Branksome Heath Middle School School Equality Plan 2008-10 - 3.1b April 2009
Section 1. The Equality Plan Policy Outline
Section 2. Disability Policy
Section 3. Gender Equality Scheme
Section 4. Race Equality Policy
Section 5. Equal Opportunity policy
Group/Team responsible for document
Date of review
1. The Equality Plan - Policy Outline
1. Introduction
Specific duties that schools must follow are outlined in the Disability Discrimination Act..2005 and the Equality Act 2006 respectively and the accompanying regulations. This Equality Plan sets out in detail how the school intends to meet its statutory duties and follow best practice. It is effectively a strategy and action plan which summarises the school's approach to equality across the whole school community and future actions will become part of the School Development Plan where appropriate.
2. Purpose - Aims and values
The purpose of the Equality Plan is about providing equality and excellence for all, in order to promote the highest possible standards. The principles of this plan applies to all members of the school community - pupils, staff, governors, parents and community members.
The overall objective is to provide a framework for the school to pursue its equality objectives to eliminate unlawful discrimination and harassment; promote equality of opportunity; and promote good relations and positive attitudes between people of diverse backgrounds in all its activities.
The school will endeavour to create a community where pupils are well prepared for life in a diverse, pluralist society.
The school aims to ensure that no pupils, staff, parents or carers or any other person through their contact with the school receives less favourable treatment on any grounds which cannot be shown to be justified. This covers race, colour, nationality, ethnic or national origin, religion or belief, gender, marital status, responsibility for children or other dependents, disability, sexual orientation, gender reassignment, age, trade union or political activities, social class, where the person lives or spent convictions.
The plan is based on the following care values as expressed in the School's aims and values.
3. Leadership, Management and Governance
The governing body is committed to meeting its duties under equality legislation. It is the responsibility of all staff, including those helping on a voluntary basis, and partner organisations to promote equality.
The governing body will endeavour to ensure that all relevant policies reflect the school's commitment to the principles of equality and that this commitment is reflected clearly in all its work. The school ensures the involvement of staff and governors and, where appropriate, takes steps to enable the contribution of pupils and their parents/carers and other relevant parties.
Outcomes of monitoring and assessment will be reported to the governing body and other key partners. Members of the school community will be kept informed of Equality and Diversity initiatives being undertaken.
The school adheres to recruitment and selection procedures which are fair, equal and line with statutory duties, local authority guidance and, where appropriate, diocesan guidelines. The school seeks to encourage people from under-represented groups to apply for positions at all levels in the school.
New staff are introduced to this document as part of their induction programme. Staff handbooks and regular professional development activities are available for all staff members to support their practice in relation to this plan.
Staff receive appropriate training to enable them to deal effectively with bullying and discriminatory incidents.
4. Leadership, Management and Governance
The pastoral support system takes account of disability, gender, religious and ethnic differences, and the experiences and particular needs of people living in a diverse society.
Support is given to victims and perpetrators of harassment and unacceptable behaviour. External agencies are involved, where appropriate.
The school will use monitored data, including that relating to disability, ethnicity, gender and SEN will be used to monitor admissions, attendance, exclusions and the use of sanctions and rewards. Including that relating to disability, ethnicity, gender and SEN will be used to monitor the attainment, progress and the well-being of pupils, and, where appropriate, targets will be set. Analysed results will be used to inform planning and decision-making.
5. Learning and Teaching
All pupils have access to the mainstream curriculum in accordance with DCSF guidelines.
Classroom staff ensure that the classroom is an inclusive environment in which pupils feel safe, included and their contributions are valued. Teaching styles include collaborative learning so that pupils appreciate the value of working together. All pupils are encouraged to question, discuss and collaborate in problem-solving tasks.
Pupil grouping in the classroom is planned and varied. Allocations to teaching groups are kept under review.
Classroom staff encourage pupils to become independent and to take appropriate responsibility for their own learning.
Staff challenge stereotypes and foster pupils' critical awareness and concepts of fairness, enabling them to detect bias and challenge inequalities.
6. School Curriculum
Curriculum planning takes account of the needs of all pupils and considers them in relation to the various equality strands. The school monitors and evaluates its effectiveness in providing an appropriate curriculum for pupils of all backgrounds.
