Equal Opportunities & Respect for All
Race
Disability
Gender
Age
Religion and Beliefs
Sexual
Special Needs
Orientation
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Nethergate School Equality Plan
Encompassing
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Race
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Disability/ Special Educational Need
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Gender & gender assignment
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Pregnancy & maternity
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Age
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Religion and Belief
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Sexual Orientation
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Community Cohesion
Introduction
This document, which outlines and cross references our combined Equality Policies and Schemes, is designed to communicate the
following:
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Our Diversity statement
Our in terms of race, disability, gender & gender reassignment, pregnancy & maternity, age, religion or belief and sexual
orientation
Our legal responsibilities and particular provision for Special Educational Need
Our intention to promote community cohesion
Our response to recent legislations
Our desire to fully meet statutory requirements
An overview of some actions we have taken to date
Our Single Equality Plan.
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Inclusiveness is at the heart of our equality plans and we are committed to ensuring that we are an inclusive organisation that supports
and promotes Equality for All within our, and the wider, community. We therefore welcome the Equalities duties upon schools.
We have incorporated all policies into a Single Equality Policy and Plan to create a coherent framework for promoting diversity and
equality within the school. The purpose of this document is to show how our school is going to promote equality for disabled pupils,
staff, parents and the wider community. We believe in treating everyone fairly and we are committed to creating an environment in our
school which is appropriate and accessible to all.
We aim to encourage and listen to local views and involve local people in the work of our school. We recognise that equality will only be
achieved by the whole school community working together- learners, staff, governors and parents/carers. All school staff and members
of the school’s community have a responsibility to treat everyone fairly and to promote arrangements for people with disabilities.
Legal Framework
1. We welcome our duties under the Equality Act 2010 to eliminate discrimination, advance equality of opportunity and foster good
relations in relation to age (as appropriate), disability, ethnicity, gender, religion and sexual identity.
2. We welcome our duty under the Education and Inspections Act 2006 to promote community cohesion.
3. We recognise that these duties reflect international human rights standards as expressed in the UN Convention on the Rights of the
Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998.
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Equality in policy and practice
In addition to the specific actions set out in the plan, Nethergate School operates equality of opportunity in its daily practice in the
following ways:
Teaching & Learning
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 non-religious affiliation or faith background; whatever their sexual identity.
We recognise and respect difference. Treating people equally (as above) does not necessarily involve treating them all the same. Our
policies, procedures and activities do not discriminate but 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: 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(of all ages), are recognised; religion, belief or faith background and sexual identity.
We train staff on learning difficulties, autism, Asperger’s syndrome, behaviour difficulties, Sensory Impairments and Language and
communication.
We base our practices on sound evidence. We maintain and publish quantitative and qualitative information about our progress towards
greater equality in relation to disability, ethnicity, religion and culture and gender.
We monitor achievement data by ethnicity, gender, disability and other groups relevant to our setting and act upon findings by
reviewing provision and with regular and appropriate interventions.
We take account of the achievement of all pupils when planning future learning and set challenging targets based on individual
achievement.
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We foster positive attitudes and relationships, and a shared sense of cohesion and belonging. We promote equality of access and
prepare pupils for life in a diverse society.
We intend that our policies and activities should benefit society as a whole, both locally and nationally, by fostering greater social
cohesion, and greater participation in public life for all.
We use materials that reflect the diversity within society, without stereotyping and adapt them to meet particular needs.
We challenge racist and discriminatory language and attitudes and model appropriate behaviour and terminology.
We celebrate aspects of different cultures.
We seek to involve parents and carers in supporting their child’s education.
We encourage discussion of equality issues in the classroom and staffroom, aiming to reduce and remove inequalities and barriers that
already exist.
We include teaching and learning styles which are inclusive and reflect the needs of our pupils.
Boys and Girls are given the same opportunities (where appropriate) throughout the school.
Older pupils are encouraged to pursue courses and activities that they are interested in and not based on stereotyped images of men
and women and gender roles.
