Legal framework
- 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, religion and sexual identity.
- We welcome our duty under the Education and Inspections Act 2006 to promote community cohesion.
- We recognise these duties are essential for achieving the five outcomes of the Every Child Matters framework, and that they 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.
Guiding principles
- In fulfilling the legal obligations cited above, we are guided by eight 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:
o whether or not they have a disability / disabilities
o whatever their ethnicity, culture, national origin or national status
o whatever their gender and gender identity
o whatever their religious or non-religious affiliation or faith background
o whatever their sexual identity or orientation.
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 the different genders are recognised
- religion, belief or faith background
- sexual identity or orientation
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 and an absence of harassment of people who have a disability / disabilities
- 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 the different genders, 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:
- whether or not they have a disability / disabilities
- 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:
- people who have a disability / disabilities
- people of different ethnic, cultural and religious backgrounds
- different genders.
Principle 6:
We consult and involve widely
People affected by a policy or activity should be consulted and involved in the design of new policies, and in the review of existing ones. We seek consultation and invite involvement from:
- those who have a disability / disabilities
- people from a range of ethnic, cultural and religious backgrounds
- people of different genders.
- people of different sexual orientations
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:
- those who have a disability / disabilities
- people of a wide range of ethnic, cultural and religious backgrounds
- people of different genders.
- people of different sexual orientations
Principle 8:
We base our practices on sound evidence
We maintain and publish quantitative and qualitative information about our progress towards greater equality in relation to:
- disability
- ethnicity, religion and culture
- gender
- We recognise that the actions resulting from a policy statement such as this are what make a difference.
- Every four years, accordingly, we draw up an action plan within the framework of the overall school improvement plan and processes of self-evaluation, setting out the specific equality objectives we shall pursue. The objectives which we identify take into account national and local priorities and issues, as appropriate.
- We keep our equality objectives under review and report annually on progress towards achieving them.
The curriculum
- We keep each curriculum subject or area under review in order to ensure that teaching and learning reflect the eight principles set out in paragraph 4 above
Ethos and organisation
- 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.
Addressing prejudice and prejudice-related bullying
- 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 anti-Semitism and Islamophobia, and those that are directed against Travellers, migrants, refugees and people seeking asylum
- Prejudices reflecting sexism and homophobia.
- Staff will be trained in how prejudice-related incidents should be identified, assessed, recorded and dealt with.
- We take seriously our obligation to report regularly to the local authority about the numbers, types and seriousness of prejudice-related incidents at our school and how they are dealt with.