The curriculum builds on pupils' starting points and needs and is differentiated appropriately to ensure the inclusion of, boys and girls; pupils who are disabled; pupils learning English as an additional language; pupils from minority groups; pupils who are gifted and talented; pupils with special educational needs; pupils who are looked after by the local authority and pupils who are at risk of disaffection and exclusion.
Each area of the curriculum is planned to incorporate the principles of equality and to promote positive attitudes to diversity. All subjects contribute to the spiritual, moral, social and cultural development of all pupils.
The content of the curriculum reflects and values diversity. It encourages pupils to explore bias and to challenge prejudice and stereotypes.
Extra-curricular activities and special events, e.g. school productions, cater for the interests and capabilities of all pupils. The school will give due regard to parental preferences and concerns.
Teaching and curriculum development are monitored to ensure high expectations of pupils from all groups.
7. Admissions attendance, behaviour, discipline and exclusion
The admissions process is monitored by a range of equality indicators to ensure that it is administered fairly and equitably to all pupils.
The school's procedures for disciplining pupils and managing behaviour are fair and applied equally to all. However, it is recognised that social/cultural background and other personal factors may affect behaviour. The school takes this into account when dealing with incidents of unacceptable behaviour. All staff apply consistent systems of rewards and sanctions.
Exclusions and attendance are monitored and effective action is taken in order to reduce gaps between different groups of pupils. Absence is always followed up by appropriate personnel. Those involved in this work are aware of and sensitive to community issues.
There are strategies to reintegrate long-term truants and excluded pupils, which address the needs of all pupils.
Pupils, staff and parents are aware of procedures for dealing with harassment. They know that any language or behaviour which is racist, sexist, homophobic or potentially damaging to any group is always unacceptable.
Appropriate provision is made for leave of absence for religious observance for pupils and staff.
8. Attainment, progress and assessment
Staff have high expectations of all pupils and they continually challenge them to reach higher standards. The school recognises and values all forms of achievement.
The monitoring and analysing of pupil performance by disability, special educational needs, gender, ethnicity and other social/cultural indicators enables the identification of groups of pupils where there are patterns of underachievement. The school ensures that action is taken to counteract this.
Staff use a range of methods and strategies to assess pupil progress. The school ensures, where possible, that assessment is free of gender, racial, cultural and social bias.
Self-assessment provides all pupils with opportunities to take responsibility for their own learning through regular reflection and feedback on their progress giving all pupils full opportunities to demonstrate what they know and can do and, therefore, to benefit from the process.
9. Partnership with parents and the community
The school endeavours to provide information material for parents in accessible, user-friendly language and formats and the school will endeavour to provide information in community languages, and alternative formats when requested.
Progress reports to parents are provided in a range of formats in order to ensure that all parents have the opportunity to participate in the dialogue.
All parents are encouraged to participate at all levels in the full life of the school. Information and meetings for parents are made accessible for all. Parental involvement is monitored to ensure the participation of parents from all groups whose children are pupils at the school. Actions are included in the school's action plan to address any inconsistencies.
When appropriate the school will take steps to encourage the involvement and participation of under-represented groups of parents and sections of the community.
The school works in partnership with parents and the community to address specific incidents and to develop positive attitudes to diversity. Informal events are designed to include the whole community and at times may target minority or marginalised groups.
The school's premises and facilities are available for use by all groups within the community. The school endeavours to address accessibility difficulties.
The school recognises it also has a responsibility to promote equality through its procurement and commissioning activities and endeavours to ensure the services it uses are aware of its equality objectives.
POLICY STATEMENT FOR CHILDREN WITH DISABILITIES - 3.1 April 2009
"A person has a disability if he or she has a physical or mental impairment that has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities." (A1.1)*
"Pupils may have either a disability or special educational needs or both. The SEN framework is designed to make the provision to meet special educational needs. The disability discrimination duties, as they relate to educational establishments, are designed to prevent discrimination against children in their access to education." (4.10)
Our key duties are to ensure that there is no discrimination against disabled pupils. These are:
- Not to treat disabled pupils less favourably; and
- To take reasonable steps to avoid putting disabled pupils at a substantial disadvantage, known as the reasonable adjustments duty." (3.6)
- To plan for increased access to the curriculum, to cover teaching and learning and the wider curriculum such as after school clubs, leisure and cultural activities and school visits.
- To plan to improve access to the physical environment of the building including the environment and physical aids to access education.
- To plan to improve the delivery of written information to disabled pupils including planning to make written information more accessible.
