Equality and Diversity Policy. September 2017
Incorporating gender equality, race equality, disability equality and actions to support and promote community cohesion.
1. School aims and values 1
2. Teachers approach at Key Stages 5
3. Equality legislation 6
4. Roles and responsibilities 6
5. Governors 7
6. All staff 7
7. Pupils 7
8. Parents 7
9. Training 7
10. Breaching the policy 7
11. Monitoring assessing and reviewing the policy 8
12. Harrasment 8
13. Community cohesion 8
14. Engagement and extended services 9
15. Equality Objective 9
16. Equality Analysis 10
1. School’s Aims and Values.
Beatrix Potter school Ethos and Practice.
There are many strands to the creation of a moral, spiritual or cultural dimension to a school. They are the hardest to define. Our starting point is the aims of our school. They form the basis for the development of the school today and into the future, they are there to;
· enable all children to fulfill their potential irrespective of ability, sex or ethnic origin
· promote the spiritual, cultural and moral development of all children
· develop knowledge and understanding through learning experiences which are appropriate for each child, and which prepare them for the next stage in their education
· ensure that all children develop a high level of skill, knowledge and understanding in each area of the primary curriculum
· encourage children to become well behaved, autonomous and responsible members of society
· monitor, assess and record achievement in a way that will contribute effectively to the planning of the education of each individual child
· provide an appropriate and stimulating environment equipped with the resources necessary for effective learning
· assist each child in developing self discipline, self respect, self confidence and respect for others
· review the effectiveness of the school on a regular basis, building on its strengths and overcoming its weaknesses.
The values that underpin the school aims are in essence our statements on the development of moral, social, spiritual and cultural education vital for the education of the individual to fit into and understand the society in which they are placed. They should be accepted as a starting point that forms the base. The elements that underpin our aims are the themes within the spiritual, cultural and moral dimension. Within this is our race equality policy linked to our Rights Respecting approach.
As a school we;
We seek to develop an understanding of the influences of beliefs, values and traditions on individuals, communities, societies and cultures.
To develop the ability too make reasoned and informed judgements about spiritual, moral and cultural questions.
To develop a positive attitude towards other people and their right to hold beliefs different to their own and towards living in a diverse society.
To reflect on the beliefs of the individual and of others, seek to understand and to understand difference and diversity of culture, moral belief and spirituality.
For the individual child we seek to develop a sense of identity
Which is confident, strong and self-affirming, as distinct from uncertain, ashamed or insecure. Open to change, choice and development, as distinct from unreflective, doctrinaire and rigid. Receptive and generous towards other identities, and prepared to learn from them, as distinct from wishing to exclude or be separate.
To develop a sense of morals and social responsibility in any child involves pupils learning to make ethical choices with regard to both personal and public issues and the key concepts of justice, respect for others and caring.
Respect for people and property; honesty and consideration for others; trust, fairness and politeness.
The school will through various specifics and cross curricula policies teach certain key skills: Citizenship. Community, roles and relationships, duties, rights and responsibilities, Laws and rules.
Every organisation depends on people behaving in certain ways to achieve its purposes. A school’s central purpose is that children should learn. Good behaviour makes effective teaching and learning possible. Bad behavior disrupts these processes.
Pupils at Beatrix Potter are expected to behave in a responsible manner both to themselves and to others, showing consideration, courtesy and respect for other people at all times. We believe in working, as much as possible, on the positive reinforcement of good behaviour.
The School has already a commitment to a policy of equal opportunity for all. Behaviour or comment against the race, sex or religion of another person is un-acceptable. We do not tolerate bullying or fighting and any such incidents are dealt with firmly.
We expect all children to take care of the school building and grounds and to care for their local environment and through our cross curricula themes we will examine the consequences of change to our local and wider world environment.
Through our own example as adults we should provide good models of behaviour for the pupils to follow and reflect upon, i.e. by co-operating and supporting each other, preparing work carefully and treating one another and the pupils with courtesy and consideration. By maintaining good relationships between staff and pupils, their parents and School governors and by ensuring that pupils are aware of our School rules and why we have them we actively promote both a social and moral dimension. The provision of a broad curriculum with wide interests. Allowing equality of opportunity matched to the needs of all pupils enhances these important elements. Encouraging pupils to report any serious case of bullying or racial harassment of which they are aware and by taking action based on clear rules which are backed by appropriate sanctions and systems to protect and support victims we promote and create a positive social and moral dimension throughout the School. Being positive about pupil’s behaviour - giving praise for good behaviour or for any improvement in behaviour is essential to promote change. Well organised classrooms with a positive, encouraging atmosphere, trusting pupils to conduct themselves responsibly. Having high, positive expectations of pupils. Keeping records that give clear indications of pupils’ academic, non-academic and social achievement and development provides clear guidance. By marking written assignments carefully with comments or explanations of what needs to be done to improve it all show pupils that their efforts are valued and that their progress is important. By creating a well cared for environment, displaying pupils’ work around the school and aiming for an overall clean and tidy atmosphere will encourage pupils to want to care for things and respect each other’s work and belongings.
Being in a community, learning about and becoming involved in school community is vital to promote the acceptance of rules and the involvement of individual children in accepting the parameters placed upon them. The school will ensure children comprehend key principles through the following:
Values and dispositions;
Concern for common good
Human dignity and belief
Working with others, understanding of others.
Responsibility to act with though for consequences
Tolerance, initiative, thought
Skills and aptitudes;
Reasoned argument
Co-operation and effective working with others
Tolerance of other viewpoints
Problem solving, informed views form information,
Critical approach to evidence linked to look for new evidence.
