ST ILLTYD’S PRIMARY SCHOOL

EQUALITY POLICY

Statement of Principles

St. Illtyd’s Primary School is committed 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.

Our community includes:

• Pupils

• Staff

• Parents/carers

• The governing body

• Multi-agency staff linked to the school

• Visitors to school

• Students on placement

  
  

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. 

At St. Illtyd’s Primary School, equality is a key principle for treating all people fairly and creating a society in which everyone has the opportunity to fulfil their potential - irrespective of their gender, ethnicity, disability, religion or belief, sexual orientation, age or any other recognised area of discrimination. Specific links are made between the RRSA and anti-bullying at St. Illtyd’s Primary School. Additionally, we are aiming towards achieving UNICEF UK’s Rights Respecting Schools Award. 

The Rights Respecting Schools Award (RRSA) recognises achievement in putting the United Nations Convention on the Rights of the Child at the heart of a school’s planning, policies, practice and ethos. A rights-respecting school not only teaches about children’s rights but also models rights and respect in all its relationships, relationships between all adults and pupils, between adults and between pupils.

 ‘St. Illtyd’s Primary School is also committed to ensuring the equality of opportunity in line with the Equality Act and seek to show this through all aspects of school life and in particular through our commitment to every child fulfilling their potential, our work in the classroom, our recruitment and retention of staff and our work in the local and wider community.’

School Context 

St. Illtyd’s Primary  is an inclusive school with a diverse community. This diversity is one of our greatest strengths and one we value. In order to nurture this diversity, it is essential that we actively foster equality of opportunity and inclusion. We believe every member of our community should feel that they belong at St. Illtyd’s, be respected and valued for who they are. By doing this we will ensure everyone can be the best they can be in an environment that enables our mission statement ‘Believe, Enrich, Succeed, Together.

Ethos and Atmosphere

• At St. Illtyd’s Primary School, the leadership of the school community will demonstrate mutual respect between all members of the school community

• There is an open welcoming atmosphere

• All will challenge any type of discriminatory and/or bullying behaviour

• All pupils are encouraged and staff are expected to greet visitors to the school with friendliness and respect

• The displays around the school are of a high quality and reflect diversity across all aspects of equality of opportunity and are frequently monitored

• Provision is made to cater for the spiritual needs of all the children through planning of assemblies, classroom based and externally based activities

  
  

Policy Development

This policy applies to the whole school community. It has been drawn up as a result of consultation with school staff, pupils, parents and governors.

Monitoring and Review

St. Illtyd’s Primary School is an inclusive school, working towards greater equality. We use the curriculum and teaching to enhance the self-esteem of all those it serves and to provide a learning environment in which each individual is encouraged to fulfil their potential.

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 different groups, to ensure that all groups of pupils are making the best possible progress. We use this information to adjust future teaching and learning plans, as necessary. Resources are available to support groups of pupils where the 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, to ensure that pupils are making appropriate progress when compared to all schools, and to schools in similar circumstances.

As well as monitoring pupil performance information, we also regularly monitor a range of other information. This relates to:

• Attendance

• Children who are Looked After ( CLA)

• English Additional Language (EAL)

• Exclusions and truancy

• Racism, sexism, homophobia and all forms of bullying

• Parental involvement

• Participation in Extended Learning Opportunities

  
  

Our monitoring activities enable us to identify any differences in pupil performance and provide specific support as required, including pastoral support. This allows us to take appropriate action to meet the needs of specific groups in order to make necessary improvements. St. Illtyd’s Primary School is also committed to providing a working environment free from discrimination, bullying, harassment and victimisation. We aim to recruit an appropriately qualified workforce and establish a governing body that is representative of all sections of the community in order to respect and respond to the diverse needs of our population.

Due regard is given to the promotion of equality in the School Transformation Plan. The person responsible for the monitoring and evaluation of this policy and action plan is the Head Teacher , in relation to the staff.

Their role is to:

• Lead discussions, organise training, update staff in staff meetings, support discussions

• Work with the governing body on matters relating to equality

• Support evaluation activities that moderate the impact and success of this policy

Developing Best Practice

Teaching and Learning

We will 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:

• Provide equality of access for all pupils and prepare them for life in a diverse society

• Use materials that reflect a range of cultural backgrounds, without stereotyping

• Use materials to promote a positive image of and attitude towards disability and disabled people

• Promote attitudes and values that will challenge discriminatory behaviour

• Provide opportunities for pupils to appreciate their own culture and religions and celebrate the diversity of other cultures

• Use a range of sensitive teaching strategies when teaching about different cultural and religious traditions

• Develop pupils support skills so that they can detect bias, challenge discrimination, leading to justice and equality

• Ensure that the whole curriculum covers issues of equality and diversity

• All subject leaders' where appropriate, promote and celebrate the contribution of different cultures to the subject matter

• Seek to involve all parents in supporting their child’s education

• Provide educational visits and extended learning opportunities that involve all pupil groups

• Take account of the performance of all pupils when planning for future learning and setting challenging targets

• Make best use of all available resources to support the learning of all groups of pupils

• Identify resources and training that support staff development

  
  

Learning Environment

There is a consistently high expectation of all pupils regardless of their gender, ethnicity, disability, religion or belief, sexual orientation, age or any other recognised area of discrimination. 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.

