Christ Church C.E. Primary School
The Public Sector Equality Duty 2011 has 3 main aims:
This policy outlines the commitment of our school to ensure that equality of opportunity is available to all members of the school community for our school this means, not simply treating everybody the same but, understanding and tackling the different barriers which could lead to unequal outcomes for different groups of pupils in school, celebrating and valuing the equal opportunity achievements and strengths of all members of the school community. These include:-
We believe that equality at our school should permeate all aspects of school life and is the responsibility of every member of the school and wider community. Every member of the school community should feel safe, secure, valued and of equal worth. We want to provide an environment which is free from unlawful discrimination, harassment or victimization of any kind. We want to educate our pupils in an environment which recognizes, celebrates and draws upon the diversity of Oldham and offers equal respect, appropriate support and fair rewards for all our pupils.
At our school, equality is a key principle for treating all people the same. The Equality Act defines eight ‘Protected Characteristics’ :
Our Mission Statement
We offer a happy, safe and caring environment. We have a unique family atmosphere where each child is valued as an individual. We encourage a love of learning and promote a child’s natural curiosity through varying challenges, experiences and opportunities. As a small church school, we develop a knowledge and respect for other people and their beliefs.
Our mission statement talks about valuing the individuality of all our pupils. We are committed to giving all our pupils every opportunity to achieve the highest of standards. Within this ethos of achievement, we do not tolerate bullying and harassment of any kind. We actively tackle discrimination against those with a disability, racial discrimination, sexual harassment and discrimination and we promote equal opportunities and good relations between and amongst all. We aim to ensure that the school promotes the individuality of all our pupils, irrespective of ethnicity, attainment, age, disability, gender or background. We are committed to ensuring that positive action is taken where necessary to redress the balance of inequality that may exist. We aim to reflect the diversity of our local community and society and ensure that the education we offer fosters positive attitudes to all people.
Our school admissions policy is equally open to pupils of all groups.
We believe that these commitments are as important in the context of our school as well as in a school with a more ethnically diverse population.
Disability and SEN
In the Equality Act, ‘disability’ is defined as follows:
‘A person has a disability for the purposes of this Act if he/she has a physical or mental impairment which has a substantial and long-term adverse effect on his/her ability to carry out normal day-to-day activities.’
Not all children with disabilities will have SEN- the Department for Education defines children with SEN as:
‘Having learning difficulties or disabilities which make it harder for them to learn or access education than most other children of the same age.’
There can be a significant overlap between the two groups and a child may fall within one or more of the definitions.
Special Education Needs Disabled
The Equality Act makes it illegal to discriminate against a person with a disability for a reason related to their disability. It is also illegal to have rules, policies or practices which apply to everyone but which may disadvantage people with disabilities. Our school is required to make reasonable adjustments to allow children with disabilities to fully take part in the activities. These requirements are derived from the Disability Discrimination Act-
Less favourable treatment– children with disabilities are entitled not to be treated less favourably than non-disabled children for a reason relating to their disability, without reasonable justification.
Reasonable adjustments– children with disabilities are entitled to have reasonable adjustments made with respect to admission arrangements or in provision of education and associated services, to prevent them being placed at a substantial disadvantage, unless the refusal to make those adjustments can be justified.
Current Profile of the School
At present (June 2017) we have 41 boys and 38 girls on roll
The majority of our pupils are White British with a small number of pupils and staff from other ethnic groups
We have 4 children at SEN support and 2 children have an education,health and care plan.
School is not aware of any staff or governors who have a disability.
The geography of the premises makes it very difficult to accommodate wheelchairs on site. Advice has been sort and reasonable adjustments have been made. Unfortunately there are a large number of steps at every entrance and steepness of the land makes ramps impossible.
Legislation used as guidance when preparing this policy
Public Sector Equality Duty 2011
The Equality Act (2006) amended the requirements of the Equal Pay Act (1970) and the Sex Discrimination Act
The Disability Discrimination Act (2005)
The Race Relations Act (2000)
The Human Rights Act (2000)
The Children’s Act (2004)
The European Directives
The Employment Equality ( Sexual Orientation) Regulations (2003) and the Employment Equality (Religion or Belief) Regulations (2003)
The respective Codes of Practice associated with the legislation
This policy reflects the consensus of opinion of the whole school community. It has been drawn up as a result of discussing within a working party make up of representatives of teaching and support staff, parents and governors.
Monitoring and review
Equality is identified as an area requiring careful and ongoing monitoring in the School Improvement Plan and due regard is given to the promotion of all aspects of equality within the SIP. The person on the staff responsible for co-ordinating the monitoring and evaluation is Mrs Sue Callaghan. She will be responsible for:
We regularly review the impact of our policies on the needs, entitlements and outcomes for pupils, staff and parents from the equality strands referred to in this policy. We pay specific reference to the impact that our policies have on the attainment of pupils from different groups.
We make regular assessments of pupils’ learning and use this information to track pupils’ progress, as they move through the school. As part of this process, we regularly monitor the performance of individual pupils to ensure that everyone is making the best possible progress. We use this information to adjust future teaching and learning plans, as necessary. Interventions and resources are available to support groups or individual pupils where information suggests that progress is not as good as it should be. The governing body receives regular updates on pupil performance information.
