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Single Equality Scheme

Single Equality Scheme

CASTLE PRIMARY SCHOOL


Below is a summary of the school's Equality scheme. The school has established several action plans which are not reproduced here but are available on request from the school.

SINGLE EQUALITY SCHEME

 

Contents

 

Developing the Scheme

1. Introduction

2. National and Legal Context for Equality and Diversity

3. School Context

4. Involvement of staff, pupils, and parents /carers

Developing our Scheme

Ongoing involvement

 

Deciding what to do

5. Information gathering

Pupils

Staff

Others

6. Specific Equality Areas

Race Equality

Community Cohesion

Disability Equality

Gender Equality

Other Equality Areas

7. Impact Assessment

8. Working in Partnership

 

Putting the Scheme into practice

9. Publishing the Scheme, raising awareness

10. Monitoring and evaluating the Single Equality Scheme and Equality Action Plan

11. Links with other school policies

12. Roles and responsibilities

 

Equality Action Plan 2014 - 2016

 

For further information, or to request this Scheme in an alternative format,

please contact the school office.

 

For all enquiries about our scheme please contact:

 

Justin Bartlett (Headteacher)

Andrew Jackson (Senior Teacher with responsibility for community cohesion)

 

 

 

Introduction

 

We welcome the equality duties on schools, and regard these as essential for achieving the five outcomes of the Every Child Matters framework.

 

We believe that all pupils and members of staff should have the opportunity to fulfil their potential whatever their background, identity and circumstance. We are committed to creating a community that recognises and celebrates difference within a culture of respect and cooperation. We appreciate that a culture which promotes equality will create a positive environment and a shared sense of belonging for all who work, learn and use the services of our school. We recognise that equality will only be achieved by the whole school community working together – our learners, staff, governors and parents in particular.

 

Throughout this Scheme, ‘parents’ can be taken to mean mothers, fathers, carers and other adults responsible for caring for a child.

 

This Single Equality Scheme provides a framework for our school to promote equality, inclusion and good community relations, and to tackle prejudice, discrimination and their causes in a holistic and proactive way.

 

Our Single Equality Scheme is based on the core principles that its effectiveness will be determined by:

 

• active involvement with key stakeholders, not just in developing this Scheme but also in its review and implementation

• proactive leadership

• prioritising activities that produce specific, tangible improved outcomes

• removal of attitudinal and cultural barriers

 

We have incorporated our individual policy for race equality, and our disability and gender equality schemes into one overarching Single Equality Scheme to create a coherent framework for promoting equality and diversity within our school. We have identified a set of priorities to promote equality, inclusion and community cohesion. Our Scheme includes a plan of action to address these priorities over the next three years. We recognise that improving outcomes such as attendance or attainment for a specific group of pupils will help to improve our outcomes for all. Our commitment to equality is thus a fundamental part of our drive towards excellence and one of our core principles to ensure that all individuals ‘aim high’.

 

 

National and Legal Context for Diversity

 

All schools have duties to promote race, disability and gender equality

The general duty to promote race equality means that we must have due regard to:

 

1. eliminate unlawful racial discrimination

2. promote equality of opportunity

3. promote good relations between people of different racial groups.

 

The general duty to promote disability equality means that we must have due regard to:

 

1. promote equality of opportunity between disabled people and other people

2. eliminate unlawful discrimination

3. eliminate disability- related harassment

4. promote positive attitudes towards disabled people

5. encourage participation by disabled people in public life

6. take steps to take account of disabled peoples’ disabilities, even where that involves treating disabled people more favourably than other people.

 

The disability equality general duty reinforces the reasonable adjustment duties of the Disability Discrimination Act (DDA). In particular, it complements, and in some cases overlaps with, the anticipatory duty to make adjustments.

 

The general duty to promote gender equality means that we must have due regard to:

 

1. eliminate unlawful discrimination and harassment and

2. promote equality of opportunity between men and women.

 

Schools also have specific duties under these three promotional duties, which are explained in Appendix A. This Scheme demonstrates our response to both the general and specific duties.

 

Schools have a duty to promote community cohesion, developing good relations across different cultures, ethnic, religious and non religious and socio-economic groups. There are no statutory requirements for schools to have a policy or action plan for promoting community cohesion. However, we have incorporated our priorities into our Single Equality Scheme and Equality Action plan to make it easier to monitor our progress and performance in meeting the requirements of this duty. Although there are no equivalent promotional duties in relation to age, sexual orientation and religion or belief, we must ensure that we do not discriminate on these grounds. This Scheme includes our priorities and actions to eliminate discrimination and harassment for these equality areas. Appendix A provides further details of the requirements of equality legislation.

 

School Context

 

Hampshire is a large and diverse county with over a million residents. There is a mix of urban and rural areas but the majority of the population live in urban areas. The 2001 census show that 2.3% of the population of Hampshire are from ethnic communities, although in recent years there has been an increase in migrant workers particularly from the EU. In 2008, 7.1% of school pupils were from ethnic communities. Approximately 15% of the population have declared a disability. For 2007/08, there were 732 reported incidents of hate crime; 83.5% were related to race and the remaining 16.5% were related to sexual orientation and transsexual issues. Nearly half the population are aged between 25 and 59, with an increasing number of people over the age of 75. The main religious group is Christian (8%), followed by Muslim (0.4%),Hindu (0.3%), and Sikh (0.1%).

