Learning Environment Checklist

Lancashire Equality Mark

Learning Environment Checklist

Before awarding an Equality Badge to a school a member of the Equality Team will visit the school for verification purposes. The agenda for this verification visit will be drawn up based on the information provided on the Accreditation Summary Form(s) and will be agreed with the school beforehand. A key element of this visit will be a learning environment walk and website survey during which the verifier(s) will look for evidence that the school promotes equality, celebrates diversity and values and respects differences. Additionally the verifier will look for evidence that supports the information provided in the Accreditation Summary Form.

The checklist below provides a general guide for this learning environment walk but does not provide an exact list of what will be looked at. This will depend on the school context, which Equality badge is being accredited and what information the school has provided on the Accreditation Summary Form(s). It is not essential that there is evidence of every element on the list.

School number: 01058 School name:Trumacar Nursery and Community Primary Date: 06.04.16
School staff: Paul Slater
Equality team staff: Sam Ho ban, Eileen Mullervy
Focus of visit
Accreditation for
Race Equality Badge
Gender Equality Badge
Disability Equality Badge
Sexual Orientation Equality Badge
Religion and Belief Equality Badge
Other / Specific areas to look at
COMMENTS
Does the school make a clear public commitment to equality?
Is there a Lancashire Equality Charter prominently displayed? Are staff and pupils aware of what it is and what it says? / Not seen
Do the school website and brochure spell out the school's commitment to equality? / Yes
Does the school publish equality information and equality objectives in line with the specific duties of current equality law? / Yes
Day after visit, HT added an A to Z section to the website, to aid navigation on the site
Does the school make use of published equality posters in areas where there are no display boards? / Yes, very much so.
British Values posters with links to Equality strands
Do pupils understand and are they engaged with the schools commitment to equality?
Are there pupil initiated displays relating to equality? / Yes
Blackboard in main corridor on low level, where pupils can write comments to topics covered
Does the school council consider equality issues? / Yes – very active, plus Pupil Parliament
Pupil Parliament links with Global Link
Does the school council reflect the diversity of the school? / Yes
Are pupils aware of procedures regarding prejudice based incidents? / Yes, very much so
Does the school embrace diversity and provide a welcoming and safe environment for all?
Do the school website, brochure and newsletters reflect diversity and welcome all? / Yes
Are there welcome posters in several languages? Are they prominently displayed? / Yes + signing
Are there welcome notices on individual classroom doors or in departments? / Yes – EYFS – welcome in languages in class – Polish, Mandarin and Thai
Are all parts of the school premises accessible to all? If not, how does the school ensure that disabled people are not disadvantaged? / Yes
Lift between levels
Chair lift between levels
Does the school take steps to ensure that no bullying takes place in any area of the school? / Yes – pupils able to talk about different forms of bullying and what actions to take. Quiet area in playground, plus bench
Are changing facilities and toilet facilities provided that allow all pupils and staff to maintain their dignity? / Yes
Are pupils enabled to follow their own religious observance? (e.g. by offering alternatives to whole school acts of worship, enabling Muslim pupils to pray at appointed times)? / Not discussed
Is there an up to date events calendar (including festivals) in school on display or an up-to-date set of diary dates accessible to all staff? (The calendar could include information regarding special events celebrated in school – locally, nationally and globally including Black History Month in October, Anti-Bullying Week in Novemberand LGBT History Month in February etc.) / Yes – main corridor
Does the learning environment reflect diversity at a local, national and global level?
Do the pictures and friezes in classrooms and around the school depict people from a variety of ethnic backgrounds, abilities, disabilities, gender, religion, age; including images of real people? / Yes – montage in HT's office
especially of pupils
Resources purchased to reflect wider community, and local community
Could be further developed with regards to disability
Do displays and artefacts in classrooms and around school reflect diversity within the UK? / Yes – Islam, pupils.
Very good use of display space
Are a range of faiths represented in school in a respectful way? / Yes, very much so. Wonderful, child focused resources
Do the pictures in classrooms and around school include photographs from the local community, around the UK and the world? / Yes
Does the dining area reflect diversity in the menu offered and the images displayed? / Yes, very much so. Including kitchen area in School, and surrounding wall space
Are skin toned paints and crayons available for all pupils to use across the whole school for displays as a matter of course and not just for special occasions? Are there a range of skin toned papers available for portrait work? / Yes
