BUXTONINFANT SCHOOL
Headteacher: Jude Boyd
EQUAL OPPORTUNITIES POLICY & EQUALITY AND DIVERSITY IN EMPLOYMENT STATEMENT
BUXTONINFANT SCHOOL
This policy was reviewed by the Governing Body on13th July 2017
It will be reviewedJuly 2018
Signed:Date:
Equal Opportunities Policy
Introduction
The Buxton Infant School ‘Ethos & Aims’ statement values the individuality of all of our children. We are committed to giving all our children every opportunity to achieve the highest of standards. We do this by taking account of pupils' varied experiences, abilities and needs. We offer a broad and balanced curriculum, and have high expectations of all children. The achievements, attitudes and well-being of all our children matter.
This Equal Opportunities Policy extends to adults: staff, parents and carers.
This policy is in accordance with The Equality Act 2010, which replaced all previous legislation in relation to equal opportunities. In line with that legislation, it seeks to ensure that this school provides equal opportunity for all children and adults, giving due regard to groups with ‘protected characteristics’, in terms of gender, race, disability, sexual orientation, religion/belief, age, gender reassignment, pregnancy/maternity and marriage/civil partnership, in accordance with the Act.
Aims and Objectives
- We aim not to discriminate against anyone, be they staff, pupil or parent, on the grounds of gender, race, disability, sexual orientation, religion/belief, age, attainment or background.
- We aim to promote the principle of fairness and justice for all through the education that we provide in our school. We recognise that doing this may entail treating some pupils differently.
- We seek to ensure that all pupils have equal access to the full range of educational opportunities provided by the school.
- We constantly strive to remove any forms of indirect discrimination that may form barriers to learning for some groups of pupils.
- We aim to ensure that all recruitment, employment, promotion and training processes are fair to all, and provide opportunities for everyone.
- We aim to challenge personal prejudice and stereotypical views whenever they occur.
- We value each pupil's worth, celebrating the individuality and cultural diversity of our school community, and showing respect for all minority groups.
- We are aware that prejudice and stereotyping are often caused by poor self-image and by ignorance. Through positive educational experiences, and support for each individual's legitimate point of view, we aim to promote positive social attitudes and respect for all.
Racial Equality
At Buxton Infant School we will:
•strive to eliminate all forms of racism and racial discrimination;
•promote equality of opportunity, regardless of race, ethnicity or religion;
•promote good relations between people of different racial and ethnic groups;
•seek to educate pupils in a manner which promotes community cohesion in a multi-cultural society.
We do not tolerate any forms of racism or racist behaviour. Should a racist incident occur, we will deal with it in accordance with school procedures (see policies for Racial Equality and for Behaviour and Discipline).
We endeavour to make our school and its environment welcoming to all ethnic groups. We promote an understanding of diverse cultures through the topics studied by the children and we reflect this in the displays of work shown around the school.
Our curriculum reflects the attitudes, values and respect that we have for people from all ethnic backgrounds - The children have learnt about festivals within different cultures and we have links with other schools within the UK and Europe.
Disability Equality
Some children at Buxton Infant's School may have a medical, sensory or physical disability that they require additional support for. We are committed to meeting these additional needs and take all reasonable steps to ensure that they are not disadvantaged.
The school is committed to providing an environment that allows physical/sensory disabled children and adults full access to the school premises and to all areas of learning.
Teachers modify teaching and learning as appropriate for children with physical/sensory disabilities. For example, they may modify teaching materials or offer alternative activities if children are unable to manipulate tools or equipment.
Gender Equality
We are committed to seeing all individuals and groups of pupils making the best progress possible in our school.
We have put in place a number of measures to raise the achievement of both boys and girls. These may include:
•ensuring that early literacy skills are promoted in all activities in the Early Years Foundation Stage;
•ensuring that the starting points for writing activities capture the interests and imagination of boys and girls alike;
•removing gender bias from our resources
•employing a variety of activities, and include a kinaesthetic element;
•making sure that our school environment promotes positive role models, in relation to learning and achievement;
•minimising stereotyping;
•providing challenge, competition and short-term goals;
•valuing and celebrating academic achievement in ways which will motivate both girls and boys.
If our analysis of pupils’ attainment data indicates areas where girls achieve less well than boys – or vice versa - we will take measures to address this discrepancy. These may include:
•ensuring that individuals do not dominate certain lessons, for example by answering the teacher’s questions more readily;
•ensuring that all learning activities are relevant to real life situations and problems;
•beginning lessons by clarifying the learning intentions, and giving the 'big picture';
•minimising female and male stereotyping;
•using praise and celebration of girls’ and boys’ achievements in those areas where they may traditionally achieve less well than the opposite gender.