We consult and involve widely. We engage with a range of groups and individuals to ensure that those who are affected by a policy or
activity are consulted and involved in the design of new policies, and in the review of existing ones. We have links with local
organisations e.g. Police & PCSOs- where men and women fulfil the same role.
Community Cohesion is promoted in RE, PSHE/Citizenship and through English, Drama, Music and Art in particular.
Students undertake studies of specific countries in Geography as part of a themed topic.
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We have a policy on Special Education Needs (SEN) in line with the recommendations in the latest national SEN Code of Practice.
We formulate and publish specific and measurable objectives, based on the evidence we have collected and published (contextual data)
and the engagement in which we have been involved (principle 7), in relation to disability, ethnicity, religion and culture and gender.
4. We recognise that the actions resulting from a policy statement such as this are what make a difference.
5. Every four years, accordingly, we draw up an action plan within the framework of the overall school improvement plan and processes
of self-evaluation, setting out the specific equality objectives we shall pursue. The objectives which we identify take into account
national and local priorities and school issues, as appropriate.
6. We keep our equality objectives under review and report annually on progress towards achieving them, as well as updating our
equalities information.
The curriculum
7. We keep each curriculum subject or area under review in order to ensure that teaching and learning reflect the seven principles set
out in paragraph 4 above
Ethos and organisation
8. We ensure the principles listed in paragraph 4 above apply to the full range of our policies and practices, including those that are
concerned with:
 pupils' progress, attainment and achievement
 pupils' personal development, welfare and well-being
 teaching styles and strategies
 admissions and attendance
 staff recruitment, retention and professional development
 care, guidance and support
 behaviour, discipline and exclusions
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working in partnership with parents, carers and guardians
working with the wider community.
Addressing prejudice and prejudice-related bullying
9. The school is opposed to all forms of prejudice which stand in the way of fulfilling the legal duties referred to in paragraphs 1–3:
 prejudices around disability and special educational needs
 prejudices around racism and xenophobia, including those that are directed towards religious groups and communities, for
example, anti Semitism and Islamophobia, and those that are directed against Travellers, migrants, refugees and people seeking
asylum
 prejudices reflecting sexism and homophobia.
10. There is guidance in the Staff Handbook on how prejudice-related incidents should be identified, assessed, recorded and dealt
with.
11. We take seriously our obligation to record and report regularly to the local authority about the numbers, types and seriousness of
prejudice-related incidents at our school and how they are dealt with.
Tackling discrimination
Harassment on account of race, gender, disability or sexual orientation is unacceptable and is not tolerated within the school
environment. All staff, in line with the Behaviour Policy, are expected to deal with discriminatory incidents by reporting the details of
the incident to the Senior Leadership Team and the Behaviour Manager who deal with the matter from there in . All staff are expected
to identify and challenge prejudice and stereotyping, and support the full range of diverse needs according to pupils’ individual
circumstances.
What is a discriminatory incident?
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Harassment on grounds of race, gender, disability, sexual orientation or other factors, can take many forms including verbal, physical
abuse, name calling, exclusion from groups or activities, unwanted looks or comments, jokes or graffiti. A racist incident is defined as
any incident which is perceived to be racist by the victim or any other person.”
Types of discriminatory incidents that can occur:
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Physical assault because of race, gender, disability or sexual orientation
Use of derogatory names, insults or jokes
Racist, sexist, homophobic graffiti
Provocative behaviour such as wearing racist, sexist, homophobic badges or insignia
Bringing discriminatory material into school
Verbal abuse or threats
Incitement of others to discriminate or bully due to race, gender, disability or sexual orientation
Discriminatory comments in the course of discussions
Attempts to recruit others to discriminatory organisations or groups
Ridicule of an individual
Refusal to cooperate with others on grounds of race, gender, disability or sexual orientation
Roles and responsibilities
12. The governing body is responsible for ensuring that the school complies with legislation, and that this policy and its related
procedures and action plans are implemented.
