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Single Equality Policy 2019 -2020

Cerne Abbas CE VC First School Single Equality Policy

 

 

Single Equality Policy (DCC 2012 policy) – awaiting update from Dorset Council

 

This policy reflects the Equality Act 2010 which harmonises and replaces previous legislation including the Race Relations Act 1976, Disability Discrimination Act 1995, Gender Recognition Act 2004 and Sex Discrimination Act 1975. The policy therefore supersedes all previous school policies on Disability, Ethnicity (i.e., Race) and Gender. Through this policy The Cerne Abbas CE VC First School will fulfil its public duty to have due regard to the need to eliminate unlawful discrimination, advance equality of opportunity, and foster good relations in connection with disability, ethnicity, gender, religion, sexual identity, and where appropriate, age (applicable to employees only). The guiding principles in this policy refer to all individuals and therefore are equally applicable to pupils, staff, governors in addition to visitors to the Cerne Abbas CE VC First School.

 

Legal framework

 

Duties as identified in the Equality Act 2010 and its Schedules. There are nine equality strands (known as Protected Characteristics):

 

disability;

ethnicity (including Gypsy and Traveller groups);

gender; gender identity and transgender;

faith, religion and belief;

marriage and civil partnership;

sexual orientation (homophobia);

pregnancy and maternity;

age.

 

Each relates to direct discrimination, discrimination by association, discrimination by perception, indirect discrimination; harassment and victimization. The Cerne Abbas CE VC First School will seek to achieve positive action in respect of the Act.

 

It should be noted that all schools have a duty to comply with the Equality Act 2010 and the Public Sector Duties, and failure to do so could result in legal action against the schools’ Schools Governing Body. Employees of the school acting on behalf of the Schools Governing Body are also liable for their own discriminatory actions.

 

The Schools employment information is gathered and review in line with the Equality Act 2010)

 

Good Practice

 

  1. We strive to achieve a cohesive community and expect that children respect one another and behave with respect to one another, and that their parents feel fully engaged in the school.
  2. We aim to enhance a wider sense of community locally, as well as in the context of the UK and the World communities.
  3. We support the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998. Through our policies and actions we undertake to ensure that every child and young person is healthy, safe, is able to enjoy and achieve in their learning experience, and is able to contribute to the wider community.
  4. We consider it prudent and sensible to maintain the practice of logging racist incidents and reporting them to the LA. We monitor and log incidents that discriminate against children and young people or adults in our school with protected characteristics, e.g., homophobic bullying. We also monitor and log bullying incidents directed towards those with special educational needs.

 

Guiding principles

 

In fulfilling the legal obligations and establishing our school ethos, we are guided by 9 principles:

 

Principle 1: All learners are of equal value

 

We see all learners and potential learners, and their parents and carers, as of equal value:

 

  • whether or not they are disabled,
  • whatever their ethnicity, culture, religious affiliation, national origin or national status,
  • whatever their gender or gender identity,
  • whatever their sexual identity.

 

Principle 2: We recognise and respect difference

 

Treating people equally (Principle 1 above) does not necessarily involve treating them all the same. 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, in relation to:

 

  • disability, so that reasonable adjustments are made;
  • ethnicity, so that different cultural backgrounds and experiences of prejudice are recognised;
  • gender, so that the different needs and experiences of girls and boys, women and men are recognised;
  • sexual identity.

 

Principle 3: We foster positive attitudes and relationships and a shared sense of cohesion and belonging

 

Policies, procedure and activities promote:

 

  • positive attitudes and actions towards disabled people, good relations between disabled and nondisabled 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, women and men and an absence of sexual and homophobic harassment.

 

Principle 4: We observe good equalities practice in staff recruitment, retention and development

 

Policies and procedures benefit all employees and potential employees, for example in recruitment and promotion and in continuing professional development:

 

  • whether or not they are disabled;
  • whatever their ethnicity, culture, religious affiliation, national origin or national status;
  • whatever their gender and sexual identity and with full respect for legal rights relating to pregnancy and maternity.

 

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 between:

 

  • disabled and non-disabled;
  • people of different ethnic, cultural and religious backgrounds;
  • girls and boys, women and men;
  • gay people as well as heterosexual.

 

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. Consultation involves:

 

  • disabled and non-disabled;
  • people of different ethnic, cultural and religious backgrounds;
  • girls and boys, women and men;
  • gay people as well as heterosexual.

