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Equality Policy

January 2018

Policy for Equality

 

Introduction

The Equality Act 2010 replaced all existing equality legislation such as the Race Relations Act, Disability Discrimination Act and Sex Discrimination Act. It has consolidated this legislation and also provides some changes that schools need to be aware of.

The Equality Act 2010, updated in May 2014 provides a legal framework to protect the rights of individuals and to have equal opportunity for all. It promotes a fair and equal society and protects individuals from unfair treatment.

The policy complies with ‘Public Sector Equality Duty’ that requires all public organisations including schools to;

  • Eliminate unlawful discrimination, harassment and victimisation.
  • Advance equality of opportunities between different groups.
  • Foster good relationships between different groups.

The policy also complies with two ‘Specific Duties’ that require public organisations including schools to;

  • Publish information to show compliance with the Equality Duty.
  • Publish Equality Objectives at least every 4 years which are specific and measurable.

A key part of this is protection from discrimination on the grounds of ‘protected characteristics’. These include:

  • Age.
  • Disability.
  • Gender reassignment.
  • Marriage and Civil Partnership.
  • Pregnancy and Maternity.
  • Race.
  • Religion and Belief.
  • Sex.
  • Sexual Orientation.

 

We recognise that these duties reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998.

 

 

Aims and Objectives

Crawley Green is an Inclusive school that treats all members of the community equally and focuses on the well-being and progress of every child. This policy ensures that we continue to tackle issues of disadvantage and underachievement of all groups.

Our aims are to;

  • To ensure that everyone (pupils, families, staff, visitors) is treated fairly and with respect
  • To make Crawley Green a safe and secure environment for everyone
  • To recognise, respect and welcome the diversity of our school
  • To provide pupils with the opportunity to explore and develop their own values and beliefs and to learn more about those of other people.
  • To recognise different needs and to understand that treating people equally does not mean treating them the same
  • To aim to reduce barriers to learning and to give each pupil the opportunity to contribute fully at school
  • To live to our motto ‘Valuing the Individual and celebrating achievement’ by having high expectations for all and to recognise personal achievements
  • To ensure that no-one experiences harassment, discrimination or inequality under any of the above protected characteristics

 

Information about our school population

SEN

Pupil Special Educational Needs (SEN) Provision

 

Number of Pupils

% of school population

No SEN

243

93%

SEN Support

15

6%

Educational Health Care Plan

2

1%

 

Ethnicity and Race

White British

81

Black African

13

Other Asian

7

Pakistani

47

White and Black Caribbean

11

Black Caribbean

5

White Other

35

Indian

8

Kashmini

4

Bangladeshi

19

Any other mixed

8

Other(3 or less)

18

Any other wh Background

4

 

 

 

 

 

Language

Non EAL

92

35%

EAL

168

65%

Gender

 

Number

Percentage

 

Number

Percentage

Boys

126

48%

Girls

134

52%

 

 

 

 

 

 

 

Religion and Belief

Christian

89

Other religion

12

Refused

2

Muslim

85

Hindu

8

 

 

No religion

61

Sikh

3

 

 

 

 

What are we doing to advance equality of opportunity and eliminate discrimination, harassment and victimisation?

As a school we;

  • Take account of equality issues in relation to admissions, attendance and exclusions.
  • Are aware of the ‘reasonable adjustment duty’ for disabled pupils.
  • Ensure all appointment panels give due regard to this policy to ensure that no-one is discriminated against for employment, promotion or training.
  • Know the needs of our school population and collect and analyse data to inform our planning and identify targets to achieve improvements.
  • Actively promote equality and diversity through the curriculum and create an environment that champions respect for all.
  • Monitor progress and outcomes of different groups and use data to support school improvement, taking action to close any gaps.

 

In the curriculum children have the opportunities to;

  • Talk about their personal experiences and feelings
  • Talk about their own ideas and beliefs
  • Listen to and consider the ideas and beliefs of others.
  • Share their achievements and successes.
  • Discuss issues or difficult events e.g. bullying, death.
  • Explore relationships with friends, family or others.
  • Manage difficult social situations such as falling out with friends.
  • Show empathy.
  • Develop a sense of belonging.
  • Develop self-esteem and a respect for others.

 

 

All curriculum areas provide opportunities for children to;

  • Listen and talk to each other.
  • Learn an awareness of treating all as equals and a readiness to accept people.
  • Agree and Disagree.
  • Experience good role models.
  • Take turns and share.
  • Work co-operatively and collaboratively.

 

Disability

Crawley Green follows the Legal framework set out in the

  • SEN and Disability Act 2001
  • Disability Act 2010
  • National Curriculum 2014
  • Ofsted Common Inspection Framework 2014.

 

Crawley Green believes that the school environment should be as accessible as possible and the school will take all reasonable steps to accommodate each pupil’s needs.

Every child has a right to a broad and balanced curriculum. Teaching staff will adapt teaching styles and provide in-class support where necessary.

Crawley Green has high expectations for all and believes that every-one can achieve their goals.

Focussed individual and small group support is provided to help reduce the barriers to learning and participation

Staff track progress and identify pupils who need extra support, eg. intervention groups, support groups, support in class, SEN support, pastoral support.

 

Other ways that we address equality issues to ensure that we meet the needs of the whole school community.

  • Review feedback from pupils, staff, governors and parents through annual questionnaires and consultations.
  • Equality issues that have been addressed in governor’s meetings have been minuted and kept.
  • Policies and procedure are regularly reviewed.
  • Equality framework is part of the review
  • Record of concerns are kept regarding equality issues with pupils, staff, parents and visitors detailing any relevant discussions and actions.

Responsibility of Inclusive practices

  • Inclusion is the responsibility of all staff.
  • Subject Leaders oversee that curriculum planning caters for all pupils.
  • Year leaders oversee the provision for all pupils in their year group.
  • The Inclusion Manager oversees the provision for pupils with special. educational needs, pupils with a disability, children in care and children who are at risk.
  • A large team of Teaching Assistants are deployed throughout the school to support pupil’s needs.
  • The Senior Management Team have overall responsibility to ensure inclusion is high on the school’s agenda.
  • A named governor is responsible for special Educational Needs and Disability.

 

The Headteacher is responsible for ensuring the implementation of the policy and that all staff are aware of their responsibilities and are given training on induction to the school.

 

Monitoring and Review

It is the responsibility of our governing body to monitor the effectiveness of this policy and to ensure that the school complies with legislation.

The governors will;

  • Monitor the progress of pupils from minority groups, comparing it with the progress made by other pupils in the school.
  • Monitor staff recruitment to ensure no-one is discriminated against.
  • Require the headteacher to report to governors annually on the progress of pupils with SEN or a disability.
  • Take into serious consideration any complaints from parents, staff of pupils regarding equal opportunity.

 

Publishing Equality Objectives

The objectives that we identify represent our schools priorities and are the outcome of a careful review and analysis of data and other evidence. The objectives also take into account national and local priorities. The school action plan shows how we will achieve our objectives.

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