• Teacher enthusiasm is a vital factor in achieving a high level of motivation and good results from all pupils

• Adults in the school will provide good, positive role models in their approach to all issues relating to equality of opportunity

• The school will place a very high priority on the provision for special educational needs and disability.

• We aim to meet all pupils’ learning needs including the more able by carefully assessed and administered programmes of work

• The school will provide an environment in which all pupils have equal access to all facilities and resources

• All pupils are encouraged to be actively involved in their own learning

• A range of teaching methods are used throughout the school to ensure that effective learning takes place at all stages for all pupils

• Consideration will be given to the physical learning environment – both internal and external, including displays and signage

Curriculum

At St. Illtyd’s Primary School, we will ensure that:

• Planning reflects our commitment to equality in all subject areas and cross curricular  themes promoting positive attitudes to equality and diversity

• Pupils will have opportunities to explore concepts and issues relating to identity and equality

• Steps are taken to ensure that all pupils have access to the curriculum by taking into account their cultural, backgrounds, linguistic needs and learning styles

• All pupils have access to accreditation which recognise attainment and achievement and promote progression

  
  

Resources and Materials

The provision of good quality resources and materials within St. Illtyd’s Primary School is a high priority.

These resources will:

• Reflect the reality of an ethnically, culturally and sexually diverse society

• Reflect a variety of viewpoints

• Show positive images of males and females in society

• Include non-stereotypical images of all groups in a global context

• Be accessible to all members of the school community

  
  

Language

We recognise that it is important at St. Illtyd’s Primary School that all members of the school community use appropriate language which:

• Does not transmit or confirm stereotypes

• Does not offend

• Creates and enhances positive images of particular groups identified at the beginning of this document

• Creates the conditions for all people to develop their self -esteem

• Uses accurate language in referring to particular groups or individuals and challenges in instances where this is not the case

  
  

Extended Learning Opportunities

It is the policy of this school to provide equal access to all activities from an early age. We undertake responsibility for making contributions to extended learning opportunities and are 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 contact with children adhere to these guidelines.

Provision for Bi-lingual Pupils

We undertake at St. Illtyd’s Primary School to make appropriate provision for all EAL/bilingual children/groups to ensure access to the whole curriculum (see EAL statement). These groups may include:

• Pupils for whom English is an additional language

• Pupils who are new to the United Kingdom

• Gypsy, Roma and Traveller Children

• Advanced bi-lingual learners

• Use first language effectively for learning

  
  

Personal Development and Pastoral Guidance

• Staff take account of gender, ethnicity, disability, religion or belief, sexual orientation, age or any other recognised area of discrimination and the experience and needs of available to them with no discriminatory boundaries placed on them due to their disability, gender, race or sexual orientation (whilst acknowledging that a disability may impose some practical boundaries to some aspirations

• All pupils/staff/parents/carers are given support, as appropriate, when they experience discrimination

• We recognise that perpetrators may also be victims and require support.

• Positive role models are used throughout the school to ensure that different groups of pupils can see themselves reflected in the school community

• Emphasis is placed on the value that diversity brings to the school community rather than the challenges.

  
  

Staffing and Staff Development

We recognise the need for positive role models and distribution of responsibility among staff.

• This must include pupils' access to a balance of male and female staff at all key stages where possible

• We encourage the career development and aspirations of all school staff

• It is our policy to provide staff with training and development, which will increase awareness of the needs of different groups of pupils

• Access to opportunities for professional development is monitored on equality grounds

  
  

Staff Recruitment

• All those involved in recruitment and selection are trained and aware of what they should do to avoid discrimination and ensure equality good practice through the recruitment and selection process

• Equalities policies and practices are covered in all staff inductions

• All temporary staff are made aware of policies and practices

• Employment policy and procedures are reviewed regularly to check conformity with legislation and impact

  
  

Partnerships with Parents/Carers/Families and the Wider Community

We will work with parents/carers to help all pupils to achieve their potential.

• All parents/carers are encouraged to participate in the full life of the school.

