SINGLE EQUALITES POLICY APRIL 2012

The policy outlines the commitment of the staff, pupils and governors of Spring Hill 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, whilst celebrating and valuing the achievements and strengths of all members of the school community.

These include:

  • Pupils
  • 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 Spring Hill 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. At Spring Hill Community Primary School, we aim to maximise our children’s life choices by promoting academic and social development. We promote an inclusive outlook. All children are encouraged to participate in activities irrespective of race, religion, gender, ability or disability. To enable children to do this we look carefully at the opportunities offered in school to ensure that we can fulfil our aim, within and beyond the National Curriculum. We have high expectations of the children in terms of academic achievement, social development, standards of behaviour and conduct.

The school motto is: CARE, CONSIDERATION, CO-OPERATION and ACCOMPLISHMENT

We also embrace the five outcomes of Every Child Matters.

  • Stay safe
  • Be healthy
  • Enjoy and achieve
  • Make a positive contribution
  • Achieve economic well-being

At Spring Hill CP School, we are committed to ensuring equality of education and opportunity for disabled children and adults. We aim to develop a culture of inclusion and diversity in which people feel free to disclose their disability and to participate fully in delivering or accessing our services. The achievement of disabled children and adults is monitored and we use this data to raise standards and ensure inclusive practice. We will make reasonable adjustments to make sure that the children’s centre environment is as accessible as possible. At Spring Hill CP School, we believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here.

‘Pupils with special educational needs and / or disabilities and those who speak English as an additional language make the same progress as other pupils because of the help they receive.’

‘Pupils say they feel safe in school and know they can talk to a member of staff if they have any worries or concerns. They add to the life of the school by taking on responsibilities, such as being the member of the school council. Pupils contribute well to the wider community by fundraising for charities and taking part in local events. They have a good understanding of the beliefs and traditions of cultures different to their own.’

‘Pupils’ strongly improving attainment and attendance and their good skills in working together to complete tasks show they are soundly prepared for their future lives.’

‘Leaders promote community cohesion well in school and this leads to it being a harmonious community, with pupils from different backgrounds getting on well together. There is good engagement with a range of community groups beyond the school and its immediate community.’

Ofsted Inspection 11 – 12TH Jan 2011

‘A very large majority of pupils in Year 6 feel that the teachers treat them fairly.’

‘A very large majority of pupils in Year 6 feel that they are never / hardly ever bullied in school.’

‘A very large majority of Year 6 pupils say they feel safe in and around school.’

‘A very large majority of Year 6 pupils say that they have never / only rarely witnessed racist behaviour in school.’

‘A very large majority of pupils in Year 6 feel that their views are listened to and influence change in school.’

‘A very large majority of Year 6 pupils say that their school helps them to understand and care about other people.’

‘A very large majority of Year 6 pupils say that they feel their school is really / quite good.’

Pupil Voice – Pupil Attitude Questionnaire Self Evaluation Report – Spring 2012

‘Boys and girls get to do the same things.’

‘Teachers treat us all the same.’ ‘We get lots of support when we need it.’

‘We have clubs to make us healthy.’ ‘Our teachers treat us with respect.’

‘People with disabilities are helped and not left out.’

Views of the School Council – April 2012

Currently there are 193 boys and 187 girls are on the school roll making a total of 380 pupils.

Ethnicity Female Male Grand Total %
Any other Asian background 1 3 4 1.1
Any other mixed background 0 1 1 0.3
Any other white background 1 1 2 0.5
Bangladeshi 2 1 3 0.8
Gypsy / Roma 2 1 3 0.8
Pakistani 171 172 343 90.3
White - British 6 9 15 3.9
White and Asian 4 5 9 2.4
Grand Total 187 193 380 100
         

On the school staff, there is representation from white British, Pakistani and one any other white British (Italian)