- Plan to take account of all relevant legislation (Secion 11, Code of Practice)
At Branksome Heath Middle School, the governing body will work in partnership with the LEA to ensure that the Disability Rights Commission, Code of Practice is followed from September 2002.
We will:
Ensure there is no unreasonable discrimination:
- In relation to admissions
- In relation to education and associated services
- In relation to employment
- Take account of a disabled persons wishes when disclosing information or recording information about them
- By excluding a pupil inappropriately (4.20)
- Produce an accessibility plan, to run for 3 years from April 2003, published and shared with the LEA to compliment their accessibility strategy
Regularly monitor the policy and evaluate our provision
- The school will take reasonable steps to allow access for all children.
- Staff will be trained by relevant professionals as appropriate when working alongside a child with a disability.
- Liaison with appropriate professionals will take place to ensure access.
- Time will be given to adapt resources where this is necessary to allow a child to access the curriculum.
- Full risk assessments will be made prior to any visit or unusual activity, which includes access for a child with a disability.
- With parental permission, good practice about working with a particular child with a disability will be spread amongst all staff, in order to ensure a favourable treatment throughout the school.
- Consider all complaints according to the current policy.
*This covers physical and mental impairments, including sensory impairments, such as those affecting sight or hearing.
All quotes refer to the point from Disability Rights Commission Code of Practice for Schools (July 2002). [1]
GENDER EQUALITY STATEMENT AND POLICY 3.1c April 2009
1. The Equality Act 2006
The Equality Act 2006 amends the Sex Discrimination Act to place a statutory duty on Governors and the school to have due regard to the need:
o To eliminate unlawful discrimination and harassment
o To promote equality of opportunity between men and women
2. School Context and Aims and Values
This policy is written with the aims and values of Branksome Heath Middle as its starting point.
It sets out our commitment to promoting equality and eliminating sexual discrimination and harassment.
Each person at our school will be given fair and equal opportunities to develop their full potential regardless of their gender, ethnicity, cultural and religious background, sexuality, disability or special educational needs and ability.
We will continuously strive to ensure that everyone is treated with respect and dignity working actively to promote equality and foster positive attitudes and commitment to an education for equality.
We will do this by:
o Treating all those within the school community (e.g. pupils, staff, governors, parents, visitors and the community) as individuals with their own particular abilities, beliefs, challenges, attitudes, background and experience.
o Creating and maintaining a school ethos which promotes equality, develops understanding and challenges myths stereotypes misconceptions and prejudices through our leadership, teaching and the wider curriculum.
o Encouraging everyone in our school community to gain a positive self image and high self esteem.
o Having high expectations of everyone involved with the whole school community
o Promoting mutual respect and valuing each other's similarities and differences and facing equality issues openly and honestly within our policies and rules.
o Identifying, challenging and removing all practices, procedures and customs which are discriminatory and replacing them with practices that are fair to all.
o Monitoring evaluating and reviewing all the above to secure continuous improvement in all that we do.
3. Roles and Responsibilities
The promotion of gender equality and raising the achievement of all pupils is the responsibility of the whole school staff and governors.
The roles and responsibilities of everyone involved and connected with the school is set out through clear current job descriptions and in a variety of other documents that convey the leadership, management and governance structure and organisation in the school. The gender equality policy links to other specific policies and action plans that the school produces including the process of School Self-evaluation and the School Development Plan.
Introduction to this gender equality policy will be included in induction arrangements for all staff and governors new to the school. Pupils new to the school will also have these issues and expectations explained to them. School procedures will highlight duties implied by this policy in the same way as child protection, health and safety and behaviour policies form part of the induction process.
a. The Headteacher and Senior Leadership Team - Will
demonstrate through their personal leadership the importance of this policy. Ensuring that all staff are aware of the policy and understand their role and responsibilities in relation to it. The Head Teacher will assess and monitor the impact of the policy and will report outcomes to the governing body annually. Where additional funding is available for raising the achievement of specific groups of people, the Head Teacher will ensure that the additional resources are recommended, used appropriately and targeted on the basis of identified need in the School Development Plan following the approval of governors.
b. Governors - The governing body has adopted this policy and will assess and monitor the impact annually. Where possible, a member of the Governing body, will be elected as the link, designated governor for equality.
