Single Equalities Policy - Bellefield Primary & Nursery School
We recognise that the actions resulting from this policy statement and our daily activity, interaction and influence are what make a difference.
- We welcome our duties under the Equality Act 2010 to eliminate discrimination, advance
equality of opportunity and foster good relations in relation to disability, ethnicity, sex
(gender), religion/belief, sexual orientation, gender identity (and as relevant, pregnancy/
maternity, and in relation to employment; age and marriage/civil partnership). We
understand that these are the nine protected characteristics outlined in the Equality Act
- We recognise that these duties and intentions reflect international human rights standards
as expressed in 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.
- In fulfilling the legal obligations and our intentions cited above, we are guided by nine
Principle 1: All learners are of equal value.
We value all learners and potential learners, their parents and carers, equally.
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 prejudice that people may face, in relation to the protected characteristics set out in paragraph 1 above.
Principle 3: We foster positive attitudes and relationships, and a shared
sense of cohesion and belonging.
We pay due regard to all of the protected characteristics outlined in paragraph 1 above through our policies, procedures and activities. As a Community School we follow all relevant Wiltshire procedures and take advice when appropriate.
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.
Principle 5: We aim to reduce and remove inequalities and barriers that
Our policies and procedures promote equality but we also tackle inequality when it occurs. We regularly review our policies and procedures to ensure that they are relevant to the range of pupils we have in our school.
Principle 6: We consult and involve widely.
We engage with a range of interested groups and individuals to ensure that those who are affected by a policy or activity are consulted and involved in the design of new policies, and in the review of existing ones. Eg Disability Access Plan. We also engage regularly with agencies who are able to support us in equality issues eg EMAS.
Principle 7: Society as a whole should benefit.
Through promoting equality and valuing our diversity as a school community, we intend that the experiences we give our children should benefit society as a whole by fostering greater social cohesion, and greater participation in public life of all groups and individuals. For instance, regular visits from members of the community are part of our school approach. We recognise and act on all opportunities to promote community cohesion.
Principle 8: We base our practices on sound evidence and information.
We maintain and publish equality information regularly. We update our School Development Plan at least annually and have equality objectives within this. We do this: by ensuring our School Development Plan is focused on raising the achievement of all groups of learners including those who are in vulnerable groups; through questionnaires for stakeholders resulting in actions (see SDP); through Pupil Progress Meetings looking at each individual child’s needs and by analysing data showing how all vulnerable groups perform in relation to their peers.
Principle 9: Objectives
We set relevant equality objectives annually through the SDP which are specific and measurable, based on the evidence we have collected (principle 8) and the engagement in which we have been involved (principle 7), which relate to the specific needs of our pupils in relation to the nine protected characteristics in paragraph 1.
The objectives which we identify take into account national and local priorities and issues, as appropriate.
Through Governor review, as part of the SDP process, we keep our equality objectives under review and report annually on progress towards achieving them.
- We feel it is essential that, just as school priorities change, so should the curriculum develop over time to reflect the needs and priorities of the school. Our curriculum is skills-based, lively and creative and is designed to engage and include all children in their learning irrespective of background or protected characteristic status.
Ethos and organisation
- We ensure the relevant principles listed in paragraph 3 above apply to the full range of our
policies and practices, including those that are concerned with:
o pupils' progress, attainment and achievement
o pupils' personal development, welfare and well-being
o admissions and attendance
o staff recruitment, retention and professional development
o care, guidance and support
o behaviour, discipline and exclusions
o working in partnership with parents, carers and guardians
o working with the wider community
Addressing prejudice and prejudice-related bullying
- The school is opposed to all forms of prejudice which stand in the way of fulfilling the legal
duties referred to in paragraphs 1–2:
o prejudice around disability and special educational needs
o prejudice around racism and xenophobia, including that directed
towards religious groups and communities, for example antisemitism and
Islamophobia, and those that are directed against travellers, migrants, refugees
and people seeking asylum
o prejudice reflecting sexism and homophobia
o prejudice against gender identity issues
- We continue to record and report incidents of Racism within school. We also keep a
log of all other prejudice-related incidents, and seek the support of the Local Authority in
addressing these incidents, and in providing support and suggesting resources to raise
awareness and combat prejudice when necessary.
Roles and responsibilities
- The 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.
- Members of the governing body have a watching brief regarding the implementation of this
- 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 in any cases of unlawful discrimination.
- All teachers are expected to:
o promote an inclusive and collaborative ethos in their classroom
o deal with any prejudice-related incidents that may occur
o plan and deliver curricula and lessons that reflect the relevant principles in
paragraph 3 above
o support pupils in their class for whom English is an additional language
o keep up-to-date with equalities legislation relevant to their work.
All stakeholders have a responsibility to ensure that equality is promoted at all times.
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.
- We respect the religious beliefs and practice of all staff, pupils and parents, and comply
with reasonable requests relating to religious observance and practice.
Staff development and training
- We ensure that all staff, including support and administrative staff, receive appropriate
training and opportunities for professional development, both as individuals and as groups
Breaches of the policy
- Breaches of this policy will be dealt with in the same ways that breaches of other school
policies are dealt with, as determined by the headteacher and governing body.
This policy replaces the Disability Equality Policy, the Equal Opportunities Policy and the Race Equality Policy.
Promoting Equality and Opportunity Statement
Our approach at Bellefield CofE Primary & Nursery School
We aim to provide all of our pupils with the opportunity to succeed through a curriculum that reflects a commitment to equality. To achieve this we will ensure that:
- The curriculum prepares pupils for life in a diverse society and uses opportunities to reflect the background and experience of pupils and families in the school. Our curriculum drivers in our planning have been specifically identified to address this;
- There will be opportunities in the curriculum to explore concepts and issues related to identity and equality through our topic based curriculum using historical or geographical viewpoints;
- The promotion of attitudes and values that celebrate and respect diversity and challenge discriminatory behaviour and language wherever it occurs. This is promoted through our 5 key values in school (Respect, Responsibility, Courage, Honesty and Friendship) which link to British Values.
There is a consistently high expectation of all pupils regardless of age, gender, ethnicity, ability, social background and sexual orientation. Adults in school are expected to be positive role models when approaching all areas of school life including those relating to equality of opportunity.
It is important to identify the particular needs of individuals and groups within the school and to use targeted interventions and appropriate classroom strategies to diminish differences in achievement.
A range of teaching methods is used throughout the school to ensure that effective learning takes place at all stages for all pupils.
Ethos and Culture:
We are aware that all adults including those in leadership are instrumental in demonstrating respect. We strive to achieve a feeling of openness and tolerance which welcomes everyone to the school. The children are encouraged to greet all adults and each other with friendliness and respect.
Reasonable adjustments will be made to ensure access for pupils, staff and visitors (including parents) with disabilities (this not only includes physical access, but takes account wider access to school information and activities).
Provision is made to cater for the cultural, moral and spiritual needs of all children through planning of assemblies, classroom based and off-site activities.
Pupils’ views are actively encouraged and respected. Pupils are given an effective voice through the School Council and pupil interviews are regularly undertaken.
Our school works because of the quality of relationships at all levels.
Reviewed and agreed by the Governing Body: 29 November 2017