Equal Opportunities and Cohesion Policy 2013
Legal duties
We welcome our duties under the Equalities Act 2010 and our responsibilities towards the
9 Protected Characteristics.
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Age
Disability
Gender Reassignment
Marriage and civil partnership
Pregnancy and maternity
Race
Religion and belief
Sex
Sexual Orientation
Guiding principles
This policy should be read in conjunction with our Accessibility Plan; Safer Recruitment,
Behaviour; Anti-bullying, Pay, Religious Education (RE), Sex and Relationships Education
(SRE), and SEND policies. However, in fulfilling the legal obligations referred to above, we
are guided by seven principles.
Principle 1: All learners are of equal value
We see all learners and potential learners as of equal value:
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whether or not they are disabled
whatever their ethnicity, culture, religious affiliation, national origin or national
status
whatever their gender
whatever their sexuality.
Principle 2: We recognise and respect diversity
Treating people equally does not necessarily involve treating them all the same. Our
policies, procedures and activities must not discriminate, but are differentiated, as
appropriate, to 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:
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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, women and
men are recognised.
sexuality, so that differences are respected
Equal Opportunities and Cohesion Policy 2013
Principle 3: We foster positive attitudes and relationships, and a shared sense of cohesion
and belonging
We intend that our policies, procedures and activities should promote:
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positive attitudes towards disabled people, good relations between disabled and
non-disabled 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, women and men, and an
absence of any sexual harassment
Principle 4: Staff recruitment, retention and development
Policies and procedures should benefit all employees and potential employees, for example
in recruitment and promotion, and in continuing professional development:
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whether or not they are disabled
whatever their ethnicity, culture, religious affiliation, national origin or national
status
whatever their gender.
whatever their sexuality
whatever their age
Principle 5: We aim to reduce and remove inequalities and barriers that already exist
In addition to avoiding or minimising possible negative impacts, we take opportunities to
maximise positive impacts by reducing and removing inequalities and barriers that may
already exist between:
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disabled and non-disabled people
people of different ethnic, cultural and religious backgrounds
girls and boys, women and men.
Principle 6: We consult widely
People affected by a policy or activity should be consulted and involved in the design of new
policies, and in the review of existing ones. We involve, where they are currently
represented in the school community:
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disabled people as well as non-disabled
people from a range of ethnic, cultural and religious backgrounds
both women and men, and girls and boys.
Principle 7: Our Community as a whole should benefit
Equal Opportunities and Cohesion Policy 2013
We intend that our policies and activities should benefit our community as a whole, both
locally and nationally, by fostering greater social cohesion, and greater participation in
public life of:
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disabled people as well as non-disabled
people of a wide range of ethnic, cultural and religious backgrounds
both women and men, girls and boys
people of all ages
School Curriculum
At Queen's Park the curriculum is broad and rich providing children with the opportunity to
not just learn facts about the world we live in but also to foster tolerance and friendship,
and understanding of a range of religions and cultures.
School Assemblies
Our assemblies are planned using the PHSCE Curriculum and the major religious festivals
which are celebrated in our school and local community.
Ethos and organisation
We ensure that the principles listed in paragraph 4 above apply also to the full range of our
policies and practices, including those that are concerned with:
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learners' progress, attainment and assessment
learners' 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
working in partnership with parents, carers and guardians
working with the wider community.
Addressing prejudice and prejudice-related bullying
The school is opposed to all forms of prejudice which stand in the way of fulfilling the legal
duties referred to in paragraphs 1 and 2:
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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, refugees and people seeking asylum
prejudices reflecting sexism and homophobia.
Equal Opportunities and Cohesion Policy 2013
There is guidance available as to how prejudice-related incidents should be identified,
assessed, recorded and dealt with in the school’s Behaviour and Anti Bullying policies as
well as the school’s Disciplinary Code.
We take seriously our obligation to report regularly to the local authority about the
numbers, types and seriousness of prejudice-related incidents at our school and how they
were dealt with.
Roles and responsibilities
1.
The governing body is responsible for ensuring that the school complies with
legislation, and that this policy and its related procedures and strategies are
implemented.
2.
A member of the governing body has a watching brief regarding the
implementation of this policy.
3.
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.
4.
The Headteacher has day-to-day responsibility for co-ordinating implementation of
the policy.
5.
All staff are expected to:
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promote an inclusive and collaborative ethos in their classroom
deal with any prejudice-related incidents that may occur
identify and challenge bias and stereotyping in the curriculum
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
We ensure that the content of this policy is known to all staff and governors and, as
appropriate, to all pupils and parents.
