Strategic Equality Plan 2014-16

Danygraig Primary School

Strategic Equality Plan

2012 - 2016

1. Our Distinctive Character, priorities and Aims

1.1 School values

‘Inclusion is an attitude, not a place!’

Inclusion – ‘Manipulating the system to accommodate the individual!’

‘An outstanding feature of the school is its very strong culture of inclusion, tolerance and community spirit. It provides a very welcoming, caring environment where all pupils, including the under-fives, those with special educational needs and those fleeing from persecution in other countries feel safe, happy and secure.’ - Estyn Inspection Report 2003 (Mr J Evans, reporting Inspector)

‘Education for sustainable development and global citizenship is exceptionally well promoted. This is an outstanding area of the school’s provision …’

‘The school is highly successful in tackling social disadvantage, in challenging stereotyping and in promoting equal opportunities for all pupils. High expectations of pupils with regard to behaviour and achievement, coupled with work to enhance pupils’ confidence and self-esteem ensure that all pupils know they are valued equally and as individuals.’ – Estyn Inspection Report 2009 (Dr J Hewitt, reporting Inspector)

We live in a world where policy documents and tick-boxes often appear to have more importance than simple values. This school will, of course, always comply with the requirements of systems. However, we will aim to keep our views on Inclusion anchored to simple and time-tested beliefs.

‘Treat others as you would wish to be treated yourself.’

(This appears, in one form or another, in most world religions and philosophies)

‘I am of Mankind,

I am at one with the Earth, the Universe and the Divine.

Let this day be free from strife and fear,

Let only love and joy come near.

With blessings given and received

I walk in peace in word and deed.’

(A mantra accredited to Madryn, a Celtic, tribal princess, circa 5th century. This mantra is often used by several Pagan cultures … Pagan, meaning ‘country ways,’ is an example of frequent negative stereotyping)

At Danygraig Primary School we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school, irrespective of disability, race, gender, age, sexual orientation, religion or belief, gender reassignment, pregnancy & maternity, marriage and civil partnership. We aim to continue the development of a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and are able to participate fully in school life.

Important –The Equality Act 2010 constantly refers to Protected Characteristic Groups.

By this we mean the characteristics of people within groups determined by:-

- Age

- Disability

- Marriage and Civil Partnership

- Pregnancy and Maternity

- Race

- Religion, faith, belief or non-belief.

- Gender/sex

- Sexual Orientation

- Welsh Language

Diversity is valued as a rich resource that supports the learning, employment and involvement of all. In this school, inclusion recognises the child’s right to a broad, balanced, relevant and challenging curriculum that is appropriate to his/her individual abilities, talents and personal qualities. Inclusion also ensures rich and positive experiences for employees and others involved in the school community. Every possible effort will be made to ensure that the needs of children, employees and visitors with impairments, or families of different ethnic backgrounds, are considered at admissions meetings, staff recruitment and during all other school activities and events. In all activities, this school will endeavour to make every adjustment possible to remove barriers (physical and attitudinal) so that impairment does not necessarily lead to disability.

The achievement of pupils (of all groups) will be monitored and we will use this data to support pupils, raise standards and ensure inclusive teaching. Recruitment and employment procedures will also be monitored and evaluated very carefully. The opinions of all stakeholders will be sought regularly in order to identify needs for improvement. We will tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all. At Danygraig Primary School we believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit our school.

1.2 Characteristics of our School

1.3 Mainstreaming equality into policy and practice

We aim to provide all our pupils with the opportunity to succeed, and to reach the highest level of personal achievement. To do this, we:

• use contextual data to improve the ways in which we provide support to individuals and groups of pupils;
• monitor achievement data according to the various protected characteristics and action any gaps;
• take account of the achievement of all pupils when planning for future learning and setting challenging targets;
• ensure equality of access for all pupils and prepare them for life in a diverse society;
• use materials that reflect the diversity of the school, population and local community in terms of the various protected characteristics, without stereotyping;
• promote attitudes and values that will challenge discriminatory behaviour or prejudice;
• provide opportunities for pupils to appreciate their own culture and celebrate the diversity of other cultures;
• seek to involve all parents in supporting their child’s education;
• encouraging classroom and staffroom discussion of equality issues which reflect on social stereotypes, expectations and the impact on learning;
• including teaching and classroom-based approaches appropriate for the whole school population, which are inclusive and reflective of our pupils

The school is committed to working towards equality, promoting positive approaches to difference and fostering respect for people of all cultural, ethnic, social, faith and ‘ability’ backgrounds. The school is opposed to all forms of prejudice and discrimination. Language or behaviour which is prejudicial or potentially damaging to any diverse group (including Protected Characteristic Groups) will not be tolerated. The school recognises that Wales and the UK have diverse societies made up of people from many different racial, cultural, religious, linguistic and socio-economic backgrounds. It is important that all pupils are adequately prepared to live in such a diverse society. All employees have a responsibility to read, understand and comply with this policy.

2Duties

Governing body:

 The Governing Body is responsible for ensuring that the school complies with relevant legislation.

 With assistance from the headteacher, the Governing Body has responsibility for implementing appropriate courses of action to enable the school to adhere to this policy, planning and evaluation.

 The headteacher has overall responsibility, with the Governing Body, for implementing appropriate courses of action to enable the school to adhere to equality and inclusion policy and planning.

 The headteacher will ensure that staff receive training and are informed of the implications of the policy, including the relevant legislation.