13. A member of the governing body has a watching brief regarding the implementation of this policy.
14. The headteacher is responsible for implementing the policy; for ensuring that all staff are aware of their responsibilities and are
given appropriate training and support; and for taking appropriate action in any cases of unlawful discrimination.
15. A senior member of staff has day-to-day responsibility for co-ordinating implementation of the policy.
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16. All staff are expected to:
 promote an inclusive and collaborative ethos in their classroom
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deal with any prejudice-related incidents that may occur
plan and deliver curricula and lessons that reflect the principles in paragraph 4 above
support pupils in their class for whom English is an additional language
keep up-to-date with equalities legislation relevant to their work.
Information and resources
17. We ensure that the content of this policy is known to all staff and governors and, as appropriate, to all pupils and their parents and
carers.
18. All staff and governors have access to a selection of resources which discuss and explain concepts of equality, diversity and
community cohesion in appropriate detail.
Religious observance
19. We respect the religious beliefs and practice of all staff, pupils and parents, and comply with reasonable requests relating to
religious observance and practice.
Staff development and training
20. We ensure that all staff, including support and administrative staff, receive appropriate training and opportunities for professional
development, both as individuals and as groups or teams.
Breaches of the policy
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21. Breaches of this policy will be dealt with in the same ways that breaches of other school policies are dealt with, as determined by
the headteacher and governing body.
Monitoring and evaluation
22. We collect, study and use quantitative and qualitative data relating to the implementation of this policy, and make adjustments as
appropriate.
23. In particular we collect, analyse and use data in relation to achievement, broken down as appropriate according to disabilities and
special educational needs; ethnicity, culture, language, religious affiliation, national origin and national status; and gender.
Date approved by the Governing Body:
Nethergate School Equalities information 2011-12
The Public Sector Equality Duty 2011 has three aims under the general duty for schools/academies and settings:
1. Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act. By removing or
minimising disadvantages suffered by people due to their protected characteristics.
2. Advance equality of opportunity between people who share a protected characteristic and those who do not. By taking
steps to meet the needs of protected groups where these are different from the needs of other people.
3. Foster good relations between people who share a protected characteristic and those who do not. By encouraging people
from protected groups to participate in public life or in other activities where their participation is disproportionately low.
Our school has considered how well we currently achieve these aims with regard to the protected characteristics:
race/disability/sex/gender reassignment/ age/pregnancy and maternity/ religion and belief/sexual orientation.
In compiling this equality information we have:
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Identified evidence already in the school of equality within policies & practice and identified gaps
Examined how our school engages with those with protected characteristics, identifying where practice could be improved
Analysed our effectiveness in terms of equality.
School Context
Current Profile
(September 2011)
Total Pupils
70
Boys
50
Girls
20
White British
56
Black
7
Asian
7
Statement of Special Educational Need
BESD
PMLD
21
1
Free school Meals
70
ASD
13
Sensory Impairment 4
MLD
SLCN
20
6
SLD
MSI
4
1
32
Religion
Christian
Exclusions
17
Hindu
0
(To date)
1
Muslim
4
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1. Summary of our equalities evidence
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In relation to RACE, the evidence we hold tells us: BME pupils are achieving comparatively well with other groups; participation
in groups reflects the school profile in terms of ethnicity
In relation to DISABILITY the evidence we hold tells us: All pupils are achieving equally well. Pupils with ASD are making similar
progress to those without; participation in groups reflects the school profile
In relation to GENDER, the evidence we hold tells us: All pupils have achieved equally well and there is relatively little
difference between boys and girls; participation in groups reflects the school profile
In relation to GENDER REASSIGNMENT, the evidence we hold tells us: we have no identified group but are aware of our
responsibilities
In relation to AGE, the evidence we hold tells us: We do not discriminate in relation to age and are aware of our responsibilities
In relation to PREGNANCY & MATERNITY, the evidence we hold tells us: We do not discriminate
In relation to RELIGION & BELIEF, the evidence we hold tells us: Participation in groups reflects the school profile.