In the library areas around the school, and in the classrooms, do displays show a range of readers, writers and professionals? / Yes – images of staff and pupils reading, authors in classes
When books are featured in the library and reading areas the selection reflects diversity. / Yes, new books purchased including a wonderful selection focusing on autism
Do the curriculum resources in every subject reflect a diverse society? / Yes – newly purchased EYs resources focusing on equality
Are stereotypes challenged and positive role models provided?
Do displays and resources challenge bias, prejudice and stereo-typing in relation to race, gender, religion, sexual orientation, disability and transgender? / Yes – Global Learning, Fair Trade, Values based curriculum, Pupil Parliament
Do the resources which depict other countries challenge stereotypes? They should offer illustrations which reflect the true nature of a country e.g. rural AND urban, affluent AND poor, as this sets a context for pupils. / -
Do reading and listening materials in the school and class libraries include positive role models of a range of people, reflecting and valuing diversity? Are there fictionand non-fiction books from a range of cultures and lifestyles? / Yes
Do all specialist learning areas (e.g., role play, learning support, drama, technology, PE etc.) reflect and offer positive images of aspects of different equality issues? / Some
Is there evidence of diversity across maths, science and ICT e.g. references to good role models such as scientists from diverse backgrounds (e.g. Stephen Hawkins, Marie Curie, Alan Turing). / Yes – Equality display in hall, referenced in assemblies and on website
Have outdated globes and atlases been removed? (Note: if you are not in a position to remove or replace them they should be stored in a place where an adult can use them to discuss with pupils and so that pupils do not have open access to incorrect information). / Not seen
Have outdated dictionaries, thesaurus and encyclopaedias been removed? What about games and puzzles? Do they reflect out of date attitudes to equality? / Yes
Do home reading loans reflect modern attitudes to diversity equality? / -
Are sensitive equality issues explored in a way which encourages respect for and appreciation of difference?
Do displays and resources explore a range of issues such as equality, justice, rights and respect for difference? / Yes
Is there evidence that sensitive issues are explored in a balanced and respectful way (e.g. international migration, different families, religious beliefs, gender identity)? / Yes
Does the curriculum include consideration of sensitive equality issues in age appropriate ways through all key stages? / Yes
Is the learning experience accessible to all pupils?
How is technology used to meet the diverse learning needs of all pupils including those with disabilities? / Yes
Are resources easily accessible for all, including disabled learners and early stage EAL learners? / Yes –i pad use
Do computers have multi-lingual instructions and provide facilities for word processing in languages which use different scripts, if appropriate? / Not seen
Are there a wide range of musical instruments available? NB that are also suitable for a non-music specialist to play and for all pupils to access, including those with a disability? / Yes
Are there opportunities for pupils to use their first language for learning? / Yes
Are there learning prompts for curriculum and language e.g. language structures and key vocabulary for specific purposes, semantic webs, graphic organisers, writing frames and prompts, photographs, diagrams? / Yes
Do reading materials include dual language and community language books, newspapers, Braille, oral options, comics and magazines? / Yes
Is information accessible to all parents and carers?
Do notices support those with disabilities - are they in plain language for ease of reading and understanding? Is Braille or signing used in School, is there evidence of this? / Yes – signing welcome, HT will purchased raised braille notices, when there is a need
Do multilingual notices support access to information? / Not currently applicable
Is there someone who can translate or interpret information? / Yes – Children Centre contact support
Older child has translated
Is there clear guidance for parental involvement, taking account of the diversity of parents? (eg website, brochure, notice boards, displays) / Yes – notice boards, website, newsletters
Are links made with diverse groups in the local community?
Do displays show links with local communities and faith groups and promote partnership with families and communities to support learning? / Yes
Are there noticeboards signposting extended services, community groups, local support groups for families, parents and young people? For example, LGBT groups for young people, Rainbow families, disability support groups, Polish clubs. / Yes – including website
Summary points

Very good use of published posters , and display spaces
Wonderful range of child focused resources – especially religion and belief, and autism

Consider enhancing displays and images around School with those that reflect positive images of disability

Lancashire Equality Mark – Learning Environment Checklist