  • The linguistic profile of the school is as follows:
    • Arabic – 2
    • Polish - 2
    • Bengali – 3
    • Dutch / Flemish – 1
    • English – 52
    • Urdu – 6
    • Punjabi - 314
  • There are 93 pupils with asthma, eczema or both.
  • 3 pupils with mobility difficulties
  • 3 pupils with kidney problems
  • 2 pupils with hypopituarism
  • 2 pupils with epilepsy
  • 2 pupils with hearing impairment
  • 2 pupils with visual impairment – 1 of whom is registered blind and learning Braille
  • There are 79 members of staff including welfare staff – making a total of 29.1% of staff who are of ethnic minority.
  • There are 12 members of the governing body. 5 are from ethnic minority group making a total of 41.6%
  • The school is physically accessible, an environmental audit is carried out at least yearly and any modifications made.
  • There are 4 children in care.

At Spring Hill school, the leadership of the school community will demonstrate mutual respect between all members of the school community

  • There is an openness of atmosphere which welcomes everyone to the school
  • All within the school community will challenge any type of discriminatory and/or bullying behaviour, eg through unwanted attentions (verbal or physical) and unwelcome or offensive remarks or suggestions
  • All pupils are encouraged 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
  • The school catchment area consists mainly of Pakistani heritage, Punjabi speaking Muslims. There is also an established white / British, aging working class community. There is a significant percentage of transient younger white / British families whose children attend the school for a short time before moving to another district in Accrington. There are several mosques and churches to serve the local community.
  • The most recent Lower Super Output Analysis data (2010) shows that Spring Hill Ward is less than 5% (most deprived) for the index of multiple deprivation for income, employment, health, education and skills, and living environment. Spring Hill School, its pupils, and the community are located in this district.

Policy Development

This policy applies to the whole school community. It has been drawn up as a result of the outcomes of a transparent process and through consultation with:

  • Pupils with disabilities / and ethnic minority
  • Parents
  • Head teacher
  • Teachers
  • SENCO
  • All other school staff
  • School nurse
  • Members of the community, including ethnic minorities
  • School governors.
  • All key stakeholders
  • Initial consultation during development of the policy
  • Comments on a draft policy before publication.

Spring Hill recognises the importance of providing feedback to those involved in the development process and is committed to acknowledging input and providing follow-up to suggestions put forward.

Spring Hill is an inclusive school, working towards greater equality in the whole school community. 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 her or his potential.

We collect and analyse a range of equality information for our pupils.

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. These groups include boys/ girls, ethnicity (white British boys), SEN / disability / BESD and free school meals. 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. Many interventions are available and decisions are made on the most appropriate. Progress is evaluated by pre and post intervention testing. 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.

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

  • Attendance and punctuality
  • Exclusions and truancy
  • Racism, disabilism, 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.

Spring Hill 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.

We collect and analyse a range of profile information for our staff and governors:

  • Applicants for employment
  • Staff profiles
  • Attendance data
  • Training attendance data

Disciplinary and grievance cases (where applicable)

  • Appraisal interviews
  • Performance management interviews

Confidentiality procedures are followed at all times.

Priorities identified are to separate staff data into gender and disability.

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

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

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:

  • 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 advocacy 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' departments, 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 our pupils
  • Adults in the school provide good, positive role models in their approach to all issues relating to equality of opportunity
  • The school places a very high priority on the provision for special educational needs and disability. We will meet all pupils’ learning needs including the more able by carefully assessed and administered programmes of work
  • The school provides 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 is given to the physical learning environment – both internal and external, including displays and signage
  • An outside learning area and garden has been created

Curriculum - At Spring Hill School, we aim to 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 mainstream curriculum by taking into account their cultural, backgrounds, linguistic needs and learning styles
  • All pupils have access to learning opportunities and rewards which recognise attainment and achievement and promote progression

Resources and Materials -The provision of good quality resources and materials within Spring Hill School is a high priority. School ensures that materials and resources

  • 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

When ordering new resources and materials, consideration is always given to how they show equality. For example, the KS1 toys have children with hearing aids, wheelchairs etc. When ordering books the publishers are requested to show all sectors of the community, such as people with disabilities, different races and cultures. The library has specific resources so that children can read about various disabilities for information. VI and HI (and other) awareness activities are regular events during the school year and fundraising events also take place.

Language - We recognise that it is important at Spring Hill 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. Non staff members are made aware of the Single Equalities policy and are expected to adhere to it when working at Spring Hill School.

There are many extended learning opportunities for pupils.

These include:

  • Computer / ICT clubs
  • Games club
  • Multi skills sports clubs
  • Dance club
  • Football club
  • Choir
  • Reading club

It is school policy to ensure that all these clubs are fully inclusive and additional resources / support are provided as necessary. For example, additional adult support will be provided for a child with mobility difficulties. Transport is provided if attending an external event when required.

Provision for Bi-lingual / Ethnic minority Pupils - At Spring Hill we have achieved the Lancashire Race Equality Mark in July 2011. There is a race equality policy and an EAL policy in place.

We undertake at Spring Hill School to make appropriate provision for all EAL/bi-lingual children/groups to ensure access to the whole curriculum. The bi-lingual support is mainly in Foundation stage and Key stage 1, where the need is greatest. When a new non English speaking pupil arrives in school, intensive 1:1 support is provided. The groups supported include:

  • Pupils for whom English is an additional language
  • Pupils who are new to the United Kingdom
  • Gypsy, Roma and Traveller Children
  • Pupils who use mother tongue to learn

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 particular groups such as Gypsy, Roma and Traveller, refugee and asylum seeker pupils
  • All pupils are encouraged to consider the full range of career opportunities 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 career 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.

  • Although recruitment of male staff is sometimes problematic, school ensures that pupils have access to male role models in both key stages. There are currently three male teachers and three male Teaching assistants employed by school.
  • 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 ‚óŹ Access to opportunities for professional development is monitored on equality grounds
  • Staff questionnaires are used to gather opinions and needs of those concerned.

Staff Recruitment

  • All those involved in recruitment and selection, including governors, 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. This information is included in the Classroom Handbook.
  • Employment policy and procedures are reviewed regularly to check conformity with legislation and impact
  • Occasionally, for dignity / privacy reasons, it may be necessary to employ a member of staff on the grounds of gender.

Partnerships with Parents/Carers/Families and the Wider Community - We will work with parents/carers and the wider community to help all pupils to achieve their potential.

  • All parents/carers are encouraged to participate in the full life of the school.
  • Governors are recruited with a view to representing the diversity of the community
  • The Governors, as representatives of stakeholders in the community support the school in matters related to its equality duties.
  • Members of the local community are encouraged to join in school activities
  • If, or when necessary, School will explore the possibility of having a role to play in supporting new and settled communities
  • Our governing body will ensure that the school complies with statutory requirements in respect of this policy and action plan
  • The headteacher 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 headteacher 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 and staff 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

Spring Hill School will ensure that we buy services from organisations that comply with equality legislation. This will be a significant factor in any tendering process.

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. An action plan will be published to enable an impact assessment to be undertaken at the appropriate time within a given timescale.

The Single Equalities Policy is available to read on the school’s website. There is also a copy in the class handbook. Parents are invited to request an individual copy by asking at the school reception. A copy will be distributed to the School nurse’s clinic, and the local community centre. New staff will be made aware of the policy and where to find it. Non staff and contractors will also be made aware of expectations regarding equality at Spring Hill School

An annual report on progress and performance regarding the Single Equalities Policy will be submitted to Governors. The information will include accessibility for disabled pupils - physical, curriculum and information. The report will also include progress and performance in matters regarding ethnicity, disability and gender. This policy has a life span of three years and will be reviewed and revised as part of a three year cycle. This report will form the basis of a yearly action plan.