• Setting up, as part of the schools’ commitment to equality and diversity, a group made up of all stakeholders of the school community. This has been/will be developed to support the school with matters related to its equalities duties

• Members of the local community are encouraged to join in school activities

• Exploring the possibility of the school having a role to play in supporting new and settled communities

Roles and Responsibilities

• Our governing body will ensure that the school complies with statutory requirements in respect of this policy and action plan

• The Head Teacher is responsible for the implementation of this policy, and will ensure that staff are aware of their responsibilities, that they are given necessary training and support and report progress to the governing body

• The Head Teacher has day-to-day responsibility for co-ordinating the implementation of this policy

• Our staff will promote an inclusive and collaborative ethos in the school, challenge inappropriate language and behaviour, respond appropriately to incidents of discrimination and harassment, ensure appropriate support for children with additional needs and maintain a good level of awareness of equalities issues

• All members of the school community have a responsibility to treat each other with respect, to feel valued, and to speak out if they witness or are subject to any inappropriate language or behaviour

• We will take steps to ensure all visitors to the school adhere to our commitment to equality

  
  

Commissioning and Procurement

St. Illtyd’s Primary School will ensure that we buy services from organisations that comply with equality legislation. This will be a significant factor in any tendering process.

The Measurement of Impact of the Policy

This policy will be evaluated and monitored for its impact on pupils, staff, parents and carers from the different groups that make up our school. To assess how we will meet our objectives can be reviewed within the current Transformation Plan as this includes our Equality Objectives and what action will be taken to meet the objective, who is the lead, time scale, costs and key performance indicators.

Publicising the Policy and Plan

The Policy will be available on the school website, within the electronic policy file accessible to all staff and a hardcopy will be retained in the policy file within the staff room.

Annual Review of Progress

We are legally required to report annually on our progress and performance in respect of our policy covering ethnicity, disability and gender and to report annually on our progress to improve access for disabled pupils, including access to the curriculum, physical access and access to information.

Taking this single equality approach, we will incorporate all requirements into one annual report which meets the requirements of the new legislation and which will formulate the basis for the annual action plan.

Equality Impact Analysis

Undertaking equality impact analysis (EIAs) is similar to undertaking health and safety risk assessments. It involves predicting and assessing what the implications of a policy, function or strategy will be on a wide range of people. EIAs are a way in which we can analyse all of our work (this could be a policy, procedure, project, strategy or service) to ensure it meets the needs of all our service users and that no group (in relation to ethnicity, disability, gender, age, religion and belief, and sexual orientation) is disadvantaged or cannot access our services.

St. Illtyd’s Primary School Objectives

• To diversify, celebrate and recognise achievements for all pupils through increased personalisation

• To provide further opportunities for pupils to contribute to their own learning through ‘pupil voice’ and contributing to their own target setting and recognition of achievement

• To extend and develop ‘provision mapping’ throughout the school to improve overall standards of teaching incorporating assessment for learning

•  To extend and develop the opportunities for pupil voice in relation to enhanced safeguarding

•  To proactively improve the rights of pupils through the UNICEF Rights Respecting Schools Initiative

•  To recruit staff that are representative of our wider community through innovative recruitment and advertising strategies

•  To ensure opportunities for professional development is monitored on equality grounds

Appendices

Appendix 1 Specific duties - Information and objectives

Summary:

There are specific duties which schools have to undertake in relation to the Equality Act 2010:

a) to publish information which shows they have due regard for equalities, as defined by the Act;

b) to publish at least one equality objective.

The information and objectives have to be published by 6 April 2012 at the latest and objectives have to be prepared and published every four years.

Purpose

Each school has to publish information showing it is complying with the requirement (section

149 of the Equality Act 2010) to have due regard for equalities. On the basis of this information each school also has to set itself at least one equality objective.

It is also on the basis of the information which a school publishes that parents, carers, local communities, trade unions and equality organisations will hold the governing body to account.

Confidentiality

Is it necessary to publish all relevant information, regardless of how sensitive it is. The answer is that the requirements of the Data Protection Act 1998 will apply, and that normal conventions and rules relating to confidentiality will need to be observed. 

It follows that not all the relevant information that a school gathers has to be placed in the public domain. For example, it would not be appropriate to publish information which enables individual pupils or members of staff to be identified. Nor, as a general rule, would it be appropriate to publish information that could be maliciously used to harm a school’s reputation.

What type of information?

Data about the school population and differences of outcome

• The school has data on its composition broken down by year group, ethnicity and gender, and by proficiency in English.

• The school has data on its composition broken down by types of impairment and special educational needs.

• The school has data on inequalities of outcome and participation connected with ethnicity, gender and disability, and with proficiency in English.

• The school uses data on inequalities of outcome and involvement when setting itself objectives for achievable and measurable improvements.

Documentation and record-keeping

• There are statements of the school’s responsibilities under the Equality Act in various school documents. For example, there is a statement of overarching policy, and there may be significant references in the school improvement plan, self-evaluation papers, the prospectus, routine bulletins and newsletters, and occasional letters to parents.

• There are references to the school’s responsibilities under the Equality Act in the minutes of governors’ meetings, staff meetings and senior leadership team meetings, and in the minutes of the School Council.

• Before introducing important new policies or measures, the school carefully assesses their potential impact on equalities, positive or negative, and keeps a record of the analysis and judgements which it makes.