Nonetheless there is consideration of each pupil’s individual needs to ensure appropriate provision is made.
In relation to SEXUAL ORIENTATION, the evidence we hold tells us: The sexual orientation of all groups is addressed within
the SRE provision curriculum as we are aware of our responsibilities.
2. Summary of how we currently engage with those who share a protected characteristic
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In relation to RACE, our self-evaluation tells us: we are engaging well with groups of different ethnicity and will continue to find
further ways to engage pupils, families and communities from different ethnic backgrounds
In relation to DISABILITY, our self-evaluation tells us: we are engaging and supporting well
In relation to GENDER, our self-evaluation tells us: In most areas, pupils are achieving equally well. However, in Science, notably
scientific enquiry, boys are achieving better than girls. The small numbers may not be significant, but we will need to track this
and take action to redress and narrow gaps if a trend continues
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In relation to GENDER REASSIGNMENT, our self-evaluation tells us: we have no identified group but are aware of our
responsibilities
In relation to AGE, our self-evaluation tells us: we do not discriminate and are aware of our responsibilities
In relation to PREGNANCY & MATERNITY, our self-evaluation tells us: we do not discriminate and are aware of our
responsibilities
In relation to RELIGION & BELIEF, our self-evaluation tells us: We endeavour to continue to review the curriculum for RE,
PSHE (including spiritual, moral, emotional aspects) as well as examine other factors that may impact on the achievement of our
pupils.
In relation to SEXUAL ORIENTATION, our self-evaluation tells us: we have no identified group, but we are aware of our duty
to address this issue within the school’s SRE curriculum, where appropriate.
3. Summary of our Equality analysis (i.e. how effective and influential we think we currently are in achieving the 3 aims of
this duty for each of the protected groups)
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In relation to RACE, our judgement is: good
In relation to DISABILITY , our judgement is: very good
In relation to GENDER, our judgement is: good
In relation to GENDER REASSIGNMENT, our judgement is: not applicable at present
In relation to AGE, our judgement is: very good
In relation to PREGNANCY & MATERNITY, our judgement is: very good
In relation to RELIGION & BELIEF, our judgement is: good
In relation to SEXUAL ORIENTATION, our judgement is: not applicable at present. However, we are aware of our
responsibilities and aim to fully implement the SRE, RE, PHSE curriculum to fully prepare our pupils for a diverse adult society.
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Nethergate School Equalities Plan 2011-14
Strand
Action
All
Publish and promote the Equality Plan
through school website, newsletter and
staff meetings
All
Policies to be reviewed/updated 3 yearly
All
Monitor and analyse pupil achievement
by race, gender and disability and act on
any trends identified that require
additional support
Identify, respond and report prejudicerelated incidents as outlined in the Plan.
Report the figures to the Governing
body on a termly basis.
Promote awareness of EAL
Promote language awareness within the
classroom
Race
Equalit
y Duty
Race
Race
Ensure displays promote awareness of
EAL pupils
How will it be
Monitored?
Parent
questionnaire
Who?
Timeline
Success Criteria
KR/TY
April 2012
Staff are familiar with the principles of the
Equality Plan and use them when planning lessons,
creating class room displays
Parents are aware of the Equality Plan
Staff using principles
Practice matches
policy
Achievement
data analysed by
race, gender and
disability
The
Headteacher /
Governing body
will use the data
KR
Dec 2014
JB/SLT
Annually in
Sept
Analysis of teacher assessments
HT /
Governing
body
Ongoing
Teaching staff are aware of and respond to racist
incidents
Monitoring of
planning
/displays
Lesson
observations
Learning Walk
Monitoring of
planning
/displays
KR/JD
Dec 2012
Teachers incorporate principles of CPD into
practice
Notable increase in participation and confidence of
targeted groups
KR/JD
Dec 2012
Learning environment displays an understanding of
issues for EAL pupils
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Race
Race
Race
Race
All
All
All
Promote awareness of other languages
through MFL
Staff awareness of interpreting
Services
Monitoring of
planning
Promote diversity in the learning environment
Curriculum audit to ensure it promotes
Increase in
role models which reflect the school’s
pupils
diversity in terms of race, gender and
participation
disability.
