Single Equality Policy

Single Equality Policy

1. Introduction

At South Wonston Primary School we welcome the equality duties on schools, and regard these as essential for achieving our aim: Look forward with confidence and look back with pride.

We believe that all pupils and members of staff should have the opportunity to fulfil their potential whatever their background, identity and circumstance. We are committed to creating a community that recognises and celebrates difference within a culture of respect and cooperation. We appreciate that a culture that promotes equality will create a positive environment and a shared sense of belonging for all who work, learn and use the services of our school.

We recognise that equality will only be achieved by the whole school community working together – our learners, staff, governors and parents in particular. Throughout this Scheme, ‘parents’ can be taken to mean mothers, fathers, carers and other adults responsible for caring for a child.

This Single Equality policy provides a framework for our school to promote equality, inclusion and good community relations, and to tackle prejudice, discrimination and their causes in a holistic and proactive way.

Our Single Equality Policy is based on the core principles that its effectiveness will be determined by:

• Active involvement with key stakeholders, not just in developing this policy but also in its review and

implementation.

• Proactive leadership.

• Prioritising activities that produce specific, tangible improved outcomes.

• Removal of attitudinal and cultural barriers.

We have incorporated our individual policy for race equality, and our disability and gender equality policy into one overarching Single Equality Policy to create a coherent framework for promoting equality and diversity within our school.

We have identified a set of priorities to promote equality, inclusion and community cohesion. Our policy includes a plan of action to address these priorities over the next three years.

We recognise that improving outcomes such as attendance or attainment for a specific group of pupils will help to improve our outcomes for all. Our commitment to equality is thus a fundamental part of our drive towards excellence.

2. National and Legal Context for Diversity

All schools have duties to promote race, disability and gender equality

The general duty to promote race equality means that we must have due regard to:

· Eliminate unlawful racial discrimination

· Promote equality of opportunity

· Promote good relations between people of different racial groups.

The general duty to promote disability equality means that we must have due regard to

· Promote equality of opportunity between disabled people and other people

· Eliminate unlawful discrimination

· Eliminate disability-related harassment

· Promote positive attitudes towards disabled people

· Encourage participation by disabled people in public life

· Take steps to take account of disabled peoples’ disabilities, even where that involves treating disabled

people more favourably than other people.

The disability equality general duty reinforces the reasonable adjustment duties of the Disability Discrimination Act (DDA).

The general duty to promote gender equality means that we must have due regard to:

· Eliminating unlawful discrimination and harassment.

· Promoting equality of opportunity between men and women.

Schools have a duty to promote community cohesion, developing good relations across different cultures, ethnic, religious and non religious and socio-economic groups. There are no statutory requirements for schools to have a policy or action plan for promoting community cohesion. However, we have incorporated our priorities into our Single Equality Policy to make it easier to monitor our progress and performance in meeting the requirements of this duty

Although there are no equivalent promotional duties in relation to age, sexual orientation and religion or belief, we must ensure that we do not discriminate on these grounds. This Policy includes our priorities and actions to eliminate discrimination and harassment for these equality areas.

3. School Context

Hampshire is a large and diverse county with over a million residents. There is a mix of urban and rural areas but the majority of the population lives in urban areas. The 2001 census show that 2.3% of the population of Hampshire are from ethnic communities, although in recent years there has been an increase in migrant workers particularly from the EU. In 2008, 7.1% of school pupils were from ethnic communities. Approximately 15% of the population has declared a disability. For 2007/08, there were 732 reported incidents of hate crime; 83.5% were related to race and the remaining 16.5% were related to sexual orientation and transsexual issues. Nearly half the population is aged between 25 and 59, with an increasing number of people over the age of 75. The main religious group is Christian (8%), followed by Muslim (0.4%), Hindu (0.3%), and Sikh (0.1%).

The local catchment area is the villages of South Wonston, Worthy Down (Army Base), Wonston, Sutton Scotney, Stoke Charity and surrounding areas. There are however, a number of children from outside the catchment area.