c. Staff - By means of the Staff Handbook all staff will be expected to know what their responsibilities are in ensuring that the policy is implemented. They will be aware of the implications of it for their planning, teaching and learning strategies, management of activities, as well as for behavioural issues. Staff will also be aware that examination and annual test or teacher assessments and pupil achievements will be scrutinised and analysed with this policy in mind, as well as other established monitoring procedures.
d. Pupils - Pupils will be made aware of how the gender equality policy applies to them at induction as part of the school aims, values and in the curriculum. They will learn to treat each other with respect and have the confidence to report incidents of harassment to adults.
e. Parents/Carers - Parents and carers will share in the development of the gender equality policy and be encouraged to participate fully in implementing it in partnership with the school - They will be invited to comment on the scheme and will be regularly informed about developments.
f. Training
All staff and Governors will receive training on the gender equality policy as well as the outcomes of self-evaluation reviews, as appropriate.
4. Monitoring, Assessing and Reviewing the Policy
The school will monitor the impact of this policy on pupils, parents and staff. In particular, we will monitor the impact of our policies on the attainment levels of our pupils. School and Governor monitoring will include reports on:-
o Curriculum, teaching and learning (including language and cultural needs) and provision for pupils with special educational needs and gifted and talented pupils.
o Analysis of pupil data of standards and attainment
o Rewards and sanctions, including exclusions
o Parental involvement and the raising of concerns or complaints
o Working with the community
o Records of specific support advice and guidance
Monitoring information will help us to see what progress we are making in:
o Difference between pupils, specific groups and gender differences
o Ask why these differences exist and test explanations given
o Review the effectiveness of current targets and objectives.
o Decide what further action will be necessary to meet particular needs and to improve the performance of pupils (which might include positive action)
o Talking to parents, pupils and staff to find out their needs and opinions
o Carrying out surveys or special research
o Rethink and set targets in relevant strategic plans (e.g. SDP)
5. Assessing the Impact of Policies
We will continue to assess the effectiveness of our policies through existing arrangements for developing and reviewing other school policies - giving special attention to:-
Helping all our pupils to achieve as much as they can, and get the most from the curriculum opportunities on offer, based on their individual needs?
Which groups of pupils are not achieving as much as they can and why not?
How do we explain any differences? Are the explanations justified?
Does each relevant policy include aims to deal with pupil attainment differences between male and female pupils?
What are we doing to raise standards and promote equality of opportunity for pupils who seem to be underachieving and who may need extra support?
Can any outcomes be traced back to individual policy aims, related targets and strategies?
6. The Local Authority Perspective
The local Authority continues to focus on raising the attainment levels of all pupils, and the Local Public Service Agreement includes four education priorities, with a particular focus on reducing the gap between the performance of boys and girls.
7. Making the Scheme Available
The gender equality policy will be available both within the school community and in the wider community so that all Governors, staff, pupils and parents are aware of it and its contents through the policy itself, the staff handbook, poster displays in the school, newsletters, other statements and reports.
8. Breach of the Policy
All Governors, staff, pupils and parents will be expected to abide by the policies and principles set out and related policies. All persons covered by the policy are aware of their responsibility to report any action which constitutes or could be deemed to constitute a breach of the policy in line with the school whistle blowing statement and policy- in the first instance to the Head teacher and/or senior staff. It will be for the Head Teacher in consultation with other relevant staff/Chair of Governors to decide on appropriate response to any breach of the scheme depending on circumstances and seriousness. This may include amongst other actions:
o Use of the school complaints or disciplinary policies
o Use of the school behaviour code of conduct and harassment policies
o Formal or informal warnings
o Involvement of other Governors
o Fixed term or permanent exclusion
RACIAL EQUALITY POLICY - 3.1d Nov 2009
The School's Aims, Values and Commitment to Racial Equality
Race equality is central to the ethos and core values of this School. To establish and maintain this, the School is fully committed to:
o ensuring that all pupils have equality of opportunity to achieve according to their full capabilities, regardless of their ethnic background;
o valuing equally all members of the school community;
o promoting positive attitudes towards life in a multicultural, multi-ethnic and multi-faith society and celebrating cultural diversity;
o combating racial harassment and racial discrimination and challenging racism in all its forms;
o equipping pupils with the knowledge, understanding, skills and attitudes to recognise and challenge examples of racism that they meet in their lives;
o establishing a close partnership with parents and the local community, with sensitivity and openness to the experiences, aspirations and perspectives of those of ethnic minority background.