An equality impact assessment will be carried out yearly, whereby the policy and procedures will be reviewed to ensure that it meets the needs of all our service users, and no group ( in relation to ethnicity, disability, gender, age, religion, belief or sexual orientation) is disadvantaged or unable to access our services.

APRIL 2012

Appendix – Equality Legislation Guidance

What does a school need to do?

(Note: The duties outlined below are now elements of the Public Sector Equality Duty)

 

The term race includes colour, ethnic origin, nationality, national origin and citizenship as well as race.

The Race Equality Duty

What is it?

  • The Race Relations (Amendment) Act 2000 (which includes the Race Equality Duty) amended the Race Relations Act 1976
  • It came into effect from April 2001

Who is covered?

  • Pupils, parents/carers, prospective pupils and parents/carers, staff, job applicants, governors and others using school facilities

General duties

  • Tackle racial discrimination
  • Promote equality of opportunity
  • Promote good relations between persons of different racial groups

Specific duties

  • From May 2002 publish a Race Equality Policy which includes an implementation strategy or action plan (effectively a Race Equality Scheme), monitor it annually and review it every three years
  • Involve appropriate and diverse stakeholders in developing the policy
  • Monitoring the impact of the school’s policies on pupils’ performance and progress
  • Provide ethnic monitoring data on their staff in regular returns to the Local Authority

Reporting racist incidents in schools

Schools are required to have in place a procedure for dealing with and reporting racist incidents, which includes providing an annual summary of racist incidents to Lancashire County Council

What is a disability?

  • Disability is a physical or mental impairment which has an effect on a person’s ability to carry out normal day-to-day activities. That effect must be:
    • substantial (more than minor or trivial)
    • adverse
    • long-term (it has lasted, or is likely to last, for at least a year or for the rest of the life of the person affected).

There is no need for a person to have a specific, medically-diagnosed cause for their impairment – what matters is the effect of the impairment, not the cause.

Examples include hearing or sight impairments, a significant mobility difficulty, mental health conditions or learning difficulties. There are many other types of condition, illness or injury that can result in a person being disabled (eg diabetes, asthma, cancer, arthritis, epilepsy, multiple sclerosis, heart conditions, facial disfigurement).

General duties

  • Promote equality of opportunity
  • Eliminate unlawful discrimination
  • Eliminate disability-related harassment
  • Promote positive attitudes towards disabled people
  • Encourage disabled people’s participation in public life
  • Take steps to take into account people’s disabilities.

Specific duties

  • From December 2006 for secondary schools and from December 2007 for primary schools, special schools and PRUs, must prepare and publish a disability equality scheme, monitor it annually and review it every three years
  • Involve disabled people in the development of the scheme
  • Set out in their scheme: • how disabled people have been involved in its preparation
  • their arrangements for gathering information on the effect of the school's policies on:
    • the recruitment, development and retention of disabled employees
    • the educational opportunities available to and the achievements of disabled pupils
    • the school's methods for assessing the impact of its current or proposed policies and practices on disability equality
    • the steps the school is going to take to meet the general duty (the school's action plan)
    • the arrangements for using information to support the review of the action plan and to inform subsequent schemes.

The term gender includes boys, girls, men and women, and transgender/transsexual people. Sexual orientation is a distinct protected characteristic. (The term transgender refers to a range of people who do not feel comfortable with their birth gender).

What is the difference between sex and gender?

  • Sex refers to biological status as male or female. It includes physical attributes such as sex chromosomes, gonads, sex hormones, internal reproductive structures, and external genitalia.
  • Gender is a term that is often used to refer to ways that people act, interact, or feel about themselves, which are associated with boys/men and girls/women. While aspects of biological sex are the same across different cultures, aspects of gender may not be.

Sexual Orientation

Heterosexism is any prejudice and discrimination against individuals and groups who are lesbian, gay, bisexual (LGB) or are perceived to be so. It is based on the assumption that everyone is or should be heterosexual. Expressions of dislike, contempt or fear based on heterosexism are usually known as homophobia, although lesophobia and biphobia are also coming into use.

