Equality Information and Objectives

Equality information and objectives

Plymouth Grove Primary School

 

 

Approved by:

Governing Body

Date:  [26th March 2019]

Last reviewed on:

 

Next review due by:

March 2020

 

 

 

Contents

1. Aims............................................................................................................................................. 2

2. Legislation and guidance............................................................................................................. 2

3. Roles and responsibilities............................................................................................................ 2

4. Eliminating discrimination............................................................................................................ 3

5. Advancing equality of opportunity............................................................................................... 3

6. Fostering good relations.............................................................................................................. 4

7. Equality considerations in decision-making................................................................................ 5

8. Equality objectives....................................................................................................................... 5

9. Monitoring arrangements............................................................................................................ 6

10. Links with other policies............................................................................................................. 6

 

…………………………………………………………………………………………………………………………….

1. Aims

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

  • Eliminate discrimination and other conduct that is prohibited by the Equality Act 2010
  • 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

2. Legislation and guidance

This document meets the requirements under the following legislation:

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

3. 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 at least once every four years
  • Delegate responsibility for monitoring the achievement of the objectives on a daily basis to the headteacher

The equality link governor is [name]. They will:

  • Meet with the designated member of staff for equality every term, and other relevant staff members, 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 equality and diversity training
  • Report back to the full governing board regarding any issues

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 designated member of staff for equality will:

  • Support the headteacher in promoting knowledge and understanding of the equality objectives amongst staff and pupils
  • Meet with the equality link governor every term to raise and discuss any issues
  • Support the headteacher in identifying any staff training needs, and deliver training as necessary

All school staff are expected to have regard to this document and to work to achieve the objectives as set out in section 8.

4. 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.

New staff receive training on the Equality Act as part of their induction, and all staff receive refresher training every term in staff briefings.

The school has a designated member of staff for monitoring equality issues, and an equality link governor. They regularly liaise regarding any issues and make senior leaders and governors aware of these as appropriate.

5. Advancing equality of opportunity principles

The following are suggestions only and will need to be adapted depending on your school’s circumstances.

In fulfilling its obligations under the Act and when carrying out its duties as detailed in this policy, the school will be guided by the following Key Principles. The school will be guided by the Key Principles in the application and implementation of all its policies, procedures and practices.

Principle 1 - All members of the school community are of equal value and should be treated with dignity and respect. Every member of the school community is 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 and whatever their sexual orientation. All individuals are entitled to be treated with dignity and respect and should treat others in the same way.

Principle 2 - The school recognises respects and values difference and diversity. Treating people equally does not necessarily mean treating them all in the same way. The school will take account of differences and the kind of barriers and disadvantages which people may face in relation to protected characteristics. The school will make reasonable adjustments to arrangements or practices in relation to disability including the provision of any necessary auxiliary aids and services. The diversity of people’s backgrounds and circumstances should be appreciated and valued. Diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit the school.

Principle 3 – The school will actively promote British values. The school will ensure that equality of opportunity and recognition of diversity is promoted and that pupils respect others and are well prepared to contribute to wider society and life in modern Britain. The fundamental British values are democracy, rule of law, individual liberty and mutual respect and tolerance for those with different faiths and beliefs.

Principle 4 - The school fosters positive attitudes and relationships. The school intends that its policies, procedures and activities should actively promote positive attitudes, good relations and mutual respect between all groups of individuals who are different from each other. The school will take action to prevent and tackle discriminatory and derogatory language including language that is derogatory about disabled people and homophobic and racist language.

Principle 5 - The school observes good equalities practice for all members of staff. The school will ensure equality of opportunity in all aspects of employment including in recruitment, promotion and continuing professional development. The school’s policies and procedures for employees and potential employees will take into account equality considerations including any relevant exemptions or exclusions.

Principle 6 - The school aims to reduce and remove inequalities and barriers which may already exist. In addition to avoiding or minimising possible negative impacts in its policies and practices, the school will take opportunities to maximise positive impacts by reducing and removing inequalities and barriers which may already exist in relation to certain groups with protected characteristics. 

Principle 7 - The school will consult and involve widely in relation to equality issues. When tackling equality issues, the school will consult and engage with those affected by its decisions and where possible, with those people who have special knowledge who can inform the school’s approach. The school will take into account the views of those affected in the implementation and the review of this policy and in particular in relation to the school’s equality objectives.

Principle 8 - The school will address bullying and prejudice motivated incidents. The school takes bullying and prejudice motivated incidents seriously and any such conduct and behaviour will be carefully monitored and dealt with fairly and firmly. The school will take into account the specific guidance issued by the DfE on bullying including homophobic and transphobic bulling and bullying related to sexual orientation, transgender, disability, race and religion. Training will be given to members of staff to ensure they are aware of how to identify and to deal with such incidents. Further guidance is detailed in the school’s Behaviour for learning Policy.

Principle 9 - The school fosters a shared sense of cohesion and belonging and intends that its policies and procedures should benefit society as a whole. The school will strive to ensure that all pupils, members of staff and school governors feel a sense of belonging within the school and within the wider school community and that they feel respected and are able to participate fully in school and in public life. The school intends that its policies and procedures should benefit society as a whole both locally and nationally, by fostering greater social cohesion and by promoting greater participation in public life of all individuals from all groups including those with protected characteristics.

 

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

  • Publish attainment data each academic year showing how pupils with different characteristics are performing
  • Analyse the above data to determine strengths and areas for improvement, implement actions in response and publish this information
  • Make evidence available identifying improvements for specific groups
  • Publish further data about any issues associated with particular protected characteristics, identifying any issues which could affect our own pupils

6. 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 respect, equality and friendship and understanding of a range of religions and cultures through different aspects of our curriculum. This includes teaching in RE, citizenship and personal, social, health and economic (PSHE) education, but also activities in other curriculum areas. For example, as part of teaching and learning in English/reading, pupils will be introduced to literature from a range of cultures
  • Holding assemblies dealing with relevant issues. Pupils will be encouraged to take a lead in such assemblies and we will also invite external speakers to contribute
  • Working with our local community. This includes inviting leaders of local faith groups to speak at assemblies, and organising school trips and activities based around the local community
  • Encouraging and implementing initiatives to deal with tensions between different groups of pupils within the school. For example, our school council has representatives from different year groups and is formed of pupils from a range of backgrounds. All pupils are encouraged to participate in the school’s activities, such as sports clubs. We also work with parents to promote knowledge and understanding of different cultures
  • We have developed links with people and groups who have specialist knowledge about particular characteristics, which helps inform and develop our approach

7. Equality considerations in decision-making

The school ensures it has 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

The school keeps a written record (known as an Equality Impact Assessment) to show we have actively considered our equality duties and asked ourselves relevant questions. This is recorded at the same time as the risk assessment when planning school trips and activities. The record is completed by the member of staff organising the activity and is stored electronically with the completed risk assessment.  

8. Equality objectives

Objective 1: Train all governors on equal opportunities and non-discrimination by the beginning of the next academic year. Training evaluation data will show that 100% of those attending have a good understanding of the legal requirements.

Why we have chosen this objective: Due to recruitment of new governors there is a need to ensure that there is a good understanding of the Equality Act 2010 (Specific Duties) Regulations 2011

To achieve this objective we plan to: Provide online training for all governors.

Progress we are making towards this objective:

 

Objective 2: Undertake an analysis of recruitment data and trends with regard to race, gender and disability by July, and report on this to the finance and resources committee of the governing board.

Why we have chosen this objective: To inform the workforce development plan.

To achieve this objective we plan to: Collate data from the last two years of recruitment.

Progress we are making towards this objective:

 

Objective 3: To audit the school’s curriculum and identify any areas that creates barriers and disadvantages for anyone with protected characteristics.

Why we have chosen this objective: Through the implementation of the school’s curriculum.

To achieve this objective we plan to: Collate information from year groups on how they include protected characteristics in implementation of the curriculum. 

Progress we are making towards this objective:

 

Objective 4: - The school will consult and involve widely in relation to equality issues. When tackling equality issues, the school will consult and engage with those affected by its decisions and where possible, with those people who have special knowledge who can inform the school’s approach. The school will take into account the views of those affected in the implementation and the review of this policy and in particular in relation to the school’s equality objectives.

Why we have chosen this objective: To ensure that all stakeholders are informed of the school’s approach to eliminating discrimination.

To achieve this objective we plan to: Share the curriculum’s intent with parents and how it will be implemented.

Progress we are making towards this objective:

9. Monitoring arrangements

The headteacher will update the equality information we publish, described in sections 4-7 above, at least every year.

This document will be reviewed by Governing body at least every 4 years.

This document will be approved by the Inclusion committee of the governing board

10. Links with other policies

This document links to the following policies:

  • Accessibility plan
  • Education visits policy
  • Behaviour  for learning policy

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