In fulfilment of this commitment, the School recognises the general duty of its Governing Body, under the Race Relations (Amendment) Act 2000:
(a) to eliminate unlawful racial discrimination; and
(b) to promote equality of opportunity and good relations between persons of different racial groups.
The school recognises that minority ethnic groups include Gypsy Travellers, refugees, asylum-seekers and other less visible minority groups.
In implementing this policy and monitoring its impact, the School will make use of the Commission for Racial Equality Publication. "Learning for All". [This has been sent to all LEA schools].
The policy has been shared with all members of the school community, including parents. All new parents will be made aware of this policy and the school's commitment to race equality. This commitment will also be referred to in the School Prospectus.
The School's Context
As a school in a mainly "white" part of the country, with few pupils of ethnic minority background, we recognise the following:
o the particular need for vigilance to ensure that ethnic minority pupils are neither victims of racism or experience a sense of isolation and/or marginalisation
o the particular need to train all members of the school community to avoid negative and stereotypical assumptions about those from ethnic minority backgrounds
o the importance of recognising the significance of and responding to cultural, linguistic and "racial" differences in striving to ensure to achieve equality of opportunity for all.
The school appreciates that there may, on occasions, be difficulties in establishing a full and accurate understanding of some issues of racism and cultural diversity, particularly where there are no staff members of ethnic minority background. We will therefore make use of all available sources of support, including the Dorset Race Equality Council.
Leadership, Management and Governance
The Governing Body is responsible for:
o ensuring that the school complies with Race Relations legislation; and
o ensuring that the policy and its related procedures and strategies are implemented.
The Headteacher is responsible for:
o on a day to day basis, ensuring that the policy is implemented;
o ensuring that all staff are aware of their responsibilities and are given appropriate training and support
o taking appropriate action in any cases of racial discrimination.
All Staff are responsible for:
o dealing with any racist incidents, and knowing how to identify and challenge racial bias and stereotyping;
o promoting racial equality and good race relations and not discriminating on racial grounds.
Dealing with Racist Incidents
o The school adopts the definition of a Racist Incident recommended by the report of the Inquiry into the murder of Stephen Lawrence (the Macpherson report), which is also the definition adopted by the LEA:
"any incident which is perceived to be racist by the victim or any other person."
o The school will fulfil its statutory obligation to keep a formal record of all racist incidents and to report on the nature and frequency of any racist incidents annually to the Local Education Authority, including reporting when no such incidents have been recorded during the year.
o The school recognises that it is possible for a racist incident (e.g. the use of racist language) to occur in a school where there are no pupils of ethnic minority background.
o The school will take every possible step to support the victims of racial harassment.
o All racist incidents will be regarded as a serious matter. Sanctions will be set out in the school's Behaviour Policy and include the possibility of pupil exclusion.
o The school will take all possible steps to establish a climate in which all members of the school community have the confidence to report racist incidents and will ensure that all staff receive training in defining and responding to racist incidents.
Other Actions to ensure Race Equality
To promote the knowledge, understanding, skills, values and attitudes necessary for racial equality and the elimination of racism the school will:
o use opportunities within the curriculum, extra-curricular activities and assemblies to promote positive attitudes towards cultural and ethnic diversity and differences;
o provide opportunities within the curriculum, appropriate to pupils' age and attainment, for pupils to understand and recognise racism and to challenge the myths and negative stereotypes that underpin racism and racist attitudes;
o ensure that learning resources are not used which reproduce and reinforce negative stereotypes of people of ethnic minority background or of communities in the "Third World";
o make use of the curriculum, extra-curricular activities and assemblies to positively affirm the cultural and religious identities of all pupils, including those from minority ethnic and faith communities;
o regularly monitor the curriculum to ensure that these learning opportunities are in place.
To ensure that all pupils achieve their best, according to capabilities and regardless of ethnicity, the school will:
o monitor the achievement of pupils of ethnic minority background to ensure that they are achieving according to their full capabilities, taking appropriate action where underachievement is identified;
o ensure that assessment activities and tasks are not culturally biased so as to discriminate against any pupil or group of pupils;
o ensure that teachers' expectations and teaching styles and strategies provide equal opportunities for all pupils to achieve according to their full capabilities;
o ensure that all pupils have equality of access to the curriculum, including those for whom English is an Additional Language;
o maintain and develop a positive valuing of linguistic diversity, celebrating the achievements of pupils who are multi-lingual; the School will ensure that any pupil for whom English is an Additional Language, and who has not yet achieved a functional level of English, is appropriately supported to gain access to the curriculum rather than treated as having a learning difficulty;
o monitor the impact of the school's behaviour policy and system of rewards and sanctions on pupils according to ethnicity (where appropriate, according to the composition of the pupil population);
o record and monitor all pupil exclusions by ethnicity;
o listen to the views and experiences of ethnic minority pupils as part of the monitoring of this policy;
o monitor pupil grouping, including setting, arrangements to ensure that they do not disadvantage pupils of ethnic minority background;
o ensure that religious and cultural differences are fully recognised in meeting the needs of all pupils.