There is a mix of rented, owner occupied accommodation and some social housing. The profile of the staff and students is mainly White European. We have one Teacher declaring disability at this time. The staff represent a range of ages and are predominantly female (July 2018 Male 2.5% Female 97.5%).

17% of children are registered with a Special Educational Need. 5% of pupils are FSM and Ever6 although this may not be a true reflection of the families who are eligible to take this up. There is religious and linguistic diversity amongst the staff and pupils in the context of the community we serve. The RE curriculum is delivered through the agreed syllabus ‘Living Difference’. South Wonston Primary School is deemed to be within the bottom quartile of the Local Authorities deprivation indicator.

4. Involvement of staff, pupils, and parents

a) Developing our policy

The involvement of a diverse group of people has been instrumental in shaping our Single Equality Policy and Equality Access Plan. We have strived to involve the full diversity of our school and community, recognising that people who share an aspect of their identity in relation to race, disability, gender, age, sexual orientation and religion or belief are best placed to identify key issues for us to address.

In developing our Policy, we have involved staff, pupils and parents in the following ways: -

· questionnaires

· involvement of the school council

· staff surveys

· contact with parents

· contact with local community and disability organisations.

· due regard to the Equalities Act 2010

Within these groups we have included staff, pupils and parents with disabilities, from different ethnic communities and gender.

We have identified the following priorities as a result of these activities:

· When planning activities such as trips and clubs staff must be aware of ways to include all groups of pupils.

· Ensure that children are given more opportunities to experience positive male role models (both adults and

children).

b) Ongoing involvement

We have strategies in place to promote the participation of pupils in decision-making and in making a positive contribution to school life. We will embed equality and inclusion into these strategies so that learners from diverse backgrounds are involved in shaping provision and improving practice.

We ensure that outcomes from these involvement activities are acted upon by the school’s senior leadership team.

The school is currently:

· Providing a daily lunchtime club to help children with social, emotional and engagement difficulties.

· Involving pupils in whole school development and monitoring through the school council and pupil

conferencing.

· Ensuring outside agencies are used regularly such as; Specialist Subject Advisors, Health Support Teams, Primary Behaviour Support Team, Educational Psychology Team etc

· The school Code of Conduct is consistent across the school and focuses on everybody’s Responsibilities

and Rights

5. Information gathering

We will collect a broad range of qualitative and quantitative information to monitor our policies and practice and to demonstrate our progress in equality, inclusion and community cohesion. Our single equality approach helps us to more effectively monitor our progress and performance, as our pupils and staff may face more than one barrier to achieving their full potential.

a) Pupils - We collect the following information

· Attendance data

· Free School Meal eligibility and uptake

· Young carers

· Looked after children

· Pupils with Child Protection plans and Children in Need plans

· Special Educational Needs

· Service Families

We have identified the following priorities from evaluation of this information

· To provide greater opportunities for children to appreciate diversity.

· To use electronic methods of collecting data to improve efficiency.

· Continue to promote the emotional well-being of vulnerable learners through our Pastoral Support Team.

We will ensure that the information we gather will be used to promote equality by

· Sharing it with pupils, staff, parents and other stakeholders as appropriate with due regard to

confidentiality.

· Continuing to promote achievement and attainment scrutiny by governors and outside agencies to ensure

data is internally and externally scrutinized on a regular basis.

b) Staff - We collect the following information

· Continuing Professional Development

· Disciplinary, grievance, competency

· Gender mix of staff

We have identified the following priorities from evaluation of this information

· Continue to ensure that children are given more opportunities to experience positive male role models

(both adults and children) especially in voluntary and support roles.

We will ensure that the information we gather will be used to promote equality by

· Rigorously evaluating performance management and CPD opportunities to ensure all staff have equal

opportunities to develop.

6. Specific Equality Areas

This section of our policy highlights what we have already achieved for specific aspects of equality, and further action that we intend to take

a) Race Equality

What we have already achieved

· Successful implementation of a more creative curriculum that is providing more opportunities for the

children to learn about diversity.

