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Equality Policy |
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1.4 |
Review Date |
November 2023 |
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Annually |
Review Due |
November 2024 |
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Author / Owner |
Geoff Cherrill / Shirley Levy |
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Winchelsea School supports the UN Convention on the Rights of the Child and 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 experiences, and is able to contribute to the local wider community.
The school’s actions are intended to ensure the school’s adherence to its public duties and to bring together the school’s approach for promoting equality in its policies and procedures and to ensure that these are reflected in our day-to-day practices and interactions with the whole school community. The whole school community is considered to consist of pupils, staff, governors, parents and carers and all stakeholders within our extended school community.
In addition to meeting the duties described above, our actions will embody the school’s key principles and values:
The Public Sector Equalities Duty
The Equalities Act 2010 harmonises and streamlines previous different pieces of anti-discrimination law introduced over the last forty years.
From April 2011, all schools have been bound by what is known as the Public Sector Equality Duty from the Equalities Act 2010 and this statement outlines how this school endeavours to have due regard for the three main components of this duty in relation to the nine protected characteristics, all of which are explained below.
Three Main Components of the Public Sector Equalities Duty
This school has considered what each of the three aims of the Public Sector Equalities Duty means in its own context and is committed to carrying them out:
Protected Characteristics
The Equality Act 2010 brings together a number of existing laws for ease of use. The Act sets out the personal characteristics that are protected by the law and the behaviour that is deemed unlawful, i.e. direct discrimination, discrimination by association, discrimination by perception, indirect discrimination, harassment and victimisation.
The Act explains that having due regard for advancing equality involves:
The nine Protected Characteristics to which these aims are applied are:
*different treatment because of age is not unlawful direct or indirect discrimination if it can be justified (for example as a proportionate means of meeting a legitimate aim). Age is the only protected characteristic that allows employers to justify direct discrimination, i.e. setting a maximum age for employment.
Guiding Principles Underlying the Implementation of the Equalities Duty Aims
The Equalities Act explains that having due regard of the aims to eliminate discrimination and to foster good relations will involve the need to tackle prejudice and promote understanding.
! WARNING - It must be noted that all schools have a duty to comply with the Equality Act 2010 and its public sector duties. Failure to do so could result in legal action against the school’s Governing Body. Employees of the school acting on behalf of the Governing Body are also liable for their own discriminatory actions.
To fulfil the school’s legal obligations and to reinforce our ethos, we are guided by nine 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:
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 never the less take account of differences of life experience, outlook and background as well as the kinds of barrier and disadvantage which people may face, in relation to:
Principle 3
We Foster Positive Attitudes and Relationships and a Shared Sense of Cohesion and Belonging
The school’s policies, procedure and activities need to promote:
Principle 4
We Observe Good Equalities Practice in Staff Recruitment, Retention and Development
The school’s policies, procedures need to benefit all employees and potential employees, for example in recruitment and promotion and in continuing professional development:
Principle 5
We Aim to Reduce and Remove Inequalities and Barriers
In addition to avoiding or minimising possible negative impacts of our policies, the school takes opportunities to maximise positive impacts by reducing and removing inequalities and barriers that may already exist between:
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 review of existing ones as far as practical considerations allow. Consultation involves:
Principle 7
We Address Prejudice and Prejudice Related Bullying
There is no place at Winchelsea School for prejudice or bullying.
The school opposes any form of prejudice which might prevent the school from fulfilling its legal duties. Such prejudice can concern issues of:
Principle 8
Society as a Whole Should Benefit
School 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:
Principle 9
The Setting of Objectives
In order to ensure that the school has due regard for the application of these principles, an Equalities Action Plan has been drawn up. This will be reviewed annually during the Spring term and refreshed on a three yearly cycle.
The school is required by law to publish information which demonstrates compliance with the equalities duties and then also prepare and publish specific and measurable objectives. An Action Plan is the most effective means of meeting this end.
The Implementation of Change
When significant new policies or procedures are introduced, the school should undertake an Equality Impact Assessment (EQIA) to ensure that the intended change does not have the potential to produce any unforeseen consequences and inadvertently discriminate against any disadvantaged or vulnerable people as well as introducing appropriate mitigations where relevant.
Collecting and Analysing Equality Information for Pupils
Winchelsea School is an inclusive school. We will record incidents of bullying/prejudice of any kind in line with Local Authority guidelines.
We use the curriculum and teaching to enhance the self-esteem of all those it serves and to provide a learning environment in which each individual is encouraged to fulfil her or his potential.