Strategic Development and Review
The Governing Body of the School will meet its requirement under the Race Relations (Amendment) Act 2000:
o to ensure that the School has an Action Plan for the implementation of the Race Equality policy, as part of its general school improvement plan, incorporating targets for action, within appropriate time-scales;
o to ensure that the impact of the policy is regularly reviewed through the School's arrangements for policy review and self-evaluation.
Policy on Equal Opportunities - 3.1a April 2009
1 Introduction
Our school's mission statement talks of opportunities for all, excellence as a goal and working in partnership with all of our children and their families. We do this by taking account of pupils' varied experiences and needs. We offer a broad and balanced curriculum, and have high expectations of all children. The achievements, attitudes and well-being of all our children matter. This policy is intended to help to ensure that this school promotes the individuality of all children, irrespective of ethnicity, religion, attainment, age, disability, gender or background.
The policy accords with legislation:
o Race Relations (Amendment) - Act 2000;
o Disability Discrimination (Amendment) Act 2002;
o Sex Discrimination Act 1975.
o Other Legislation that supersedes the above Acts
2 Aims and Objectives
2.1 We do not discriminate against anyone, be they staff, pupil or parent, on the grounds of ethnicity, religion, attainment, age, disability, gender or background.
2.2 We promote the principle of fairness and justice for all through the education that we provide in our school. We recognise that doing this may entail treating some pupils differently.
2.3 We seek to ensure that all pupils have equal access to a full range of educational opportunities provided by the school.
2.4 We constantly strive to remove any forms of indirect discrimination that may form barriers to learning for some groups.
2.5 We ensure that all recruitment, employment, promotion and training systems are fair to all, and provide opportunities for everyone.
2.6 We challenge personal prejudice and stereotypical views whenever they occur.
2.7 We value each pupil's worth, we celebrate the individuality and cultural diversity of the community centred on our school, and we show respect for all minority groups.
2.8 We are aware that prejudice and stereotyping are caused by poor self-image and by ignorance. Through positive educational experiences and support for each individual's legitimate point of view, we aim to promote positive social attitudes, and respect for all.
3 Disability Non-Discrimination
3.1 Some children in our school have disabilities. We are committed to meeting the needs of these children, as we are to meeting the needs of all within the school. The school fully meets the requirements of the amended Disability Discrimination Act that came into effect in September 2002 and the Act of 2005. all reasonable steps are taken to ensure that these children are not placed at a substantial disadvantage compared with other children.
3.2 The school is committed to providing an environment that allows disabled children full access to all areas of learning. (see Accessibility Plan)
3.3 Teachers modify teaching and learning as appropriate for children with disabilities. For example, they may give additional time to complete certain activities, or modify teaching materials, or offer alternative activities where children are unable to manipulate tools or equipment.
4 Gender Equality
4.1 We recognise that nationally, the achievements of boys is falling behind that of girls and even though we have narrowed this gap at Branksome Heath, we are committed to seeing all individuals and groups of pupils making the best progress possible in our school.
4.2 We have put in place a number of measures to raise the achievement of the boys. These include:
o Dealing with negative aspects of boys' behaviour, including bullying and name-calling;
o Removing gender bias from our resources;
o Making sure that our displays reflect boys and men as effective learners and achievers;
o Encouraging boys to read
4.3 To make our teaching more accessible to boys, we:
o Begin a lesson by stating the learning outcomes, and giving the 'big picture';
o Employ a variety of activities, and include a kinaesthetic element;
o Deliver work in bite-sized chunks, with 'brain breaks' and new starts;
o Provide challenge, competition and short-term goals;
o Give regular positive feedback and rewards;
o Set writing tasks that are cross-curricular, that have been modelled first, and for which there are frames and scaffolds available.