Invest in resources which reflect the
Audit resources
school’s diversity in terms of race,
Learning walk
gender and disability.
Ensure displays promote diversity in
Learning walk
terms of race, gender and disability.
Develop the Taught curriculum
Incorporate Themed weeks into the
Whole school
school curriculum
participation in
Themed weeks
Provide staff CPD to ensure all staff are aware
Curriculum Audit
KH/KR
Ongoing
Whole school participation in MFL lessons
KR/
Office
Staff
Sept 2012
Groups identified.
Interpreting Services used when required.
KR
May 2012
Lessons, workshops, visitors reflect the school’s
diversity in terms of race, gender and disability.
KR/JD
May 2012
School resources reflect the school’s diversity in
terms of race, gender and disability.
KR/JD
May 2012
More diversity reflected in school displays across
all year groups.
KR
Ongoing
KR
Ongoing
KR
Ongoing
Pupils to participate in at least 2 Themed weeks a
year that promote an International dimension or
disability, race or gender awareness.
Staff use resources ( ie GARP) to ensure lessons
reflect the experiences of the whole school
community and wider local and global community.
Staff CPD
Pupils/parents respond positively
KH
Ongoing
Increased pupil participation
All staff
Ongoing
Increased understanding of appropriate
of and promote diversity within the curriculum
reflecting race, gender and disability.
Disability
Disabilty
Disability
Develop Person Centred reviews to
support complex needs
Continue to develop the use of Makaton
across the school
Seek advice & guidance from HI, VI,
Pupil/Parent/Car
er Surveys
Lesson
observations,
assemblies
IEPs
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CAMHS etc
Celebrate annual events throughout the
year to increase pupil awareness of
disabilities
Monitoring
Planning (MTP &
STP)
KR/JB
Ongoing
Gender
Promote anti-stereotypical gender roles
Pupil observation
All Staff
Ongoing
Visitors reflect diversity
Commun
ity
Cohesio
n
Celebrate cultural events throughout
the year to increase pupil awareness and
understanding of different communities
e.g. Diwali, Eid, Christmas.
Monitoring
Planning (MTP &
STP)
KR/SW
Ongoing
Increased awareness of different communities
shown in PSHE assessments.
ie, Black History Month, Divali, One World Week,
Refugee Week
Disability
interventions
Increased awareness of different disabilities
shown in PSHE assessments.
ie, Deaf Awareness Week, Autism Awareness Week
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School Strengths
Pupil Attendance- Measures have been successfully put in place to improve pupil attendance
Consistent high expectations impact upon behaviour, attendance and attainment of all pupils and groups
Behaviour Management-Whole school implementation underpins equality within school
Successful Community Cohesion - Laura Chambers, PC Wallis, Nottingham University, South Notts College, E learning Centre
International Links-Global Voices, Comenius, Lebanon, Rwanda
Our SEAL assemblies allow pupils to discuss their thoughts, ideas and emotions, as well as our similarities and our differences
A whole school use of Makaton has been implemented. All staff have received Makaton training and have achieved a Level One Makaton
certificate.
Big Sing assemblies enjoy whole school participation and Makaton is fully and successfully incorporated
A whole school implementation of the Letters and Sounds Phonics Programme has been effective in improving pupil’s reading and writing
Increase in qualifications taken by pupils -NOCN, GCSE Maths, English & Creative Arts, Accredited Horse riding and Horse Care course
-RDA, Duke of Edinburgh Award Scheme (Silver & Bronze)
The school environment, which has undergone a rebuild as part of the BSF programme is accessible to pupils, staff and visitors. Open
evenings and events that are attended by parents, carers and the community are held in an accessible part of the school.
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