Cheslyn Hay Primary School

Inclusion through Equality and Diversity

Every Child Matters at Cheslyn Hay

The staff, governors and pupils at Cheslyn Hay Primary School adhere to the statement of intent on cultural diversity as presented by Staffordshire Local Authority when it states that it’s principles for a mission statement is:

‘To work with its partners to create a culture in which education is sought and valued; where high expectations of pupils and students and high standards of achievement become the norm; and where education promotes individual and community development and contributes to regeneration’.

As a school we are committed to promoting equality of opportunity and inclusion for everyone, regardless of gender, age or disability and race equality plays a central part in developing our school ethos. This also applies to all of our monitoring, reviewing and evaluation systems.

Our policy for Equal Opportunity:

  • Agreed by all staff and Governors
  • Available to all staff, parents/carers and governors.
  • Reviewed on an annual basis by the headteacher and shared with Governorswhere appropriate.
  • Evident within the SDP (if appropriate) and any issueshighlighted for development.
  • Understood and implemented by all staff. A copy is available for staff.

Promoting the Policy

As part of our staff development process both staff and governors will be offered relevant bespoke training to ensure that all concerned fully understand their responsibilities and can act on these. Any training or inset needs will be identified when the SDP is reviewed and evaluated (annually) and during weekly teaching and support staff meetings.

The Head teacher with the Senior Leadership Team are responsible for the implementation of the policy and they will work with the Governors and staff to ensure that this is adhered to.

Defining Roles and Responsibility

The school is committed to:

  • Challenging all types of discrimination.
  • Ensuring that race equality is addressed across all curriculum areas.
  • Monitoring school exclusion and attendance to ensure that there are no disparities in rates of exclusion across various groups.
  • Enhancing parent/carer involvement across racial groups.
  • Dealing with racial incidents firmly and sensitively.
  • Working closely and in partnership with a wide variety of local organisations where appropriate.
  • Enhancing trust and satisfaction from all parents/carers, pupils, staff and governors and promote a rich and diverse sense of community within our setting.
  • Ensuring equality and inclusion for all pupils, staff and governors.
  • Ensuring that all in our school feel valued and welcomed.
  • Working with schools in the wider community to develop good race relations.

The Governing Body will:

  • Work within the remit of the Equality Act 2010 which came into force on 1.10.2010.
  • Take appropriate actions (with the HT) against pupils, staff and governors who racially discriminate, including disciplinary action.
  • Ensure that the Head teacher provides a report (if appropriate) in the Head teacher report at the termly governors meetings.
  • Ensure that race equality issues are considered whenever schools policies are reviewed. The Standards & Achievement committee will monitor this.
  • Set challenging targets to raise attainment of specific under achieving groups.

The SLT will:

  • Ensure that all staff are kept up to date with legislative requirements and that staff are aware of their responsibilities.
  • Ensure that all staff are aware of procedures for reporting and recording of incidents of racism and racial discrimination and are aware of how to identify and challenge racial bias and stereotyping.
  • Staff and governors will be made aware of the Support Line – 08453 100 999 and further information as Appendix 1.

Monitoring and Reviewing

We will ensure that:

  • An item for discussion is included in the Head teachers report to governors under the heading Inclusion at each meeting and any pertinent issues be discussed by the full committee.
  • The Equality and Diversity policy and related policies will be reviewed on a yearly cycle by the Standards & Achievement committee and a verbal report given to the full governing body.
  • The school will ensure effective communication with all parents/carers where needed and make every effort to arrange for interpreters/translators to communicate with parents/carers who speak English as an Additional Language (EAL) and for individuals who require sign language support.

Monitoring

The school will use:

  • robust monitoring systems and data to review the attainment and progress of pupils and to set targets for removing any identified disparities between different groups of pupils. The Head teacher along with the standards & achievement committee will ensure that vulnerable groups of children are identified and suitable targets set.
  • Information from collected data, scrutiny of work and other evidence will be discussed at regular intervals by the SLT and included in staff and governors meetings where appropriate.
  • In addition the Head teachers report for Governors will outline any areas for concern and progress being taken to reach individual and group goals.

Specific Areas of School Activity

These areas are:

  • Curriculum
  • Admission, attendance, behaviour
  • Attainment and progress
  • School Ethos
  • Partnerships – parents/carers, local community
  • Staffing – recruitment, training and retention
  • Reference to the Accessibility Plan

Ownership of the Policy

Governors have ownership of this policy and they will ensure that all issues included in this document are fully implemented in the school’s day to day life.

INCLUSION NOW!

Every Child Matters at Cheslyn Hay

Policy for Equality and Diversity

Process of Development

First Draft:January 2010

Reviewed:March 2010

Updated:May 2010

Presented to Governors:2 November 2011

Reviewed by Standards & Achievement: 16 May 2012

Updated:30.9.14

Reviewed by Acting Headteacher:22.9.2015

Presented to Governors: 22.10.2015

‘Every Child Matters – Every Day Counts’.

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