4.4 We realise that although gender is one of the key factors affecting educational performance, it affects sub-groups of boys and girls in different ways. Social class, ethnic origin and local context are all strongly linked to performance. We also seek to ensure that policies designed to improve the boys' attainment do not do so at the expense of achievement by the girls.
5 Racial Equality
5.1 In our school, we will:
o Strive to eliminate all forms of racism and racial discrimination;
o promote equality of opportunity
o promote good relations between people of different racial and ethnic groups.
5.2 It is the right of all pupils to receive the best education the school can provide, with access to all educational activities organised by the school. We do not tolerate any forms of racism or racist behaviour. Should a racist incident occur, we will deal with it in accordance with school procedures (see policies for Racial Equality and for Behaviour and Discipline).
5.3 We endeavour to make our school welcoming to all minority groups. Thus, for example, we will immediately remove any offensive graffiti that we may find in school. We promote an understanding of diverse cultures through the topics studied by the children, and we reflect this in the displays of work shown around the school.
5.4 Our curriculum reflects the attitudes, values and respect that we have for minority ethnic groups. So, for example, in the curriculum topic on religious festivals, the children learn the importance of Diwali to Hindus and Sikhs.
6 The role of governors
6.1 In this policy statement, the governing body has set out its commitment to equal opportunities, and it will continue to do all it can to ensure that all members of the school community are treated both fairly and equally.
6.2 The governing body collects, analyses and evaluates a range of school data. We check that all pupils are making the best possible progress, and that no group of pupils is underachieving. To do this, we monitor;
o Admissions
o Attainment
o Exclusions
o Rewards and Sanctions
o Parents' and Pupils' questionnaires
6.3 The governing body seeks to ensure that people with disabilities are not discriminated against when applying for jobs at our school. The governors take all reasonable steps to ensure that the school environment properly accommodates people with disabilities.
6.4 The governing body will, in its annual report, make reference to arrangements for disabled pupils.
6.5 The governors welcome applications to join the school, whatever background or disability a child may have.
6.6 The governing body ensures that no child is discriminated against whilst in our school on account of their sex, religion or race. So, for example, all children have access to the full range of the curriculum, and the regulations regarding school uniform will applied equally to boys and girls.
7. The role of the Headteacher
7.1 It is the headteacher's role to implement the school's policy on equal opportunities and s/he is supported by the governing body in so doing.
7.2 It is the headteacher's role to make sure that all staff are aware of the school policy on equal opportunities, and that teachers apply these guidelines fairly in all situations.
7.3 The headteacher ensures that all appointments panels give due regard to this policy, so that no one is discriminated against.
7.4 The headteacher promotes the principle of equal opportunity when developing the curriculum, and in providing opportunities for training.
7.5 The headteacher promotes respect for other people in all aspects of school life; in the assembly, for example, respect for other people is a regular theme, as it is also in displays around the school.
7.6 The headteacher views all incidents of unfair treatment, and any racist incidents, with due concern.
8. The role of the class teacher
1.1 Class teachers recognise their own prejudices, but do their best to ensure that all pupils are treated fairly and with respect. We do not knowingly discriminate against any child.
1.2 When selecting classroom material, teachers strive to provide resources which give positive images, and which challenge stereotypical images of minority groups.
1.3 We seek to implement this policy when designing schemes for work, both in our choice of topics to study, and in how we approach sensitive issues. So, for example, history topics include examples of the significant contributions women have made in this country's history. In geography, the teacher attempts to counter stereotypical images of Africa and Asia, and to show the true diversity of development in different parts of the world.
1.4 All out teachers and support staff challenge any incidents of prejudice or racism. We record any incidents in the school log book, and draw them to the attention of the headteacher.
9. Monitoring and review
9.1 It is the responsibility of our governing body to monitor the effectiveness of this policy. The governors will therefore:
o Monitor the progress of pupils from minority groups, comparing it with the progress made by other pupils in the school;
o Monitor the staff appointment process, so that no one applying for a post at this school is discriminated against;
o Require the headteacher to report to governors annually on the effectiveness of this policy;
o Take into serious consideration any complaints from parents, staff or pupils regarding equal opportunity;
o Monitor the school's behaviour policy, and the numbers of exclusions, to make sure that pupils from minority groups are not unfairly treated.
This policy will be reviewed by the governing body every three years, or earlier if it is considered necessary and to report annually.
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