· High status given to the Social and Emotional Aspects of Learning framework and its underlying principles

· Ensuring the school admissions policy creates no barriers to entry based upon a person’s race or ethnic

origins.

We want to do more by:

· Improving links to schools with a more varied ethnic community.

· Continuing to explore opportunities for Minority Ethnic groups to access the school and its facilities.

b) Community Cohesion

What we have already achieved:

· Promotion of the School as a community both through the Curriculum and in the wider school arena such

as whole school assemblies, class assemblies for parents and special events.

· Rigorous scrutiny of pupil performance on an individual and group basis.

· The continued involvement and contribution of the school council.

· The South Wonston Parents Association.

· Promotion of the Extended School agenda.

· Involvement of the school in local events, e.g. South Wonston Village events, Henry Beaufort Pyramid

events (Gifted & Talented, Sports, ICT etc),

· Taking part in National celebration events such as; World Book Day, Children in Need, Red Nose Day,

Sport Relief and other charitable events.

We want to do more by:

· Encouraging community groups to use the school site and to participate in areas of the curriculum.

· Continuing to develop the RE curriculum eg trip to the local Mosque, Winchester Cathedral, etc and

extending the number of visitors to school.

c) Equality and excellence

What we have already achieved:

· All teaching staff in a year group team have PPA at the same time to ensure that planning, preparation and

assessment are consistent between teachers.

· Rigorous monitoring of core subjects to ensure that staff are delivering a consistently high standard of

education to all pupils regardless of gender, ability and race.

· Focus upon responsibilities and rights as part of the whole school ethos.

· Promotion of Extended Schools Partnership

. The development of our Pastoral Team who oversee and support pupils with wellbeing needs as well as

those children joining and leaving the school in particularly Service Children.

. Partnership work with the Henry Beaufort Cluster of schools through shared INSET, moderation activities,

curriculum development and joint events eg School Council Days, programme of activities for Gifted and

talented pupils, disadvantaged children and transition.

We want to do more by:

· Continuing to develop our monitoring procedures to ensure CPD and performance management are tailored

to support teachers by drawing upon a wide evidence base.

· Continue to promote engagement with parents and develop further the uptake of pupils and parents at

family events and workshops in school.

d) Disability Equality

What we have already achieved:

· Adaptation of the school facilities to ensure compliance with Disabilities Act 2005.

· Use of the Social and Emotional Aspects of Learning scheme (SEAL) to promotes equality between

learners, adults and staff of all physical abilities and encourages children to challenge their own

attitudes to disability.

. Most areas of the building are equipped with wheelchair access so they are accessible to mobility impaired

learners and staff.

· Fully accessible toilet facilities near the staff room.

· All curriculum activities and after school clubs are open to all learners.

We want to do more by:

Continuing to ensure that all children are able to take part in activities in school regardless of disability.
Upgrading toilet facilities in FS/KS1 so that there are fully accessible toilet facilities.
Using colour contrast in redecorated rooms and buildings to support partially sighted learners.

e) Gender Equality

What we have already achieved:

· All children enjoy equality of opportunity to participate and succeed in lessons.

We want to do more by:

· Ensuring that children are given more opportunities to experience positive male role models (both adults

and children).

· Where possible increase the number of male staff to ensure that genders are more equally represented

within the school community thus providing positive role models for both genders. (2018 - 5% Male at South

Wonston Primary School compared to 16% nationally. (TDA 2008)

· Challenging stereotypes and abuse of people due to their sexual orientation within and outside of the school

and its community.

7. Assessment

We will carry out equality assessments on our policy and practice which will cover all aspects of equality: race, disability, gender (including gender identity), age, sexual orientation, religion and belief. We will look for ways to improve practice as well as ways to eliminate discrimination and harassment. We have a programme of carrying out impact assessments on our existing policies and practice and we will build the impact assessment process into all new policy development and decision making activities

· The school will continue to rigorously monitor the achievement of pupils and groups and will assess the

impact of intervention strategies used.

· The school will continue to monitor its impact within the community by assessing uptake of parents evening

appointments (96% 2017-2018), parental complaints, racially, sexually and disability related incidents.