 

Principle 7: We address prejudice and prejudice related bullying

 

We oppose all forms of prejudice which stand in the way of fulfilling the legal duties listed above:

 

  • prejudices around disability and special educational needs;
  • prejudices around racism and xenophobia, including those that are directed against religious groups and communities, for example anti-Semitism and Islamophobia, and those that are directed against Travellers, migrants, refugees and people seeking asylum;
  • prejudice reflecting sexism or homophobia.

 

Principle 8: Society as a whole should benefit

 

Policies and activities should benefit society as a whole, both locally and nationally, by fostering greater social cohesion and greater participation in public life of:

 

  • disabled and non-disabled;
  • people of different ethnic, cultural and religious backgrounds;
  • girls and boys, women and men;
  • gay people as well as heterosexual.

 

Principle 9: Objectives

 

Each year we formulate and publish specific and measurable equality objectives, based on the evidence we have collected and published, in relation to:

 

  • disability;
  • ethnicity, religion and culture;
  • gender.

 

Arrangements, Roles and Responsibilities

 

1. The equality objectives for Cerne Abbas First School will be set out formally and are referenced in the Equality Action Plan. They will be reviewed annually, and refreshed on a four year cycle.

 

2. The equality employment information will be monitored and reported to the Schools Governing Body on an annual basis.

 

3. Cerne Abbas First School will undertake Equality Impact Assessment (Equality Analysis) exercises when renewing or reviewing policy or practice to ensure full compliance with the Equality Act 2011. 

 

Curriculum

 

4. Curriculum information will also be evaluated by looking specifically at equality groups in addition to the standard analysis conducted by the school and adjustments as appropriate to ensure that equality groups are supported positively.

 

5. All other data relating to whole school monitoring will encompass scrutiny of equality information so that groups are supported positively.

 

6. When it is reviewed, each curriculum subject or area will ensure that teaching and learning will reflect our Guiding Principles as set out above.

 

Staff and Governors

 

7. The Schools 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.

 

8. A member of the Schools Governing Body has the role of monitoring the implementation of this policy.

 

9. The Head teacher 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 in any cases of unlawful discrimination.

 

10. A senior member of staff has day-to-day responsibility for co-ordinating implementation of this policy.

 

11. All staff are expected to:

  • adhere to this policy;
  • promote equality and inclusion in their classrooms, amongst colleagues and with visitors to the school;
  • deal with any prejudice related incidents that may occur;
  • plan and deliver curricula and lessons that reflect our Guiding Principles ;
  • provide and analyse quantitative and qualitative data that supports better understanding of equality groups and any issues that may arise, e.g., attendance, bullying, exclusion;
  • undertake or support Equality Impact Assessment (Equality Analysis) processes;
  • attend appropriate training that enables the Schools to keep up-to-date with equality issues.

 

12. All staff and Governors have access to training and a selection of resources which discuss and explain the concepts of equality, diversity and community cohesion. We value the opportunity to take a holistic approach in fulfilling our Equality Duties.

 

13. All staff and Governors will exercise their Safeguarding responsibilities in relation to equality matters and ensure that any bullying or challenging of Human Rights is addressed immediately.

 

14. The Cerne Abbas CE VC First School is opposed to all forms of prejudice that could act as a barrier to achieving our legal duties and a cohesive community. These include:

  • disability;
  • special educational needs;
  • racism and xenophobia;
  • gender and transgender;
  • religious groups and communities;
  • Travellers, migrants, refugees and people seeking asylum;
  • sexism and homophobia. 

 

Member of staff with Lead Responsibility for this policy:         Alex Ryan

 

Governing Body responsibility:                                                 DR Fiona Hyden

 

Approved by Governing Body on:                                            8 th December 2014

 

Policy due to be refreshed by:                                                  Dorset County Council new policy being developed

 

Reviewed annually by Alex Ryan and Safeguarding Governor 24/10/2019

 

Regarding Single Equality Act/ Equality Impact Assessments.

 

Schools Governors will use Cycle of Review to update Statutory Policies – add ‘This policy has been reviewed in line with the 9 Principles set out in the Single Equality Policy and an initial screening Equality Assessment has been carried out.'

 

Pupil Equality information.

 

Schools Governors and staff of Cerne Abbas First School are aware of the steps to ensure compliance with both the Equality Act 2010 and the Public Sector Duty.

 

Regarding Pupil Equality information Governors have considered this issue and made the decision that it is not appropriate to publish information which enables individual pupils to be identified in such a small school as ours.

 

A positive, purposeful and enthusiastic atmosphere

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