Adopted by the full Governing Body
On: 17th May 2017
Review by: May 2020
The Equality Act 2010 was introduced fully in April 2011 and there is no longer a requirement that schools should draw up and publish equality schemes or policies. However, it is still good practice for a school to make a statement about the principles according to which it assesses the impact on equality of its policies and practices, and according to which it establishes specific objectives.
We must under the general duty of public sector equality duty, in the exercise of our functions, have due regard to the need to:
- Eliminate discrimination, harassment, victimisation and any other conduct that is prohibited under the Act.
- Advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it;
- Foster good relations between persons who share a relevant protected characteristic and persons who do not share it.The protected characteristics for the schools provisions are:
- This will apply to all pupils, staff and others using the facilities. We will give relevant and proportionate consideration to the public sector equality duty.
- Disability
- Gender identity
- Pregnancy and maternity
- Race
- Religion or belief
- Sex
- Sexual orientation
- Age (not applicable to pupils)
- Marriage and Civil Partnerships (not applicable pupils)
Age and marriage and civil partnership are NOT protected characteristics for the schools provisions for pupils.
We will have due regard to advancing equality of opportunity including making serious consideration of the need to
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- remove or minimise disadvantages suffered by persons who share a relevant protected characteristic that are connected to that characteristic;
- take steps to meet the needs of persons who share a protected characteristics that are different from the needs of persons who do not share it;
- encourage persons who share a relevant protected characteristic to participate in public life or in any activity in which participation by such persons is disproportionately low.
We will take into account the six Brown principles of ‘due regard’
- awareness – all staff know and understand what the law requires
- timeliness – implications considered before they are implemented
- rigour – open-minded and rigorous analysis, including parent/pupil voice
- non-delegation – the PSED cannot be delegated
- continuous – ongoing all academic year
- record-keeping – keep notes and records of decisions & meetings
We welcome the opportunity to be transparent and accountable. To this end we fulfil the specific duties of the Act by:
publishing our equality information
- publishing our equality objectivesWe aim to make the information accessible, easy to read and easy to find.Legal frameworkWe welcome our duties under the Equality Act 2010 to eliminate discrimination, advance equality of opportunity and foster good relations in relation to age (as appropriate), disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation.We welcome our duty under the Education and Inspections Act 2006 to promote community cohesion.We recognise these duties are essential to reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN1998 and the Public Sector Equality Duties 2010.Guiding principlesIn fulfilling the legal obligations cited above, we are guided by nine principles:
Convention on the Rights of People with Disabilities, and the Human Rights Act
| Principle 1: All learners are of equal value.
We see all learners and potential learners, and their parents and carers, as of equal value.
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| Principle 2: We recognise and respect difference.
Treating people equally (Principle 1 above) does not necessarily involve treating them all the same. Our policies, procedures and activities must not discriminate but must nevertheless take account of differences of life-experience, outlook and background, and in the kinds of barrier and disadvantage which people may face.
*There are some areas where a school with a religious character can make exceptions on some certain prescribed grounds. These are discussed at the end of the document.
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| Principle 3: We foster positive attitudes and relationships, and a shared sense of cohesion and belonging.
We intend that our policies, procedures and activities should promote:
· positive attitudes towards disabled people, good relations between disabled and non-disabled people, and an absence of harassment of disabled people · positive interaction, good relations and dialogue between groups and communities different from each other in terms of ethnicity, culture, religious affiliation, national origin or national status, and an absence of prejudice-related bullying and incidents · mutual respect and good relations between boys and girls, and women and men, and an absence of sexual, homophobic and transphobic harassment. · positive attitudes and understanding of those women pregnant or during maternity.
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| Principle 4: We observe good equalities practice in staff recruitment, retention and development
We ensure that policies and procedures should benefit all employees and potential employees, for example in recruitment and promotion, and in continuing professional development.
*There are some areas where a school with a religious character can make exceptions on some certain prescribed grounds. These are discussed at the end of the document.
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| Principle 5: We aim to reduce and remove inequalities and barriers that already exist
In addition to avoiding or minimising possible negative impacts of our policies, we take opportunities to maximise positive impacts by reducing and removing inequalities and barriers that may already exist.
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| Principle 6: We consult and involve widely
People affected by a policy or activity should be consulted and involved in the design of new policies, and in the review of existing ones. We consult and involve all sectors of the school community.
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| Principle 7: Society as a whole should benefit
We intend that our policies and activities should benefit society as a whole, both locally and nationally, by fostering greater social cohesion, and greater participation in public life.
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| Principle 8: We base our practices on sound evidence
We maintain and publish quantitative and qualitative information about our progress towards greater equality.
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| Principle 9: Objectives
Every four years we formulate and publish specific and measurable objectives, based on the evidence we have collected and published. The objectives which we identify take into account national and local priorities and issues, as appropriate. We keep our equality objectives under review and report annually on progress towards achieving them. |
The curriculum
We keep each curriculum subject or area under review in order to ensure that teaching and learning reflect the nine guiding principles.
Ethos and organisation
We ensure the guiding principles apply to the full range of our policies and practices, including those that are concerned with:
- pupils’ progress, attainment and achievement
- pupils’ personal development, welfare and well-being
- teaching styles and strategies
- admissions and attendance *
- staff recruitment, retention and professional development *
- care, guidance and support
- behaviour, discipline and exclusions
- working in partnership with parents, carers and guardians
- working with the wider community.*These items are discussed further at the end of the policy as there are exceptions for schools with a religious character.Addressing prejudice and prejudice-related bullyingThe school is opposed to all forms of prejudice which stand in the way of fulfilling the legal duties.We take seriously the importance of recording the numbers, types and seriousness of prejudice-related incidents at our school and how they are dealt with. We also investigate potential patterns and trends of incidents.Roles and responsibilitiesThe governing body is responsible for ensuring that the school complies with legislation, and that this policy and its related procedures and action plans are implemented. An identified member of the governing body has a supporting role regarding the implementation of this policy.The headteacher is responsible for implementing the policy; for ensuring that all staff are aware of their responsibilities and are given appropriate training and support; and for taking appropriate action.
All staff are expected to:
- promote an inclusive and collaborative ethos in their classroom
- respond to prejudice-related incidents that may occur
- incorporate the principles of this policy into the curriculum
- keep up-to-date with equalities legislation relevant to their work.
Information and resources
We ensure that the content of this policy is known to all staff and governors and, as appropriate, to all pupils and their parents and carers.All staff and governors are signposted towards a selection of resources which discuss and explain concepts of equality, diversity and community cohesion in appropriate detail.
Religious observance
We respect the religious beliefs and practice of all staff, pupils and parents, and aim to comply with reasonable requests relating to religious observance and practice.
Staff development and training
We ensure that all staff receive appropriate training and opportunities for professional development around equalities.
Breaches of the policy
Breaches of this policy will be dealt with in line with the schools disciplinary policy.
Monitoring and evaluationWe collect, study and use quantitative and qualitative data relating to the implementation of this policy, and make adjustments as appropriate.We collect, analyse and use data in relation to achievement, relevant and appropriate to the profile of the school.
*There are a number of exceptions for Schools with a Religious Character including:
- Admissions
- Benefits, facilities and services
- Employment
For further information on the Equality Act 2010 and exceptions for schools with religious character please see the document published by the DfE ‘Equality Act 2010: Advice for School Leaders
The Catholic Education Service document ‘Equality Act 2010 – Guidance note for Catholic Schools’ also provides specialist guidance for Catholic Schools.
http://www.catholiceducation.org.uk/guidance-for-schools/equality
SEAHAM HIGH SCHOOL