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
We respect the religious beliefs and practice of all staff, pupils and parents, and comply
with reasonable requests relating to religious observance and practice.
Equal Opportunities and Cohesion Policy 2013
Staff development and training
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
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.
Action plans
We recognise that the actions resulting from a policy are what make a difference.
Each year we draw up an action plan within the framework of the overall school
improvement plan, setting out the specific actions and projects we shall undertake with the
seven principles listed above reflected throughout.
Monitoring and evaluation
We collect, study and use quantitative and qualitative data relating to the implementation
of this policy, and make adjustments as appropriate.
In particular we collect, analyse and use data relation to achievement, broken down as
appropriate according to disabilities and special educational needs; ethnicity, culture,
language, religious affiliation, national origin, national status; gender and sexuality.
Date Last Revised: 08.10.2015
Headteacher: Jonathan Smith
Equal Opportunities and Cohesion Policy 2013
Appendix A
Queen’s Park Primary School has worked tirelessly over the years to ensure the gap
between boys and girls, EAL and non-EAL, FSM and non-FSM is not an issue, but variable
according to the ability and potential of each learner. We will set targets on an annual basis
to ensure that the needs of all our pupils are fully met, and monitor carefully any difference
between learners/groups of learners.
Our school’s targets for 2015-2016 are:
Objective
1. Sustain attainment of children receiving FSM so it continues to be above national
averages in reading and writing.
2. Raise attainment of boys’ reading and writing so it is in line with our girls.
3. To continue to narrow the gap with national expectations for children with Special
Educational Needs.
4. Ensure that the Governing Body reflects the wider school community.
5. Encourage community cohesion through a growing understanding of differences and
similarities, in a climate where respect is promoted and discrimination is not tolerated.
Equal Opportunities and Cohesion Policy 2013
Appendix B: Discrimination, victimisation and harassment
Discrimination on grounds of race, sex, disability, religion or belief, or sexual orientation is
illegal.
However, for the school community, discrimination is also unacceptable on any of the other
grounds referred to in this policy statement. Failure to comply with the policy will be fully
and promptly investigated using the appropriate procedures.
There are four ways in which discrimination may occur:
1. Direct discrimination: This means treating someone less favourably than others would be
treated in the same or similar circumstances on the grounds of race, sex etc
2. Indirect discrimination: This means applying a requirement or condition which cannot be
justified to all groups but which has a disproportionately adverse effect on one group
because the proportion of that group which can comply is smaller than the proportion of
the group(s) which can comply with it.
3. Victimisation: This occurs when a person is treated less favourably than other persons
would be treated because that person has done a ‘protected act’ under the Equal Pay Act,
Sex Discrimination Act, Race Relations Act or Employment Equality Regulations, for example,
by bringing forward proceedings or giving evidence or information.
4. Harassment: Harassment can take many forms, from the most obvious abusive remarks
to extremely subtle use of power. As with unfair or unlawful discrimination, harassment can
be intentional or unintentional. However, the key issue is not simply the intention of the
offender but the impact of the behaviour on the person receiving it.
Harassment may involve any of the following:
• physical contact or violence;
• offensive humiliating and intimidating remarks or actions;
• exclusion from participation in job-related or classroom-related discussions, training
or social or other events;
• unfair work allocation;
• unjust or excessive or humiliating criticism of performance;
• offensive signs or notices;
• graffiti;
• repeated demands or requests for sexual favours.
These are merely examples and not an exhaustive list. Whatever the form, the school will
provide support for any member of the school community, pupil or staff member who feels
threatened or isolated because of such actions.
Equal Opportunities and Cohesion Policy 2013
Appendix C: HIV/AIDS guidelines
The governors and school will:
• ensure that job applicants who are deemed to be medically fit to perform the job for
which they have applied, are not denied an offer of work solely because they are HIV
positive. In arriving at the decision, the school’s normal recruitment criteria will be
observed including the normal medical procedures;
• ensure, where possible, that resources are available to support employees or pupils
with AIDS or other major health problems associated with HIV infection. The school’s
normal rules and procedures regarding ill health will apply in such cases. Equally the
school will make appropriate arrangements for the provision of counselling (i.e. by
referral to external agencies);
• give positive consideration to applications for unpaid leave for those with
responsibility for caring for people with AIDS-related conditions in accordance with
carers’ leave arrangements;
• treat any breaches of confidentiality as a serious matter to be dealt with in
accordance with the normal disciplinary (or other appropriate) procedure;
• provide appropriate training in relation to AIDS in order to combat fears and
prejudice and to enable the school community as a whole to function without risk to
health.