Equity and Diversity Policy (including anti-racism)

 This policy is written in line with the DFE guidance: The Equality Act 2010 and schools Departmental advice for school leaders, school staff, governing bodies and local authorities. Reference: DFE-00296-2013 (Updated 2018)

Rationale

Spring Meadow Primary School and ‘School House’ Nursery is committed to providing all pupils with a curriculum which provides equality of opportunity and freedom from discrimination. 

We are committed to overcoming sexist, racist and classist attitudes with an approach which seeks to raise consciousness and develop positive attitudes. 

Schools can change pupils’ lives which is why it is important that all schools have an inclusive and supportive approach.  Young people’s ideas about race must be explored and discussed within educational  contexts.  Education is a crucial place where we can challenge the ‘normalisation’ of many forms of racism.

We face a growth in intolerance and racism, despite anti-racist legislation and

agreements such as the International Declaration of Human Rights, all around the world and within the UK.

Training and other interventions will not be effective unless there is a culture of open discussions about race and racism, where staff and young people are acknowledged as key to developing solutions.

Aims and Expectations

At Spring Meadow Primary School and ‘School House’ Nursery, we do not discriminate against anyone, be they staff or pupil, on the grounds of their sex, sexual orientation, race, colour, religion, nationality, ethnic or national origins. We promote the principles of fairness and justice for all through the education that we provide in our school. 

We promote the principles of fairness and justice for all through the education we provide and ensure that all pupils have equal access to the full range of educational opportunities provided by the school. 

We constantly strive to remove any forms of indirect discrimination that may form barriers to learning. 

We ensure that all recruitment, employment, promotion and training systems are fair to all, and provide opportunities for everyone to achieve. 

We challenge stereotyping and prejudice whenever it occurs. 

We celebrate the cultural diversity of our community and show respect for all minority groups. 

We are aware that prejudice and stereotyping is caused by low self-image and ignorance. Through positive educational experiences and support for each individual’s point of view, we aim to promote positive social attitudes and respect for all. 

The Law

The Equality Act 2010 provides a single, consolidated source of discrimination law, covering all the types of discrimination that are unlawful. 

Schools cannot unlawfully discriminate against pupils because of their sex, race, disability, religion or belief and sexual orientation. Protection is also extended to pupils who are undergoing gender reassignment. 

Anti-Discrimination

Anti-Racism

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 4 racist behaviour. Should a racist incident occur, we will act immediately to prevent any repetition of the incident. 

We endeavour to make our school welcoming to all minority groups. We promote an understanding of different cultures through the topics studied by the children, and we reflect this in the displays of work shown around the school.  

Our curriculum reflects the attitudes, values and respect that we have for minority ethnic groups. So, for example, the history curriculum gives due emphasis to ancient African traditions and cultures in the work that the children do on the Ancient Egyptians. In the religious education curriculum topic on religious festivals, the children study the importance of Diwali to Hindus and Sikhs.  

Should anyone at our school be a victim of racism, we will do all we can to support that person in overcoming any difficulties they may have. 

Every pupil, regardless of race, is expected, and encouraged, to reach their potential by all staff. The expectations are underpinned by our monitoring of the performance of ethnic minority pupils to pinpoint and tackle underperformance.

Gender Equality

We are committed to ensuring equal treatment of all our employed, pupils and visitors, regardless of gender, neither males, nor females, will be treated less favourably in any procedures, practices and aspects of school life

At Spring Meadow Primary School and ‘School House’ Nursery, we will not tolerate harassment of people based on their gender or transgender status 

We will endeavour to use and display images which show positive images relating to gender. 

Staff at school will challenge gender stereotyping and promote positive role models. Social relationships between boys and girls will be developed and encouraged so that there is mutual respect and understanding between both genders. This will often be explicit in PHSCE lessons and implicit across the curriculum. 

The dignity and privacy of transgender people will be protected by our procedures and practices. For example, proof of identity does not rely solely on birth certificates; other proof, such as a passport, is acceptable.  

Disability Equality

We are committed to ensuring equal treatment of all staff, pupils and visitors, with any form of disability and will ensure that disabled people are not treated less favourably in any procedures, practices and aspects of school life 

The Disability Equality in Education (DEE) https://disabilityequalityeducation.org/ recommends that all pupils with SEN and those with long term medical needs be treated as disabled for the purposes of the Act and for equality. This is in addition to all pupils with long term impairments, which may have a significant impact on their day-to-day activities. 

We recognise that disability is not caused by the individual(s), but by the physical, environmental and attitudinal barriers which exist in the education system and in society as a whole. 

We also recognise that not all disabilities are physical in nature and that some may impact other aspects of day-to-day activities including, but not limited to, emotional and behavioural regulation.

Our school will actively seek to:  

• promote equality of opportunity between disabled persons and other persons 
• eliminate discrimination that is unlawful under the Act  
• eliminate harassment of disabled persons that is related to their disabilities  
• promote positive attitudes towards disabled persons  
• encourage participation by disabled persons in public life 
•  take steps to take account of disabled persons’ disabilities 

Social relationships between able and disabled pupils will be developed and encouraged so that there is mutual respect and understanding between both groups. This will often be explicit in PHSCE lessons and implicit across the curriculum. 