 

Our school

Castle is a larger than average size primary school with 417 pupils currently on roll. We admit 60 pupils per year group but hold large waiting lists for many year groups. 65 pupils applied for our last Yr R intake. A large majority of pupils (69%) live in the Portchester East Ward. A small minority, (19%), live in the Paulsgrove ward. The school deprivation indicator places the school in the 20-40 centile. The % of pupils from minority ethnic backgrounds is low (3% in 2009/10, compared to national average of 24.5% and 96.4% of children are classified white-British) The % of pupils with a statement of SEN is in the mid-centile rank. 7% of pupils take Free School Meals (FSM).

 

Involvement of staff, pupils, and parents

 

a) Developing our Scheme

The involvement of a diverse group of people has been instrumental in shaping our Single Equality Scheme and Equality Action Plan. We have strived to involve the full diversity of our school and community, recognising that people who share an aspect of their identity in relation to race, disability, gender, age, sexual orientation and religion or belief are best placed to identify key issues for us to address. In developing our Scheme, we have involved staff, pupils and parents in the following ways: -

 

- Focus groups

-Questionnaires

- Involvement of the school council

- Contact with disabled parents

 

These activities have involved disabled people, people from different ethnic

communities and gender by specific contact and liaison.

We have identified the following priorities as a result of these activities:

-Physical access to the school building for different events

- Reserving seats for presentations and concerts

- Reserving places for the children in after school activities

-Ensuring that staff and school office are aware of any communication / language issues

 

b) Ongoing involvement

We have strategies in place to promote the participation of pupils in decision-making and in making a positive contribution to school life. We will embed equality and inclusion into these strategies so that learners from diverse backgrounds are involved in shaping provision and improving practice.

We ensure that outcomes from these involvement activities are acted upon by the school’s senior leadership team.

Strategies to promote inclusion are:

-Action Teams – membership by pupil, parent and governor

-Pupil focus groups and School Council

- Advantage Fund to involve families and pupils in specific activities during and after school with a subsidy or free

-Pupil surveys led by the Healthy Schools coordinator

 

5. Information gathering

We will collect a broad range of qualitative and quantitative information to monitor our policies and practice and to demonstrate our progress in equality, inclusion and community cohesion. Our single equality approach helps us to more effectively monitor our progress and performance, as our pupils and staff may face more than one barrier to achieving their full potential.

 

a) Pupils

We collect the following information:-

Admissions, attendance, attainment and progression, awards, rewards and sanctions, take up of extended schools provision, participation in action teams and special groups, complaints, racist incidents and bullying.

We have identified the following priorities from evaluation of this information:

- Wave 2 & 3 pupils attainment and progress rates

-Ensuring a wider participation in school groups

- Recording bullying incidents on the new Hampshire documentation.

 

We will ensure that the information we gather will be used to promote equality by:

-Writing Raising Attainment Plans each term based on data reviews of all pupils and vulnerable groups

- Coordinating provision with the Cams and Portchester Partnership Extended Services Team for social and emotional family and pupil learning opportunities

 

b) Staff

We collect the following information:-

Staff recruitment and retention returns annually, performance management reviews, CPD provision and attendance, discipline, grievance and competency, lesson reviews and feedback, cessation of employment.

We have identified the following priorities from evaluation of this information:

-Review the balance of gender and race in employment at all levels across the school

 

We will ensure that the information we gather will be used to promote equality by:

-Where the best candidates for a post are representative of any group then the candidate selected will support equality of opportunity by gender, race or disability

 

c) Others

We will seek to gather the views regularly of all our parents and will review the feedback to provide specific feedback in these areas:

- Absent parents

- Disabled parents

- Parents with communication barriers

through

-Direct liaison by the Headteacher, Admin officer or Governor

 

6. Specific Equality Areas

 

This section of our scheme highlights what we have already achieved for specific aspects of equality, and further action that we intend to take

 

a) Race Equality

What we have already achieved:

- Recording and reporting of all racist incidents

- Regular celebration of diverse cultural achievements and well known people

We want to do more by:

- Ensuring adult role models are reflective of a diverse range of cultures (staff & visitors)

- Enriching the curriculum to incorporate opportunities to learn about different cultures and races

 

b) Community Cohesion

What we have already achieved:

Teaching, learning and curriculum

- A broad range of cultures studied across the curriculum and age ranges

- Whole school events to celebrate diversity

- Community project involvement in the locality

- Fund raising promotions

Equality and excellence

- Robust analysis of performance data

- Early intervention for learning support

- Provision of ELSA for social and emotional issues

Engagement and extended services

- Financial support to participate in extended and family learning opportunities

- Parent support groups and training programmes available for all

We want to do more by:

- Develop a stronger awareness of cultural diversity in UK

- Develop greater global awareness with school community

c)Disability Equality

What we have already achieved:

