St. John s C of E Primary School Policy for Equal Opportunities Reviewed: Summer 2015 Next review Summer 2017
Equal Opportunities and Pupils Definition of Equal Opportunities We aim to provide the best possible education for all our children. So, it is fundamental to the ethos of St. John s Primary School that all our children are afforded a dignity and respect which staff are eager to foster at an early age, and which draws no distinction between sex, race, religion, ability, socio-economic group or sex. It is our policy to ensure that each member of the school community: a. respects others and is respected; b. takes part in the life of the school; c. achieves his or her potential; d. develops skills essential to life; and e. exercises choice. Commitment to Equal Opportunities The school recognises that whilst much in the school already constitutes good equal opportunities practice, debilitating traditions, prejudices and stereotypical attitudes in society nationally and locally cannot be remedied easily. All members of the school community need to accept the responsibility of maximising equal opportunities through a constant commitment to develop in this area. Equal opportunities cannot be seen as an initiative that will be complete in the near future. Rather it is a perpetual commitment. All members of the school are obliged to respect and act in accordance with this policy. Implementation of the Policy An equal opportunities group co-ordinates implementation of the policy. comprises the following: This The P.S.H.E. co-ordinator; The Headteacher; The Special Needs co-ordinator; and A member of the school governing body. As each subject policy is reviewed, an equal opportunities statement will be amended or added to it. All governors and members of staff will receive a copy of the Equal Opportunities Policy. Parents should also be made aware of the school s commitment to equal opportunities through information available in the Prospectus. Pupils will be made
aware of the school s commitment to equal opportunities, as is detailed in the section title Pastoral Care. Monitoring and Review Procedures The policy as a whole will be reviewed every 2 years. All staff, pupils and parents will be invited to contribute to the review. A report will be published and this will be made available to all staff and governors. Amendments to the policy will be made accordingly and the new policy will be available from the start of the new academic year. The following analyses will be undertaken annually in June: a. Year 6 SATs and optional results on a gender basis; b. Celebration of diversity in displays and the curriculum; c. Provision of equal curriculum access; d. Provision of equal extra-curricular access; e. Incidents of racist remarks or attitudes on school grounds; and f. Staff recruitment, career development, promotion and reasons for leaving the school particularly in connection with gender, age and marital status. Pastoral Care All members of staff have a vital role to play through the pastoral system in fostering respect and raising consciousness. Staff should take firm action with cases of bullying and harassment. These incidents should be brought up weekly in the pastoral meeting of teachers and the pastoral meeting of ancillary staff and recorded in the pastoral book. Teachers should seek to know as much as possible about each pupil under his or her care in order to be alert to individual s needs and circumstances. Where appropriate, these special needs should be mentioned during pastoral meetings and recorded in the supply information handbook so that other teachers will be able to meet each pupil s needs. Assemblies are an important forum for educating pupils in the school s commitment to equal opportunities. During assemblies, teachers should explore issues to do with inequality and prejudice in the world around them and in society at large, thereby encouraging pupils to challenge their own and others prejudices. Teachers should also aim to develop the pupil s self-respect, respect in their personal relationships and respect for all people in the multi-cultural world. When organising class-led assemblies, teachers should try to involve all children. When disciplining children, members of staff should ensure that this is conducted without discrimination either in the attention given to pupils in the language used or in the sanctions given. All contacts with parents (connected with pastoral care and parent s evenings) should be conducted without discrimination. Staff should avoid stereotypical assumptions and language when talking with parents and when writing reports and profiles.
The subject of P.S.H.E. has a vital role to play in equal opportunities. The P.S.H.E. scheme of work reflects the guidelines and educates pupils in the school s commitment to equal opportunities. The Curriculum Under the LEA guidelines, every pupil is entitled to a curriculum that is balanced and broadly based, relevant to individual needs and that promotes spiritual, moral, mental and physical development. The school recognises that in order for the National Curriculum to succeed, equal opportunities must be at the forefront of developments. The school s Special Needs policy in turn is an integral part of equal opportunities work. Areas to do with pupils individual special needs academically, socially and physically are covered in the Special Needs policy. Where appropriate, policy statements for each subject should address its own specific needs with regards to enabling access to the curriculum, particularly to do with the following areas: a. The content and culture of the subject; b. The contexts in which it is taught; c. Teaching styles and classroom management; d. Selection and allocation of resources e. Marking, recording and assessment; and f. physical aspects of the learning environment. Extra-Curricular Activities The school offers a variety of extra-curricular activities to cater for areas of pupil interest without an imbalance to do with gender or ability. Equal Opportunities and Staff It is recognised that equal opportunities for pupils is inextricably linked with equal opportunities for staff. Staff act as role models for pupils and it is unreasonable to expect staff to promote equal opportunities for pupils if they do not have equal opportunities themselves. As an employer, St. John s Primary School aims to achieve an environment where every member of staff, including part-time, supply, ancillary staff, dinner supervisors, care taking and all contractors on site: a. Respects others and is respected; and b. is able to work and develop without direct or indirect discrimination. The school recognises the three main Acts on discrimination: the Equal Pay Act 1970; the Sex Discrimination Act 1975; and the Race Relations Act 1976. The Equal Pay Act aims to eliminate discrimination between men and women in pay and other terms of their contracts of employment. It gives a woman the right to equality regarding contractual terms when she is employed:
a. on like work (i.e. work of the same or a broadly similar nature to that of a man); or b. on work related as equivalent (i.e. by job evaluation); or c. on work of equal value (i.e. when work is of equal value in terms of demands made on her). The Sex Discrimination and the Race Relations Acts prohibit direct and indirect discrimination on grounds of sex or marriage and colour, race, nationality or ethnic origin in respect of selection for appointment, promotion, transfer and training. Direct discrimination occurs against: a. a man or woman if on the grounds of that person s sex another person treats him or her less favourably than she or he would treat a person of the opposite sex; or b. a married person of either sex if on the ground of his or her marital status another person treats him or her favourably than she or he treats or would treat an unmarried person of the same sex; or c. a person if on racial grounds another person treats him or her less favourably than she or he treats or would treat other persons. Direct discrimination will be unlawful unless there is a genuine occupational qualification, for example: a. the essential nature of the job calls for a person of a particular sex or from a particular racial group for reasons of authenticity; or b. a person of a particular sex is required in order to preserve decency. Indirect discrimination occurs if, for example, a condition is applied equally to men and women and different racial groups BUT; a. which is such that the proportion of women who can comply with it is considerably smaller than the proportion of men who can comply with it; and b. which cannot be shown to be justifiable irrespective of the sex of the person to whom it is applied, and c. which is to her detriment because she cannot comply with it. In addition to these Acts, the school recognises that there are other types of discrimination which may affect members of staff, for example to do with personality bias, level of seniority, age or disability. Equal opportunities is viewed in the widest possible sense as embracing the well-being, contribution and development of all employees, at every level. Training and Professional Development Members of staff are encouraged to take part in courses, meetings and initiatives to do with equal opportunities. After the annual review, the equal opportunities group will decide if it would be appropriate to organise INSET related to specific areas of equal opportunities. The school recognises the following:
a. older, experienced members of staff can still attain knowledge and skills and should not be debarred from training on the grounds of age; and b. part-time employees are entitled to the same INSET provision as full-time employees. On a regular basis, as part of the Performance Management structure, the Headteacher meets with each member of the teaching staff to discuss his or her professional development. This is to ensure each teacher is provided with the support he or she needs to further his or her career. Victimisation and Harassment All complaints of discrimination, victimisation and harassment will be treated seriously. All incidents should be reported to a member of the equal opportunities group and the appropriate union representative.