Persuasion not manipulation
Knowledge understanding;
Of local, national events and world wide
Change and function of governments
Individual and society co-operation
Legal and moral rights responsibilities
2. Teachers will work on specific areas and activities.
At Key Stage One
We will promote Individual activities designed to:
Give pupils time to think about their work and decide in which order to carry out tasks. Evaluate their choice at the end. Our aim being to develop ability to exercise choice responsibly
Group activities designed to:
Provide opportunities to co-operate, agree rules and codes of behaviour and decide how to proceed when things go wrong.
Opportunities for pupils to participate in decision-making. Identifying jobs that need doing, rota development, fairness and equability
Older Key Stage One children helping the younger ones at playtimes. Co-operation at playtimes with the shared equipment.
Whole school activities designed to:
Improve the environment of the school, the dinner hall, making the school welcoming. Our school playgrounds committee talking to Key Stage One.
Our assemblies highlighting achievement, effort and success.
At Key Stage Two
We will promote Individual activities
To encourage more involvement in planning reviewing their work, evaluating it. Responsibilities towards other children in the school. Self-assessment and evaluation.
Group activities designed to:
Managing class, running events areas in school. Links and suggestions to improve school by devising questionnaires and asking other pupils. Guides for visitors, working with Key Stage One at playtimes, acting as helpers with the children when they come into school at lunchtime. Representing their class and co-operating as a class with the school council. Meeting the head to discuss issues from the school through the school council. Seeking ideas and suggestions from the whole school
Whole school activity
Twinning with other cultures, communities. European links, inter school links.
Charity collections. Involving the school with the elderly, the less fortunate through activities led by staff and children.
At Beatrix Potter School we will continuously strive to ensure that everyone is treated with respect and dignity. Each person in our school will be given fair and equal opportunities to develop their full potential regardless of their gender, ethnicity, cultural and religious background, sexuality, disability or special educational needs and ability.
The school works actively to promote equality and foster positive attitudes and commitment to an education for equality. We will do this by:
· Treating all those within the school community (eg pupils, staff, governors, parents and the community) as individuals with their own particular abilities, beliefs, challenges, attitudes, background and experience.
· Creating and maintaining a school ethos which promotes equality, develops understanding and challenges myths, stereotypes, misconceptions and prejudices.
· Encouraging everyone in our school community to gain a positive self-image and high self esteem.
· Having high expectations of everyone involved with the whole school community.
· Promoting mutual respect and valuing each other’s similarities and differences and facing equality issues openly and honestly.
· Identifying, challenging and removing all practices, procedures and customs which are discriminatory and replacing them with practices that are fair to all.
· Monitoring, evaluating and reviewing all the above to secure continuous improvement.
3. Equality Legislation
This equality and diversity scheme enables Beatrix Potter School to meet our statutory obligations under the equality duties.
4. Roles and Responsibilities
This equality and diversity scheme links to other specific policies and action plans that the school produces including the School Improvement Plan. This equality and diversity scheme outlines the roles and responsibilities of everyone involved and connected with the school so that each person knows what is expected of them. Promoting equality and raising the achievement of all pupils is the responsibility of the whole school staff. Introduction to this equality and diversity scheme will be included in induction arrangements for all staff new to the school. School induction procedures will highlight duties implied by this scheme in the same way as child protection, health and safety and behaviour policies form part of the induction process.
The Head and Leadership Team will demonstrate through their personal leadership the importance of the scheme. They will ensure that all staff are aware of the scheme and understand their role and responsibilities in relation to it. The Head Teacher will assess and monitor the impact of the scheme and will report outcomes to the governing body. Where additional funding is available for raising the achievement of specific groups of pupils, the Head Teacher will ensure that the additional resources are used appropriately. They will be targeted on the basis of identified need and outcomes are monitored.
5. Governors
The governing body has agreed this scheme and will assess and monitor the impact of the scheme. A committee of the Governing body will have a specific responsibility for monitoring this policy, acting as the designated contacts for equality and diversity.
6. All Staff
All staff - will familiarise themselves with this scheme and know what their responsibilities are in ensuring that it is implemented. Teachers will know the implications of the scheme for their planning, teaching and learning strategies as well as for behavioural issues.
7. Pupils
Pupils will be made aware of how the equality and diversity scheme applies to them. They will learn to treat each other with respect and have the confidence to report incidents to adults as already embedded in the rules and procedures of this school.
8. Parents/Carers
Parents and Carers will be encouraged to participate fully in implementing the equality and diversity scheme within the school – particularly by reinforcing its ethos at home.
9. Training
All staff and governors will receive training on the scheme and their responsibilities. All new staff and governors will have the scheme explained to them as part of induction arrangements. Following revision of the scheme, changes will be communicated to all staff and “refresher” training will be arranged as necessary.
10. Breach of the Policy
We will ensure that all governors, staff, pupils and parents are fully aware of the content of the Scheme and their responsibilities under it. All governors, staff, pupils and parents will be expected to abide by the scheme. All persons covered by scheme will be aware of their responsibility to report any action which constitutes, or could be deemed to constitute, a breach of the scheme – in the first instance to the
Head Teacher and or member of the senior leadership team. It will be for the Head Teacher in consultation with other relevant staff, to decide on appropriate response to any breach of the scheme, depending on circumstances and seriousness. This may include amongst other actions:
· Formal or informal warnings (under the School’s Behaviour policy)
· Involvement of Governors
· Fixed term or permanent exclusion
11. Monitoring, Assessing and Reviewing the Policy
We will monitor the impact of this scheme on pupils, parents and staff. Monitoring information will help us to see what progress we are making.