards. Staff have high expectations of all pupils and continually challenge them to reach higher standards.
To narrow the gap between children with SEN and/or disabilities in all subjects through quality first teaching and appropriate interventions.
To promote cultural development and understanding through a rich range of experiences both in and outside of the school community.
We will admit pupils with already identified special educational needs. Pupils with statements will always be admitted unless, through the statutory assessment process, it is demonstrated that the pupil’s inclusion would be incompatible with the efficient education of other children.
The school adheres to recruitment and selection procedures which are fair, equitable and in line with statutory duties. A member of interviewing panels will have completed the safer recruitment training.
To promote spiritual, moral, social and cultural development through all appropriate curricular opportunities with particular reference to issues of equality and diversity. To be covered as part of the school’s PSHCE.
All staff ensure the classroom is an inclusive environment in which pupils feel all contributions are valued. Positive steps are taken to include pupils who may otherwise be marginalized.
Staff will use a range of methods and strategies to assess pupil progress. Assessments are analysed for gender, cultural and social bias, and take account of access issues, e.g. print size.
10. Access Plan 2012-16
This can relate very closely to the disability elements of the equality objectives in Section 10 above, except that it covers pupils only whereas the equality plan includes all members of the school community.
Actions (focused on outcomes rather than processes)i. Improvements in access to the curriculum / Ensure all staff equipped with skills to support pupils with a range of disabilities and learning difficulties.- Inset training from LA , continue to use Dyslexia friendly strategies .Making sure staff are aware of the Inclusion Development Programme, for dyslexia and ASD.
ii. Physical improvements to increase access to education and associated services / To continue to improve the physical environment of the school grounds to enable all children, families and the wider community access school and its facilities.
Finish the raised beds in the Secret Garden ,Making sure all grounds accessible to wheel chairs.
iii. Improvements in the provision of information in a range of formats for disabled pupils / To continue to ensure staff aware of guidance on accessible formats.- Staff training. Induction for NQTs so that they are aware of pupils appropriate methods of accessing information.
Information on website, use of overlays, mind maps etc
11. Community engagement, extended services audit
Aspect of school to consider.
/Where/when does this happen? or Comment
/Flag for Action?
EXTENDING SERVICESWhere extended services are being planned, a range of local representatives are involved in the consultation process and collaboration is established with other schools. An effective planning process is underway (such as the Training and Development Agency’s framework). / Timetable of clubs (changed termly)
PE cluster (Tri-Golf at Moddershall, cricket at Sandon, Dance Festival at Victoria Hall, etc)
Recorder festival
Community use of school
Improve parents health (SCFC)
Family learning courses (see HSLW evidence file). / Parents to be involved in decisions for new courses.
A WELCOMING SCHOOL
All members of the community feel welcomed, safe in the school and valued and respected by the people there. / Questionnaire
HSLW(creates a positive support network of parents for new arrivals)
Open door policy
Parent partnerships/ training
School council
Peer mentors/ play ground leaders
Silver star assembly
House groups
Reward systems
PSHCE/ circle times / Multi-lingual signs in classrooms and reception area.
Staff training on creating a welcoming environment for children and parents with EAL.
SCHOOL ETHOS IS COMMUNICATED
The school uses a number of different methods to communicate its vision of inclusion and equality to its members and its local community. It demonstrates publicly, through its official publications and through its activities, that, within its remit, it sets out to cater for the full range of groups in its community. / Newsletters
CHAD group
Family learning (see evidence folder)
Themed assemblies
Meet the teacher sessions (KS mgrs)
Policies
School prospectus
Yr group assemblies – parents invited
School plays (parents/ governors invited)
Sports days (parents invited) – FS+KS1 parents encouraged to join in and support their child.
Summer and Christmas Fayre (children run stalls, whole community invited) / School council to contribute to newsletters with info on their work in the community.
ALL FEEL THEY CAN CONTRIBUTE
All members of the school community know that their views can help to shape the development of the school and that there are ways in which they can share these views with others and make them known. Special efforts are made to include hard to reach groups (e.g. looked after children, learners new to English language and new members of the local community). / Native speakers to support
HSLW pairs with Native speaker.
Neighbouring schools used to group children of same culture esp. If aren’t any others of same culture in school.
Afro-Carribean coffee mornings
IIP evidence
CIC receive support in class as needed and also time table changes and interventions as needed (nurture group etc)
EAL – Personalised plan put in place dependent on child’s individual needs.
Access translators if needed. / Staff training EAL – creating a multi-cultural learning environment.
LANGUAGE
Where there are different languages spoken in the school’s communities, skills in heritage languages are given appropriate recognition and respect alongside the school’s systematic support for the acquisition of English. The school is aware of which languages are spoken locally and how many parents have difficulty with English. / At present:
Polish, Bengali, French, African, Philippines, Spanish, Urdu, Kurdish.
(Encourage children to share knowledge of languages).
Children to support others acquiring EAL. / Sign language course/ club
Resources – toys/ artefacts representing other cultures.
Displays to include other cultures – photographs or children’s work on community/ RE displayed
FACILITIES DEVELOPMENT
The school is involved in strategic planning to enhance the community facilities for the locality, including active promotion to make them available to all sectors of the community. / CHAD park partnerships (raise money to improve play facilities)
Community members group (chair – HSLW)
Inc. Local people and vicor.
New school
Computers for elderly in community room. / Increase family learning sessions.
Try to involve different parents in family learning.
MUGA use for community
PROMOTING INTERACTION
The school creates opportunities for different groups (for example mixed age, genders or backgrounds) to share facilities and work together; for example mentoring projects, reading schemes, young people offering ICT support, community placement schemes, young volunteers leading out of hours activities
CONSULTATION
Inclusion of key Stakeholders
Parents, LA, local Police, Voluntary sector, Faith groups, Elders etc. in arriving at priorities for development and advising on engagement with external organisations or speakers.
PROFESSIONAL DEVELOPMENT
The school has identified the areas of professional development needed by the workforce to improve community engagement for the promotion of community cohesion and has plans in place to provide it.