At All Saints, Hesketh-with-Becconall C of E Primary, we are committed to promoting equality of opportunity for all. This is firmly anchored in our believe that we are all made in God’s image and have a mission to promote understanding of different views; celebrate individuality and create an environment where all can reach their full potential. This is also a duty that schools have in line with the 2010 Equality Act. We seek to do this by minimising, or if possible removing disadvantages, that may come from a person’s characteristics; making adjustments to our provision if some groups need additional resources to access a full and rich experience of school life and promoting opportunities for groups that may not take advantage of all opportunities on offer. At an age appropriate point, we will talk to our children about stereotyping and discrimination and the impact that they can have on an individual and on society as a whole.
We will work hard to help children to develop into confident, responsible and caring adults through clearly articulated parameters and in an atmosphere of tolerance and mutual respect. We will promote the spiritual, moral, cultural, mental and physical development of pupils at the school and in society, and prepare pupils at the school for the opportunities, responsibilities and experiences of later life.
In fulfilling our legal and moral responsibilities, we are guided by the following principles which are pertinent to our school and its community:
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, national origin or national status
· Whatever their gender and gender identity
· Whatever their religious or no religious affiliation or faith background
· Whatever their sexual identity
Principle 2: We recognise and respect difference
Treating people equally 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 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, and women and men, are recognised
· religion, belief or faith background
· sexual identity.
Principle 3: We foster positive attitudes and relationships, a shared sense of cohesion and belonging
We intend that our policies, procedures and activities should promote:
· positive attitudes 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, and women and men, and an absence of sexual and homophobic harassment.
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:
· 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
· people of different ethnic, cultural and religious backgrounds girls and boys, women and men
Our school is committed to meeting its public sector statutory duties as detailed below. We understand that the duties apply to service delivery and employment and staff management as well as policy development and implementation.
General Duty under the Equality Act 2010:
The purpose of this policy is to set out how our practice and policies have due regard to the need to:
- eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under this Act.
- advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it
- foster good relations between persons who share a relevant protected characteristic and persons who do not share it.
The Specific Duties of the Act enable schools to meet their obligations under the Public Sector Equality Duty (PSED). The specific duties require schools to set every four years one or more specific measurable equality objectives that further the aims of the equality duty.
The Equality At 2010 protects pupils from discrimination and harassment based on protected characteristics. The protected characteristics for school provisions are:
- age (for staff only)
- ethnicity and race
- gender (sex)
- gender identity and reassignment
- pregnancy, maternity and breast feeding
- religion and belief
- sexual orientation
At All Saints, Hesketh-with-Becconsall we implement accessibility plans which are aimed at:
- increasing the extent to which disabled pupils can participate in the curriculum;
- improving the physical environment of schools to enable disabled pupils to take better
- advantage of education, benefits, facilities and services provided:
- improving the availability of accessible information to disabled pupils.
Community Cohesion supports good practice in educating pupils about equality and diversity. It contributes to the school’s efforts to provide a broad, balanced curriculum.
The school operates equality of opportunity in its day to day practice through:
- Teaching and Learning
- Admissions and Exclusions
Equality and Staffing
We comply fully with legislation which protects all our staff (including teachers, support staff and student teachers) from discrimination on the grounds of gender, transsexual status, race, disability, sexual orientation, religion or belief, or age. With regard to disability, we make such reasonable adjustments as are necessary to prevent a disabled person being at a substantial disadvantage in comparison with a person who is not disabled.
This includes discrimination in relation to recruitment, terms and conditions, promotions, transfers, dismissals, training and employment practices (such as dress codes) and disciplinary procedures.
- We make efforts to ensure that the diversity of our workforce reflects that of our local
- community and wider society.
- We will ensure the safety and well-being of our staff and act on incidents of harassment and
- discrimination recognising that our staff may be either victims or perpetrators.
- We will provide regular training for staff to enable them to deal effectively with prejudice
- related incidents
Tackling discrimination and anti–bullying reporting and recording all forms of prejudice related incidents for example racism, homophobia or negative views of disabled people.