· The governing body will continue to critically review and amend the schools policies to ensure they promote

single equality and community cohesion.

· The pupils, parents, staff and visitors to our school will be made aware of the scope of the schools equality

responsibilities in response to the Equalities Act 2010. We have a responsibility to prevent and take action

against:

1. Associative Discrimination: Direct discrimination against someone because of another person who possesses a protected characteristic.

2. Discrimination by Perception: Direct discrimination against others they think posses a particular protected characteristic.

3. Indirect Discrimination: Rules, policies or traditions that apply to all but disadvantage those with a protected characteristic.

4. Harassment: Employees are protected against harassment are entitled to complain if they are exposed to the harassment of others.

5. Harassment by a Third Party: Employees are protected against harassment are entitled to complain if they are exposed to the harassment of others regardless of the offender’s relationship to the school.

6. Victimisation: Someone is treated badly because they have made/supported a complaint or grievance under the Disability Act 2010.

8. Working in Partnership

We recognise that achieving equality, inclusion and good community relations involves working effectively and in partnership with others, including parents, community groups and local organisations.

· The school has actively pursued alternative ways to communicate with parents such as ParentMail text

message and e-mail systems.

· The school will continue to support the Extended Schools initiative throughout the Henry Beaufort Pyramid

in order to work with other schools and community groups to ensure a greater provision of opportunity to all

children, young people and families in our local area.

9. Publishing the Policy, raising awareness

We recognise that our policy is a public document that should be available to any interested stakeholder. We will promote and publish our policy by:

· Publishing the policy in full on our website.

· Ensuring hard copies of the policy are available on request.

· Briefing all teaching and support staff on the key objectives of the policy.

· Ensuring the policy in included in the staff induction programme.

10. Monitoring and evaluating the Single Equality policy and Access

Action Plan

We will regularly monitor and evaluate the implementation of our Single Equality Policy and Access Action Plan.

We will formally review, evaluate and revise this Single Equality Policy and Access Action Plan every three years, to set new priorities and identify new actions.

11. Links with other school policies

School policies that link with, and have informed this Policy include

· Access Plan

· Admissions Policy

· Complaints Policy

· Confidentiality Policy

· SEND Policy

· Whistle Blowing Policy

12. Roles and responsibilities

The governing body will

· Monitor the implementation of the Policy and Action Plan to check progress and assess impact on staff,

learners and parents

· Ensure that all governors are aware of their legal responsibilities under equality legislation

· Check that implementation of the Policy and Action Plan achieves improved outcomes for people who share

an aspect of their identity in relation to race, disability, gender (including gender identity), age, sexual

orientation, religion and belief

The head teacher will

· Provide proactive leadership to create a community that recognises and celebrates difference within a

culture of respect and cooperation.

· Ensure staff, pupils, parents/carers and any other interested stakeholders are aware of this policy and their

roles and responsibilities in implementing this policy

· Allocate appropriate responsibilities, and provide suitable training and development for staff to implement

this policy.

The senior leadership team will

· Drive forward implementation of the policy.

· Support staff to carry out their role in implementing this policy.

· Provide effective leadership on equality, inclusion and community cohesion.

· Respond in a timely and appropriate manner when dealing with any incidents or issues of discrimination,

harassment or victimisation.

All staff will

Recognise that they have a role and responsibility in their day-to-day work to:

· Promote equality, inclusion and good community relations

· Challenge inappropriate language and behaviour

· Tackle bias and stereotyping

· Respond appropriately to incidents of discrimination and harassment and report these

· Highlight to the senior leadership team any staff training or development that they require to carry out the

above role and responsibilities

All staff will also ensure that students are encouraged to

Recognise that they have a role and responsibility to themselves and others so that they understand and are able to:

· Promote equality, inclusion and good community relations.

· Challenge inappropriate language and behaviour.

· Tackle bias and stereotyping.

· Work to promote anti-bullying strategies.

· Respond appropriately to incidents of discrimination and harassment and understand the actions needed to

report them.