Whether through institutional practice or personal behaviour, the prevalence of heterosexism is likely to mean that LGB people feel excluded and unsafe.

This effect can be mitigated by an actively welcoming and supportive environment.

Sexual orientation is defined as an individual's sexual orientation towards people of the same sex as her or him (gay or lesbian), people of the opposite sex (heterosexual) or people of both sexes (bisexual).

General duties

  • Eliminate unlawful discrimination and harassment
  • Promote equality of opportunity between male and female pupils and between men and women
  • Promote good relations

Specific duties

  • From April 2007, prepare and publish a Gender Equality Scheme, showing how the school will meet its general and specific duties and set out its gender equality objectives, as well as its plans for stakeholder consultation and impact assessment
  • Monitor the scheme annually and review it every three years.

Transgenderism and gender re-assignment

Transgender is an umbrella term used to describe people whose gender identity or gender expression differs from that usually associated with their birth sex. Gender re-assignment is the process a transgender person goes through to change sex.

Aspect of the Duty: R=Race, D=Disability, G=Gender, SO = Sexual Orientation, R/B = Religion or Belief, CC= Community Cohesion OUTCOME ACTIONS TIMESCALE RESPONSIBILTY SUCCESS CRITERIA MONITORED BY
R, D, G, SO, R/B, CC All staff and stakeholders are aware of the Single Equalities Policy and have an awareness of their responsibilities. Raise awareness of the policy at staff meetings and induction meetings. Sept 12 / ongoing / annually 2015 Head Teacher / SLT Awareness training delivered. All have understanding of their responsibilities. Head Teacher’s report to Governors
R, D, G Monitor and analyse pupil achievement by race, gender and disability. Use data to provide interventions or support for identified pupils Termly / ongoing 2015 Assessment co-ordinator / Inclusion Leader / SENCO Equality of opportunity and participation is ensured for all pupils. Achievement gaps are narrowed from initial analysis of data. Assessment Co-ordinator and Inclusion Leaders’ reports to Governors
R, D, G, SO, R/B, CC All pupils make a positive contribution to school life – academic, social and physical to their full potential. Ensure opportunities for all pupils to make a contribution – School Council, Playground / reading buddies, clubs, class performances, choir, fund raising, out of school activities, etc. Ongoing 2015 Class teachers, SENCO, Learning Mentors, Sports coaches, TAs Equality of opportunity and participation is reflected in a wide range of pupils contributing to the mentioned activities. Wide School’s effectiveness Leader’s report to Governors
R, D, G, SO, R/B, CC Resources, including teaching materials reflect the full community Curriculum leaders, when buying resources, ensure that all sectors of the community are represented when relevant. Library books also available to address a range of issues. Annually / ongoing 2015 Curriculum leaders, class teachers All pupils feel included and understand that they are part of a very diverse society. Curriculum leaders’ reports to Governors/ SLT monitoring of plans
R, D, G, SO, R/B, CC To promote diversity throughout the school. School and class displays reflect the diversity of society. Ongoing 2015 Class teachers, TAs School displays reflect that we are part of and embrace the wide society and promote inclusion Regular walk throughs by HT / DHT
R, D, G, SO, R/B, CC To ensure that all staff are aware of procedures to report racist / bullying / homophobic incidents and school procedures are known by all stakeholders. Review bullying and harassment policy, consult and publish. Staff meetings to raise awareness and remind staff of procedures. Induction meetings. Dec 12 Regular intervals / ongoing 2015 Head Teacher / SLT Elimination of any discrimination or harassment incidents in school. Head Teacher’s report to Governors
R, D, G, SO, R/B, CC Collect ethnic and disability information on all staff and governors, and / or any other relevant information they may wish to share. School secretary to complete staff profiles and information (confidential) Dec 12 Ongoing Head Teacher School shows understanding and support for the specific needs of individual members of staff. Governors and staffing structure reflects the diversity of the community. Head Teacher’s report to Governors