Physical Environment

- Improved entrance and access for all

- Provision of ramps to access the school

- Assessable parking

- Physiotherapy room

- Assessable WC

Curriculum

- Inclusion of diverse role models as an area of study

Aids & Equipment

- Laptops, Wifi, additional staff, specialist chairs, software

Written information

- Greater use of email

We want to do more by:

- Provision of alternative language format when requested

- Promote visits by disabled presenters and adults

- Use of text service

 

d) Gender Equality

What we have already achieved:

- Reviewed the curriculum to promote gender friendly writing opportunities

We want to do more by:

- Maintaining a positive gender balance within the staff body

- Ensure promotion opportunities are reflective of the gender balance across the school

- Continue to identify gender performance and curriculum adaptations to achieve equality of opportunity

e) Other Equality Areas

What we have already achieved:

- Promote inter faith collective worship

We want to do more by:

- Review the behaviour policy to show that harassment and bullying is not tolerated

 

7. Impact Assessment

We will carry out equality impact assessments on our policy and practice which will cover all aspects of equality: race, disability, gender (including gender identity), age, sexual orientation, religion and belief. We will look for ways to improve practice as well as ways to eliminate discrimination and harassment. We have a programme of carrying out impact assessments on our existing policies and practice and we will build the impact assessment process into all new policy development and decision making activities.

We will do this through:

- Annual / cycle reviews of policies by staff and governors

- Annual / termly reviews of progress and attainment for all pupils and vulnerable groups

-Pupils progress meetings and attainment plans 

8. Working in Partnership

We recognise that achieving equality, inclusion and good community relations involves working effectively and in partnership with others, including parents, community groups and local organisations.

We will always aim to re schedule consultations and meetings to accommodate the needs of parents where possible.

 

Putting the Scheme into practice

9. Publishing the Scheme, raising awareness

We recognise that our Scheme is a public document that should be available to any interested stakeholder. We will promote and publish our Scheme by:

- placing it on our website

- making it available on request

- providing a summary in our prospectus, including our vision and key priorities

- reference the scheme within the staff handbook

 

10. Monitoring and evaluating the Single Equality Scheme and Equality Action Plan

We will regularly monitor and evaluate the implementation of our Single Equality

Scheme and Equality Action Plan. We will report annually on our progress and

performance. Our annual report will be shared with Governors and our School

Improvement Partner. We will inform staff and learners of our progress. This report will be written by the governor responsible for monitoring the school equality duty.

The findings of our annual report will be used to update the Equality Action Plan and inform subsequent Single Equality Schemes.

We want this Scheme to be a ‘whole organisational’ document that drives forward equality and achieves improved outcomes. We will therefore ensure that the Equality Action Plan is an integral part of our School Improvement Plan, and as such, our progress will have regular oversight by the senior leadership team and the governing body.

We will formally review, evaluate and revise this Single Equality Scheme and Equality Action Plan every three years, to set new priorities and identify new actions. This process will again involve staff, learners, parents and governors who reflect the full diversity of the school community.

11. Links with other school policies

School policies that link with, and have informed this Scheme include:

- Inclusion and SEN policy

- Racist Incidents policy

- Behaviour policy

- Pay policy

- Admissions policy

12. Roles and responsibilities

The governing body will

- monitor the implementation of the Scheme and Action Plan to check progress

and assess impact on staff, learners and parents

- ensure that all governors are aware of their legal responsibilities under equality legislation

- receive and discuss regular equality reports on progress and performance

- monitor achievement of equality targets

- check that implementation of the Scheme and Action Plan achieves improved outcomes for people who share an aspect of their identity in relation to race, disability, gender (including gender identity), age, sexual orientation, religion and belief.

 

The head teacher will:

- provide proactive leadership to create a community that recognises and celebrates difference within a culture of respect and cooperation

- ensure staff, pupils, parents /carers and any other interested stakeholders are aware of this Scheme and their roles and responsibilities in implementing this Scheme

- monitor to ensure effective implementation of the Scheme and Action plan

- provide regular reports for governors on progress and performance

- Allocate appropriate responsibilities, and provide suitable training and development for staff to implement this Scheme.

 

The senior leadership team will

* drive forward implementation of the Scheme and Action Plan

* support staff to carry out their role in implementing this Scheme

* provide effective leadership on equality, inclusion and community cohesion

* ensure the Scheme is successfully promoted

* respond in a timely and appropriate manner when dealing with any incidents or issues of discrimination, harassment or victimisation.

 

All staff will

- recognise that they have a role and responsibility in their day-to-day work to

- promote equality, inclusion and good community relations

- challenge inappropriate language and behaviour

- tackle bias and stereotyping

- respond appropriately to incidents of discrimination and harassment and report these

- highlight to the senior leadership team any staff training or development that

they require to carry out the above role and responsibilities

All staff will also ensure that students are encouraged to

- recognise that they have a role and responsibility to themselves and others so that they understand and are able to

- promote equality, inclusion and good community relations

- challenge inappropriate language and behaviour

- tackle bias and stereotyping

- work to promote anti-bullying strategies

- respond appropriately to incidents of discrimination and harassment and understand the action needed to report these.

 

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