Every pupil, regardless of ability/disability, is expected and encouraged to reach their potential by staff in school. These expectations are underpinned by our monitoring of the achievement of pupils, according to ability/disability to pinpoint and tackle underperformance. 

Spring Meadow Primary School and ‘School House’ Nursery will not tolerate harassment of disabled people with any form of impairment and will also consider pupils who are carers of disabled parents. 

Gypsy, Roma and Travelling Families

We understand the unique characteristics of the travelling culture and lifestyle.  This may mean supporting home education.  We have zero tolerance of derogatory language towards GRT families and when this occurs it will be considered to be racist.

Roles and Responsibilities

The Responsibilities Of The Governors 

The governing body has set out its commitment to equal opportunities in this policy statement, and it will continue to do all it can to ensure that all members of the school community are treated fairly and with equality. 

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 gives access to people with disabilities. 

The governors welcome all applications to join the school, whatever background or disability a child may have. 

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 regulations regarding school uniform will be applied equally to boys and girls. If a child’s religion affects the school uniform, then the school will deal with each case sensitively and with respect for the child’s cultural traditions.

The Responsibilities of the Head Teacher 

It is the Headteacher’s role to implement the school’s Equity and Diversity policy and she is supported by the governing body in doing so. 

The Headteacher will write the Anti-Racism and Anti-Discrimination Action Plan and be responsible for the implementation and review of that Action Plan.

It is the Headteacher’s role to ensure that all staff are aware of the school policy on equality and diversity opportunities, and that teachers apply these guidelines fairly in all situations. 

The Headteacher ensures that all appointment panels give due regard to this policy, so that no-one is discriminated against when it comes to employment or training opportunities. 

The Headteacher promotes the principle of equal opportunity when developing the curriculum, and promotes respect for other people in all aspects of school life, for example, in the assembly, where respect for other people is a regular theme, and in displays shown around the school. 

The Headteacher treats all incidents of unfair treatment and any racist incidents with due seriousness. 

The Responsibilities of the Class Teacher and Support Staff 

The class teacher ensures that all pupils are treated fairly, equally and with respect. We do not discriminate against any child. 

When selecting classroom material, teachers’ pay due regard to the sensitivities of all members of the class and do not provide material that is racist or sexist in nature. Teachers strive to provide material that gives positive images of ethnic minorities and that challenges stereotypical images of minority groups. 

When designing our curriculum and schemes of work, we use this policy to guide us, both in our choice of topics to study, and in how to approach sensitive issues. So, for example, history topics in our school include examples of the significant contributions women have made to developments in this country’s history. In geography topics 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. 

All our teachers challenge any incidents of prejudice or racism. We record any serious incidents on the school’s online recording platform (CPOMS), and draw them to the attention of the Headteacher. 

Teachers support the work of support staff and encourage them to intervene in a positive way against any occurrence of discrimination. 

Tackling Discrimination 

Bullying and harassment on account of race, gender, disability or sexual orientation are unacceptable and are not tolerated within the school environment.  This  is communicated to pupils, parents and staff through the curriculum, the website, newsletters and staff training. All parents of new pupils receive a summary of the school's anti-racism and anti-discrimination expectations and anti-bullying policy as part of the induction process.

All staff are expected to deal with any discriminatory incidents that may occur, they are expected to know how to identify and challenge prejudice and stereotyping, and to support the full range of diverse needs according to the pupil’s individual circumstances. 

Racist and homophobic incidents and other incidents of harassment or bullying are dealt with by the member of staff present, escalating to a member of SLT, Safeguarding Lead or Headteacher where necessary. All incidents are reported to the Headteacher who reports racist incidents to the Governing Body on a termly basis. All incidents are discussed with the Governor who takes a lead on safeguarding. Incidents are monitored to ensure they are dealt with effectively. 

Training 

Whole staff and individual training needs will be identified through Spring Meadow Primary School and School House Nursery’s self-review process and staff appraisal 

Monitoring 

It is the responsibility of the Governing Body to monitor the effectiveness of this Equity and Diversity  Policy. The Governing Body does this by:  

• Monitoring the progress of pupils of minority groups and comparing it to the progress made by other pupils in the school via a report from the Headteacher  
• Monitoring the staff appointment process, so that no-one applying for a post at this school is discriminated against  
• Taking into serious consideration any complaints regarding equal opportunity issues from parents/carers, staff or pupils 
•  Monitoring the schools behaviour and exclusions policy, so that those from minority groups are not unfairly treated. 

Links to other Policies 

Accessibility plan 

Equality Information and Objectives 

Anti-bullying Policy 

Behaviour and Relationships Policy 

Safeguarding Policy 

Sex and Relationship Education Policy 

Review 

The governors review this policy annually. The governors may, however, review the policy earlier than this, if the government introduces new regulations, or if the governing body receives recommendations on how the policy might be improved.  

Reviewed:  Autumn 2021

Next Review:  Autumn 2022