Updated July 2018

Equality Objectives 2017 - 2020


Priority 1: Physical Access
OBJECTIVE	Action		Lead person			Success Criteria		Timescale	Monitoring and Evaluation
To review the physical environment of the school with regards accessibility by disabled users.	To assess individual needs of disabled pupils to determine any personal equipment needs and/or additional support. Reorganise classrooms so physically disabled or sight impaired staff / pupils are not accommodated in classrooms accessed via a flight of steps due to fire exit restrictions (New pupils – liaise with parents/portage/relevant agencies/ previous setting)		SENCo			The school is aware of disabled pupils’ needs and able to prioritise in order to meet the needs (access funding where possible)		On-going as need arises	Annual monitoring
	To address issues of sunlight and glare by Commissioning quotes for anti-glare film for Classrooms. Purchase and install on a prioritised basis		Site Manager			Blinds or anti-glare film installed in classrooms / rooms that are affected		Summer 2017	JB/ GB
	Long term – To provided automatic doors to front entrance		HT/ Governors			Main entrance has automatic doors.		When finance allows	GB
	Review current sound proofing arrangements in Year 1 classrooms		Site Manager/ Govs			An improved system is put into place to reduce noise and echo if necessary.		When finance allows	GB/staff A
Priority 2: Curriculum Access
OBJECTIVE		Action	Lead person		Success Criteria			Timescale	Monitoring and Evaluation
Continue to develop staff knowledge and understanding of inclusive classroom practice and on issues faced by different disability.		Continue to provided training for all staff so that there is a deeper understanding of how to facilitate access for pupils with disabilities including: ADHD ASD Dyslexia Impaired sight / hearing	Linzi Carter - SENCo		Teachers and TA’s benefit from a rolling programme of training and updates regarding inclusion of pupils with specific needs across the curriculum Specific courses for TA’s/ teachers working with individuals e.g. ASD – mean that staff are more aware of particular needs ensuring inclusion.			Ongoing as needs arise. Annual refresher training for staff delivered by SENCo -review through Performance management of staff.	HT /GB
To increase the extent to which disabled pupils can participate in the school curriculum		To monitor and ensure that disabled pupils are able to access the full range of curricular and extra-curricular activities, making reasonable adjustments where required, including the provision of additional adult support if appropriate.	SENCo		Pupils with disabilities take part in all school trips (curriculum) and extra-curricular activities which they choose, including residential trips, swimming and sports. Risk assessments completed and adjustments made as appropriate eg supervision levels, specialist support etc. Monitoring shows that disabled pupils are engaging in extra-curricular activities.			On-going	On-going
		Assessment leader and SENCo tracks attainment and progress of disabled children termly. Outcomes are discussed with class teacher.	SR/SENCO SENCO		PSP’s, IBP’s amended as necessary Teachers personalising the curriculum to meet needs			On-going	HT/GB
Review the representation of disabled people in books available to the children in the school library.		To raise awareness and increase understanding of disabilities amongst pupils through assemblies & PHSE lessons Librarian / English Leader & ELSA to audit books and purchase additional materials as available and required.	TW/RJ & MF/RD		All pupils have an awareness of some disabilities and can demonstrate an understanding of the difficulties faced by pupils with disabilities. More books available in library and for staff to use as part of the PHSE curriculum			Summer 2017	HT/GB
Priority 3: Access to information
OBJECTIVE		Action		Lead person			Success Criteria	Timescale		Monitoring and Evaluation
Information available in alternative sizes or on different coloured paper		Admin staff and teachers/TA’s produce information as required in alternative forms ( coloured paper, increased font size, type face, braille) For partially sighted or visually impaired arrange for either verbal transcript or Braille copy. AO to ensure information is known as to where to access this service Updated school website allows for change of font size and screen resolution To publicise this commitments through the school website.		Admin officer/ HT/SENCo			As required, pupils / parents are able to access materials in an appropriate format	On-going		HT

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- Downs Road, South Wonston, Winchester,
- Hampshire, SO21 3EH
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Single Equality Policy

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