We collect and analyse the following equality information for our pupils:
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Collecting and Analysing Equality Information for Employment and Governance
Winchelsea School is committed to providing a working environment free from discrimination, victimisation and harassment.
Winchelsea School also aims to recruit an appropriately qualified and skilled workforce and Governing Body that is able to provide a service that respects and responds to the diverse needs of the school community.
The School Workforce Census enables us to collect data on staff relating to gender, race and disability. All staff vacancies are filled using the Local Authority application process which contain requests for information relating to ethnicity, gender and disability. However, applicants can choose to indicate whether or not they wish to give this information. Information relating to an applicant’s age is not collected as part of the initial recruitment process.
All information relating to staff is kept on the school’s central personnel databases – Employee First as well as RM Integris.
We collect and analyse the following profile information for our staff:
Admissions and Exclusions
Our admissions arrangements are fair and transparent, and do not discriminate on race, gender, disability or socio-economic factors.
Exclusions are a last resort and will always be based on the school’s Behaviour Policy. Each case will be treated individually and we will closely monitor exclusions to avoid any potential adverse impact and ensure any discrepancies are identified and dealt with.
Consultation and Involvement
It is a requirement that the development of the Action Plan is informed by the input of staff, pupils and parents and carers. We have achieved this by using the following to shape the plan:
Roles and Responsibilities
The Governing Body will ensure that the school complies with statutory requirements in respect of this scheme and associated Action Plan.
The Headteacher is responsible for the implementation of this scheme, and will ensure that staff are aware of their rights and responsibilities, that they are given necessary training and support and report progress to the Governing Body.
The Headteacher has day-to-day responsibility for co-ordinating the implementation of this scheme.
Staff are expected to adhere to this policy and to attend any appropriate training as well as promoting an inclusive and collaborative ethos in the school. Staff are expected to challenge inappropriate language and behaviour, respond pro-actively and appropriately to incidents of discrimination and harassment, ensure appropriate support for children, maintain a good level of awareness of equalities issues and avoid the reinforcement of stereotyping.
Staff are also expected to plan and deliver lessons which adhere to the school’s equality framework.
Staff will also provide and analyse quantitative and qualitative data that supports better understanding of any equality issues which might arise as well as undertaking and supporting all relevant equality impact assessment processes.
The pupils have a responsibility to themselves and others to treat each other with respect, to feel valued and to speak out if they witness or are subject to any inappropriate language or behaviour.
The school will take steps to ensure all visitors to the school, including parents/carers, adhere to this commitment to equality.
Rights Respecting Schools
The Rights Respecting Schools Award (RRSA) recognises a school’s achievement in putting the United Nations Convention on the Rights of the Child into practice within the school and beyond
For a school to receive accreditation, it must evidence that it has reached the four standards of a Rights Respecting School. A school uses these standards and other guidance provided to plan and monitor progress.
There are four RRSA Standards:
Standard A: Rights-respecting values underpin leadership and management
The best interests of the child are a top priority in all actions. Leaders are committed to placing the values and principles of the CRC (Committee on the Rights of the Child)at the heart of all policies and practice.
Standard B: The whole school community learns about the CRC
The Convention is made known to children and adults. Young people and adults use this shared understanding to work for global justice and sustainable living.
Standard C: The school has a rights-respecting ethos
Young people and adults collaborate to develop and maintain a rights-respecting school community, based on the CRC, in all areas and in all aspects of school life.
Standard D: Children and young people are empowered to become active citizens and learners
Every child has the right to say what they think in all matters affecting them and to have their views taken seriously. Young people develop the confidence, through their experience of an inclusive rights-respecting school community, to play an active role in their own learning and to speak and act for the rights of all to be respected locally and globally.
This school successfully achieved Level 1 RRSA in January 2017. Level 2 is not considered appropriate for this school.
Annual Review of Progress
The action plan will be reviewed on an annual basis during the Spring term by representatives of the staff and the Governing Body.
Ongoing Evolution of the Equality Action Plan
We will continue to involve people from all aspects of our school community in the ongoing evolvement of our actions. This includes:
pupils and give the opportunity for feedback, including plays and performances;
Publishing the Equality Action Plan
The Equality Action Plan will be made accessible to all persons within our local and school community in the following ways:
Commissioning and Procurement
Winchelsea School is required by law to ensure that when it purchases services from another organisation that it will complies with equality legislation.
Ensuring Equality of Opportunity and Participation
The school will ensure that:
The school will provide:
Elimination of Discrimination and Harassment
The school will: