The Equality Statement sets out the approach that our school is taking to meet the general and specific requirements of Public Sector Equality.
Duty introduced by the Equality Act 2010. By placing an equality perspective in all of our policies and practices, we recognise that we are not thinking about people as an homogenous group but as distinct groups with differing needs, characteristics and behaviours. This enables us to address the issues in creating an inclusive whole school environment.
Deepcar St John’s CE Junior School has developed this Equality Statement to help us to meet our Public Sector Equality Duty under the Equality Act 2010. The Equality Act 2010 has simplified anti-discrimination laws by having a single equality Act. This makes it easier for people to understand and comply with the law. The 2010 Act has also strengthened protection in some situations.
The Equality Act covers all aspects of school life such as the treatment of:
pupils and prospective pupils
parents and carers
There are nine protected characteristics covered by the Act under which it is unlawful to treat people unfairly. The protected characteristics are:
marriage and civil partnership
pregnancy and maternity
religion or belief
Every person has one or more of the protected characteristic; therefore the Act protects everyone against unfair treatment. The Equality Act makes it unlawful to treat someone differently, either through direct and indirect discrimination, harassment, victimisation and by failing to make areasonable adjustment for a disabled person. Since 6 April 2011 all public bodies including local authorities, schools, colleges and other state-funded educational settings including academies have been bound by the Public Sector Equality Duty.
Age applies to a school as an employer, but not with regard to the treatment of pupils and prospective pupils. We are bound by the Public Sector Equality Duty to have due regard to the need to:
(a) eliminate unlawful discrimination, harassment, and victimisation
(b) advance equality of opportunity; and
(c) foster good relations
Equality Statement The general duty is supported by specific duties, these are to:
Publish information which demonstrates our compliance with the duty to have due regard for the three aims of the general duty and to annually repeat this.
Prepare and publish our specific and measurable objectives to achieve the three aims of the duty and undertake this no later than in four years time.
Within our school all staff and Governors at the school are responsible for ensuring that the school meets its duties under the Equality Act 2010.
Eliminating harassment and bullying. Deepcar St John's will not tolerate any form of harassment and bullying of pupils or our staff.
We will provide relevant training by using all suitable delivery methods.
Procurement and Contractors
We will take steps to ensure that contractors working at the school operate within the requirements of our Equality Statement.
Visitors to the School
We will take steps to ensure that all visitors to our school including parents act within the requirements of our Equality Statement.
Publishing the Statement
We will publish our statement as a separate policy within school; on the school network; and upon the school’s website.
Reporting our progress
We will report progress against the Duty through our regular reporting mechanisms, to the Full Governing Board of the school.
Reviewing and Revising the Equality Statement
We will review and revise the Statement no later than four years from publication of this statement. The primary aim of Deepcar St John’s CE Junior School is to enable all pupils to take part as fully as possible in every part of school life by developing each child’s self-confidence, recognising their strengths and encouraging them to achieve their full potential and success.
Deepcar St John’s CE Junior School will take steps to advance equality of opportunity, foster good relations and eliminate discrimination or harassment across all the protected characteristics (age, race, gender reassignment, disability, marriage and civil partnership, religion and belief, pregnancy and maternity, gender, sexual orientation) within the school community. This means:
We will take reasonable and necessary steps to meet pupils’ needs by using a variety of approaches and planning reasonable adjustments for disabled pupils, enabling our pupils to take as full a part as possible in all the activities of the school.
We will make reasonable adjustments to ensure the school environment and its activities are as accessible and welcoming as possible for pupils, staff and visitors to the school. We are also committed to ensuring staff with a disability have equality of opportunity.
We will actively encourage positive attitudes towards pupils and staff and expect everyone to treat others with dignity and respect.
We will regularly consider the ways in which the taught and wider curricula will help to promote awareness of the rights of individuals and develop the skills of participation and responsible action.
We will regularly consider the ways in which our teaching and the curriculum provision will support high standards of attainment, promote common values, and help students understand and value the diversity that surrounds them, and challenge prejudice.
We will monitor the progress and achievement of pupils by the relevant and appropriate protected characteristics. This information will help the school to ensure that individual pupils are achieving their potential, the school is being inclusive in practice, and trends are identified which inform the setting of our equality objectives.
We will collect and analyse information about protected characteristics in relation to staff recruitment, retention, training opportunities and promotions to ensure all staff have equality of opportunity.
We will not ask health-related questions to job applicants before offering a job, unless it relates to an intrinsic function of the work they do.
We will make reasonable adjustments such as providing auxiliary aids for our disabled staff.
Staff will ensure the curriculum is accessible if at all possible, to all pupils with special educational needs and disabilities (SEND) or those for whom English is not their first language. Auxiliary aids and services will be provided for them, where reasonable adjustments are required. By planning ahead, staff will ensure that all pupils, wherever possible, are able to take part in extra-curricular activities and residential visits, and the school will monitor the uptake of these visits to ensure no one is disadvantaged on the grounds of a protected characteristic.
We will seek the views of advisory staff and outside agencies and partnerships with other schools where this is needed. In planning the curriculum and resources, the school will take every opportunity to promote and advance equality. Equality Information and Objectives Statement
• Bullying and Prejudice Related Incidents will be carefully monitored and dealt with effectively. Regular training will be given to both existing and new staff to ensure that they are aware of the process for reporting and following up incidents of prejudice- related bullying.
• We expect that all staff will be role-models for equal opportunities, deal with bullying and discriminatory incidents and be able to identify and challenge prejudice.
• Throughout the year, the school will plan on-going activities e.g. lessons and assemblies to raise awareness of equality and diversity. This may include a focus on disability, respect for other cultures, religions and beliefs, anti-homophobia, gender equality, developing community cohesion and an understanding of the effects of discrimination.
• We will regularly seek the views of pupils, parents, advisory staff and visitors to the school, to ensure that the school environment is as safe and accessible as possible to all school users.
• We will regularly review our accessibility plans.
• The school welcomes a diverse range of candidates for positions at any type of role or level of responsibility in school.
• We will ensure that all staff are aware of their legal duties under the Equality Act 2010, the different forms of discrimination and what ‘reasonable adjustments’ mean in practice. Training and awareness sessions will be set out in the school improvement plan.
• When drawing up policies, the governing body must consider to what extent a new/revised policy, practice or plan meets the Public Sector Equality Duties (eliminates discrimination, advances equality and fosters good relations for all the protected characteristics) and recommend changes/mitigations should it feel the policy, practice or plan could be improved to fulfil the school’s duties.