We realise that although gender is one of the key factors affecting educational performance, it affects different sub-groups of boys and girls in different ways. Social class, ethnic origin and local context are all strongly linked to the relative achievement of boys and girls. We also seek to ensure that policies designed to improve the attainment of one gender group does not do so at the expense of the other.
The Role of the Class Teacher
Class teachers recognise the possibility of their own prejudices, but do their best to ensure that all pupils are treated fairly and with respect. We do not knowingly discriminate against any child.
When selecting classroom material, teachers strive to provide resources which give positive images, and which challenge stereotypical images of minority groups, or of boys and girls. All staff ensure that the language they use does not reinforce stereotypes or prejudice.
We seek to implement this policy when designing schemes of work, both in our choice of topics to study, and in how we approach sensitive issues.
All our teachers and support staff challenge any incidents of prejudice or racism. We record any incidents and draw them to the immediate attention of the Headteacher.
The Role of the Headteacher
It is the Headteacher’s role to:
•ensure that the school's policy on Equal Opportunities is implemented effectively;
•ensure that all staff are aware of the school policy on Equal Opportunities, and that teachers apply these guidelines fairly in all situations;
•ensure that all appointments panels give due regard to this policy, so that no one is discriminated against;
•promote the principle of equal opportunity when developing the curriculum for pupils, and in providing opportunities for professional development for staff;
•promote respect for other people in all aspects of school.
•manage all incidents of unfair treatment – and/or any racist incidents - with due seriousness, and in line with this policy.
The Role of Governors
In this policy statement, the governing body has set out its commitment to equal opportunities, and it will continue to do all it can to ensure that all members of the school community are treated both fairly and equally.
The governing body collects, analyses and evaluates a range of school data. We check that all pupils are making the best possible progress and that no group of pupils is underachieving. To do this we monitor:
•progress over time;
•attainment
•attendance;
•exclusions;
•rewards and sanctions;
•parents' and pupils' questionnaires.
The Governing Body seeks to ensure that people from the ‘protected groups’ as defined by The Equality Act 2010 (see section 1.2 above) are not discriminated against when applying for jobs at our school. The governors welcome all applications to join the school, whatever background or ethnic group a child may come from.
The Governors take all reasonable steps to ensure that the school environment properly accommodates people with disabilities.
The Governing Body ensures that no child is discriminated against whilst in our school on account of their gender, religion or race. So, for example, all children have access to the full range of the curriculum, and regulations regarding school uniform will be applied equally to boys and girls. If a child's religion has a bearing on school uniform, then the school will deal with each case sensitively, and with respect for the child's cultural traditions.
Monitoring and review
It is the responsibility of our governing body to monitor the effectiveness of this policy. The governors will therefore:
•monitor the progress of pupils from vulnerable groups – including specific SEN cohorts – and compare it with the progress made by other pupils in the school;
•monitor the staff appointment process, so that no one applying for a post at this school is discriminated against;
•require the Headteacher to report to governors annually on the effectiveness of this policy;
•take into serious consideration any complaints from parents/carers, staff or pupils regarding equal opportunity;
•monitor the school's Behaviour Policy, and the numbers of exclusions, to make sure that all pupils are treated fairly.
Equality and Diversity Statement
Contents
1.1 Equality and Diversity Statement
1.2Equality Act 2010
1.3Monitoring and Evaluation
1.4Effect on other Policies and Procedures
1.5Changes to Employees’ Circumstances
1.6Complaints and Resolution of Disputes
Statements
2.1Disability
2.2Race Equality
2.3Religion and Belief
Employment Exceptions for Schools with a Religious Character
2.4Sex/Gender Equality
2.5Gender Re-assignment
2.6Sexual Orientation
Marriage and Civil Partnership
Pregnancy and Maternity
2.7Age Equality
2.8Rehabilitation of Offenders
2.9Harassment and Bullying
Equality and Diversity Statement
This document sets out the school’s commitment to advancing equality and celebrating the diversity of the community, specifically in relation to the school’s role as employer.
1.1The School’s Commitment
The Governing Body, Headteacher and staff are committed to advancing equality of opportunity and providing fair access and treatment in employment and in delivering education. Buxton Infant School is dedicated to ensuring that all members of the school community and the wider community are treated equally, fairly, and with respect by the school and by each other. This document should be read in conjunction with the school’s ‘Equal Opportunities Policy’. The policy sets out how the school will promote equality of opportunity regardless of race, gender, transgender, disability age, religion or belief and sexual orientation, in both the delivery of its services and the employment of its staff.
All Governors, the Headteacher and staff, acting on behalf of the school are responsible for implementing the policy and have a continuing duty to challenge all forms of discrimination.
Specific Undertakings in relation to Employment
We will:
•Comply with and embrace equality law and good practice, including carrying out the public-sector duty to promote equality.
•Secure advice and training to ensure that Governors, Headteacher and staff understand the implications of the policy, the relevant legislation and their responsibilities.
•Carry out recruitment fairly and effectively, promoting the school as an employer people are proud to work for and seeking to achieve a balanced workforce which reflects the diversity of the community, wherever possible.
•Conduct all staff appointments and promotions on the basis of merit and ability and in compliance with the law.
•Provide all employees with opportunities to influence the development of policies and practice.
•Promote and support education and training to increase awareness and eliminate discrimination.
•Regularly monitor, assess and consult on the impact of the school’s policies and procedures to ensure they are fair and reflect staff’s different needs and opinions.
•Promote and support the principles of equal pay and conditions for employment.
•Not tolerate unacceptable behaviour, such as discrimination, bullying and harassment at work, and take necessary action to address it.
•Celebrate the diversity of Derbyshire within the school and support initiatives for greater equality and awareness.
•Make reasonable adjustments in services, education and employment in line with legal duties.
•Embed equality and consideration of diversity into everyday activities. To do this, the school expects all staff to:
- Treat everyone with dignity and respect at all times
- Provide the best standards of service to all members of the school community
- Consider the needs and opinions of all groups
- Embed the advancement of equality and diversity within the school’s objectives
1.2 Equality Act 2010
As a public authority, the Governing Body must comply with its legal duties contained within the Equality Act 2010 and associated regulations. Section 149 of the Equality Act created a single public sector equality duty (PSED) covering all strands of discrimination law.
The School’s Governing Body recognises its’ public sector equality duty and in carrying out their functions will have due regard to the following matters when exercising this duty:
•the elimination of discrimination and other conduct prohibited by the Act,
•advancing equality of opportunity between people who share a protected characteristic and people who do not share it,
•fostering good relations between people who share a protected characteristic and people who do not share it.
The Governing Body recognises the duty to have ‘due regard’ to equality considerations whenever significant decisions or policies are being developed. The specific duties require schools:
-to publish information to demonstrate how they are complying with PSED, and
-to prepare and publish equality objectives.
Protected Characteristics
The Equality Act 2010 offers protection to people with ‘protected characteristics’. These are: -
•Age
•Disability
•Gender reassignment
•Marriage and civil partnership
•Pregnancy and maternity
•Race
•Religion or belief
•Sex
•Sexual orientation
1.3Monitoring and Evaluation
•The Headteacher will report to the Governing Body annually providing information on employees within the school, as provided for in individual relevant policies (e.g. Recruitment & Selection, Appraisal), according to the protected characteristics in relation to the categories listed in 1.2 above. (Although schools must publish information relating to persons who share a relevant protected characteristic who are affected by their policies and practices, data about employees does not need to be published where there are fewer than 150 employees. Therefore, for most schools only pupil related data will need to be published. Where a school decides to publish some employee related statistics to demonstrate that they are complying with the general duty, they must ensure that individuals are not able to be identified.)
•The Governing Body will review annually any records which show how it has had due regard to the equality duty in making workforce decisions. That is, show conscious consideration of the elimination of the discrimination, the advancement of equality of opportunity and the fostering of good relations when making decisions as an employer.
•The Governing Body will monitor:
- Relevant performance information
- Data on recruitment, development and retention of employees
- Records of any cases of bullying and harassment on the grounds of any equality issue
- Satisfaction surveys and complaints
- Any quantitative or qualitative research
- Feedback, engagement exercises with staff and/or Trade Unions
•The Governing Body will monitor regularly and review annually the outcomes of the Equality Objective(s) set. (It is likely that these will relate to pupils rather than staff)
•The Governing Body will review the impact of the policy on an ongoing basis through analysis of monitoring information.
•This policy will be regularly reviewed (suggest every 3 years) and also when necessary to reflects any changes in legislation, directives and codes of practice.
The Governing Body recognises that applicants for posts and employees need to be informed why they are being asked for monitoring information. They may be worried about how the information will be used. No one will be treated less favourably for not supplying monitoring information as they are not required to do so.
Individual data will be processed fairly and lawfully in accordance with the Data Protection Act 1998 and any subsequent legislation. It will only be shared in compliance with the data protection principles. Data will be securely stored in line with data protection rules and kept for no longer than necessary. In publishing any data, the school needs to ensure that individuals’ confidentiality will not be breached and that information is not revealed that would enable someone to work out confidential details of another employee. The school will anonymise data for publication and where the numbers involved are small and consider carefully whether it would be possible for a reader to reach conclusions about information provided in confidence which if published would breach the Data Protection Act. (LA guidance on data protection can be found on the DerbyshireSchoolsNet under Freedom of Information).
1.4Effect on Other Policies and Procedures