Named person for Incidents of a prejudicial or discriminatory nature

 The named person for Incidents is the Headteacher.

 The named person will ensure that all reported incidents are recorded in a register, and that appropriate reports are forwarded to the LA.

Named person for Equality and Inclusion

 The named person for Equality and Inclusion is the Headteacher.

 The named person for Equality and Inclusion will ensure that the school regularly reviews and evaluates all policies and practices in relation Equality and Inclusion. Priorities for improvement will be set to address aspects of inequality or disadvantage emerging from a regular review of progress.

PSHE co-ordinator and Pastoral Support/Emotional Welfare Officer:-

 Will ensure that race, social, faith, cultural, linguistic, age and gender diversity issues are addressed in the implementation of the PSHE Framework and Restorative Practice throughout the school; ensure the development of attitudes and values which promote understanding of diversity and equality, which encourage positive, healthy relationships and which challenge prejudice and discrimination.

RE co-ordinator

 The RE co-ordinator will ensure that all religions, extending beyond the six ‘main’ religions, and including minority religions and beliefs are taught in a positive balanced way, that different viewpoints are always valued (including no religion or faith) and respected, and that stereotypical views of particular faith groups (again, including minority faith groups) are not perpetuated but examined in an objective, relevant and non-condescending manner.

Teaching and support staff

 Teaching and support staff are responsible for keeping themselves up-to-date with Inclusion and Equality matters.

 Teaching and support staff will know how to deal with prejudicial incidents in the classroom, how to promote diversity and how to identify and challenge bias and stereotyping.

 Teaching and support staff will encourage positive working relationships between pupils and ensure that pupils of all racial, ethnic, social, ability and faith groups are included in all activities and have access to the curriculum.

 Teaching staff and other school staff will not discriminate, or allow personal feelings, prejudices or assumptions about various groups to affect their treatment of particular pupils, parents or other staff.

Visitors and contractors working on site

 All visitors or contractors working on site will be expected to abide by the school’s policy on equality and Inclusion.

Evaluation, monitoring and reviewing policies – Equality Impact Assessment (EIA)

 The impact of all school policies on diverse groups of pupils, staff, governors and parents will be assessed to ensure that no discriminatory practice exists, particularly that which may contribute to underachievement of pupils. The impact of the Strategic Equality Plan and policy on all pupils, staff, governors and parents will be monitored for its effectiveness, and evaluations will take account of the views of pupils, staff, parents and members of the local community. Evaluation will be ongoing; reporting outcomes will be carried out at least once a year (See Action Plan, Appendix 1 on Portal Website

Communication

 The SEP and policy are:

- Available on request for parents, visitors and members of the wider community.

- Available on the School’s Portal web-site under ‘Documents.’

- Featured in the Annual Governors’ Report to Parents.

Every effort will be made to provide translation of the SEP and policy on request.

Whole school ethos

Celebrating and promoting diversity

We will ensure that the specific needs of all ethnic, social and religious groups are addressed in school by celebrating diversity, catering for the dietary and dress requirements of different religious, social and cultural groups and allowing pupils and staff to observe various religious and cultural commemorations and festivals.

Preparation for life in a multi-ethnic, multi cultural and multi faith society

We encourage all pupils and staff to understand, respect and value peoples, cultures, languages and faiths with which they are unfamiliar in order to prepare them for life in a multi-ethnic, multi-cultural and multi-faith society.

Diverse make-up of the school

The school will consider appropriate data to inform its understanding of the range of ethnic, linguistic, cultural, social, ‘ability,’ age, gender, sexual-orientation and religious backgrounds of pupils, staff and visitors.

Pupil attainment, personal development and assessment

Attainment and progress

Our aim is to ensure that all pupils achieve to their full potential. We monitor individual pupils’ progress for signs of underachievement. This is addressed through planned and targeted support.

Pastoral support

Our pastoral support and Restorative Practice takes account of religious, ethnic, social, cultural and ‘ability’ differences (including, for example, the experiences of refugee and asylum seeker children.

Support for pupils learning English as an additional language

We provide appropriate support for pupils for whom English is an additional language, and we will encourage pupils to use and develop their home languages wherever possible. Specialist support will be accessed where necessary.

Careers and work experience (where appropriate)

We encourage all pupils to consider the full range of work experience and post-school options in order to ensure that there is no stereotyping of ethnic, social, faith, gender or racial groups.

Assessment

We ensure that ethnic minority pupils, those for whom English is an additional language and refugee and asylum seeker children are not disadvantaged through cultural and linguistic bias or lack of support in assessments.

Additional Educational Needs

We ensure that accurate assessments of additional educational needs are made for ethnic minority pupils, those for whom English is an additional language and for refugee and asylum seeker children as appropriate.

Teaching and learning - Curriculum, teaching and resources

We take positive steps to ensure that all pupils, staff and visitors can participate and feel that their contributions are valued. We encourage pupils, staff and visitors of all backgrounds to work together with co-operation and understanding, learning from each other’s varied experiences. Our teaching challenges all forms of prejudice and stereotypes, and fosters peoples’ critical awareness of bias, inequality and injustice.

Promoting diversity through the curriculum

We promote diversity in the curriculum through teaching positive diversity content, and by fostering respect for people of different groups.

Curriculum access

We make every effort to ensure that all pupils have access to the mainstream curriculum by taking account of their individual needs, and by differentiating work appropriately. This might include support from the LA. The School operates two STF units; children in these specialist units are given opportunities to access mainstream curriculum and provision wherever possible.

Resources