School performance information is compared to national data and Local Authority data, to ensure that pupils are making appropriate progress when compared to all schools, and to schools in similar circumstances. Our small cohort numbers do make this data unreliable as our statistics can vary considerably year on year.
Promoting Equality through the Curriculum
Learning and Teaching
We aim to provide all our pupils with the opportunity to succeed, and to reach the highest level of personal achievement. To do this, teaching and learning will:
There is a consistently high expectation of all pupils regardless of age, gender, ethnicity, ability or social background. All pupils are encouraged to improve on their own achievements and not to measure themselves against others. Parents are also encouraged to view their own children’s achievements in this light.
To secure the desired outcomes we recognise:
We aim to ensure that our:
Ethos and Atmosphere
Resources and Materials
When ordering new resources and materials we consider how they show equality
The provision of good quality resources and materials within our school is a high priority. These resources should:
We recognise that it is important that at our school that all members of the school community use appropriate language which:
It is the policy of our school to provide equal access to all activities from an early age e.g. girls playing football, boys playing netball and mixed teams wherever possible.
We undertake responsibility for making contributors to extra-curricular activities aware of the school’s commitment to equality of opportunity (e.g. sports helpers, coach drivers) by providing them with written guidelines drawn from this policy.
We try to ensure that all such non staff members who have contract with children adhere to these guidelines and are CRB or DBS checked.
Provision for Bilingual Pupils
We undertake at our school to make appropriate provision for all EAL/bilingual children/groups to ensure access to the whole curriculum. These groups may include:
Personal Development and Pastoral Guidance
Staffing and Staff Development
We recognise the need for positive role models and distribution of responsibility among staff. This must include pupil’s access to a balance of male and female staff at both key stages.
We undertake to encourage the career development and aspirations of all individuals.
It is our policy to provide staff with training and development, which will increase awareness of the needs of different groups of pupils in the various dimensions of equality of opportunity.
Staff Recruitment and Professional Development
Harassment and Bullying
It is the duty of this school to challenge all types of discriminatory behaviour e.g.:
The school has a clear, agreed procedure for dealing with incidents such as these.
Partnerships with Parents/Carers and the Wider Community
We aim to work in partnership with parents to help all pupils to achieve their potential.
We wish to affirm our continuing commitment to each out to all diverse groups within our immediate community and beyond. We would do this by:
Responsibility for the Policy
In our school, all members of the school community have a responsibility towards supporting the equality agenda. Responsibilities are laid out as follows:
The Governing Body is responsible for ensuring that:
The Headteacher is responsible for:
All staff are responsible for:
We ensure that the commitments embodied in our mission statement for equality permeate the full range of our policies and practices:
The Measurement of Impact of the Policy
Each policy, and any other relevant policies as outlined in the specific duties placed upon us by the relevant legislation, will be evaluated and monitored for its impact on pupils, staff, parents and carers from the different groups that make up our school. As part of the action plan a timeline of high, medium and low priority will be published to enable impact assessment to be undertaken at the appropriate time within a given timescale for impact assessment will be drawn up.
A template providing a framework for conducting an assessment of impact is attached to the policy in Appendix 1
The guidance accompanying the framework is found in Appendix 2
The initial policy was written by: Misbah Rana ( Oldham School Improvement Service) and developed for our school by Sue Callaghan (Headteacher) Sharon McGladdery (Parent Governor) and Ros Martin (Foundation Governor).
The policy was updated in June 2017 by Sue Callaghan (Headteacher), Angela Mitchell (Parent Governor) and Paula Parslow ( Chair of Governors).
Principles and criteria for equality impact assessments
The DCSF is adopting seven principles for the completion of EQUIAs, derived from duties set out in three different pieces of legislation and the duty on schools to promote community cohesion.
Principle 1: All learners are of equal value
All learners and potential learners are of equal value and should benefit from DCSF policies, practices and programmes:
Principle 2: Relevant differences should be recognised
Treating people equally can mean treating them differently. Policies, practices and programmes must not discriminate, but may be differentiated to take account of differences of life-experience, outlook and background, and in the kinds of barrier and disadvantage which people face, in relation to:
Principle 3: Workforce development
Policies and programmes should benefit all members of the workforce, for example in recruitment and promotion, and in continuing professional development:
Principle 4: Positive attitudes and relationships should ber fostered
Policies and programmes should promote:
Principle 5: Society as a whole should benefit
Policies and programmes should benefit society as a whole, both locally and nationally, by fostering greater cohesion, and greater participation in public life of:
Principle 6: Current inequalities and barriers should be addressed and reduced
In addition to avoiding or minimising possible negative impacts, policies and programmes should take opportunities to maximise positive impacts by addressing, reducing and removing inequalities and barriers that already exist between:
Principle 7: Policy development should involve widespread consultation and involvement
People affected by a policy or programme should be consulted and involved in the design of new policies, and the review of existing ones. Such consultation should be both direct and through representative organisations, and should be based on principles of transparency and accountability. Further, it should involve those who in the past have been excluded or disadvantaged, and who continue to face barriers: