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Equality - Including the Protected characteristics

 

Stickland's CEVA Primary School is an inclusive school; we focus on the well-being and progress of every child and we are committed to ensuring all members of our community are of equal worth.

The Public Sector Equality Duty or “general duty” requires all public organisations, including schools to:

  • Eliminate unlawful discrimination, harassment and victimisation
  • Advance equality of opportunity between different groups
  • Foster good relations between different groups

We expect all members of the school community and visitors to support our commitment to promoting equality for all and meeting the requirements of the Equality Act. We provide training and guidance for staff and signpost all stakeholders to current government and local authority documentation. 

What are we doing to eliminate discrimination, harassment and victimisation?

  • We take account of equality issues in relation to admissions and exclusions; the way we provide education for our pupils and the way we provide access for pupils to facilities and services.
  • We are aware of the Reasonable Adjustment duty for disabled pupils – designed to enhance access and participation to the level of non-disabled pupils and stop disabled children being placed at a disadvantage compared to their non-disabled peers.
  • The Head Teacher ensures that all appointment panels give due regard to this policy so that no one is discriminated against when it comes to employment, promotion or training opportunities (linked with Safer Recruitment training to safeguard all pupils and staff).
  • We actively promote equality and diversity though the curriculum and by creating an environment which champions respect for all.
  • Our admissions arrangements are fair and transparent, handled by Dorset Council and we do not discriminate against pupils by treating them less favourably on the grounds of their sex, race, disability, religion or belief, sexual orientation or gender.
  • We challenge all forms of prejudice and prejudice-based bullying.

What are we doing to advance equality of opportunity between different groups?

  • We know the needs of our school population and collect and analyse data in order to inform our planning and identify targets to achieve improvements. We take action to close any gaps, for example, for those making slow progress in acquiring age-appropriate literacy and number skills. We also ensure children from all groups are challenged to achieve their best.
  • We have procedures, working in partnership with parents and carers, to identify children who have a disability through our admissions process and ongoing communication. 
  • We also collect, analyse and use data in relation to attendance and the impact persistent absenteeism can have on pupils, readily offering support to families, most notably through our Early Help link. 
  • We use a range of teaching strategies that ensures we meet the needs of all pupils.
  • We are alert and proactive about the potentially damaging impact of negative language in matters such as race, gender, disability and sexuality.
  • We ensure equality of access for all pupils to a broad and balanced curriculum, removing barriers to participation where necessary.
  • We have an Accessibility Plan. 

What are we doing to foster good relations?

  • We prepare our pupils for life in a diverse society and ensure that there are activities across the curriculum that promote the spiritual, moral, social and cultural development of our pupils.
  • We teach about difference and diversity and the impact of stereotyping, prejudice and discrimination through PSHE and across the curriculum.
  • We use materials and resources that reflect the diverse population of our country in terms of race, gender, sexual identity and disability, avoiding stereotyping. We include the contribution of different cultures to world history and promote positive images of people from around the world.
  • We promote a whole school ethos and have values that challenge prejudice-based discriminatory language, attitudes and behaviour.
  • We provide opportunities for pupils to appreciate their own culture and celebrate the diversity of other cultures.
  • We provide opportunities for pupils to listen to a range of opinions and empathise with different experiences.
  • We promote positive messages about equality and diversity through displays, assemblies, visitors, whole school events e.g. Black History Month.

Protected Characteristics

Britain is a diverse and multicultural country that is rich in tradition and culture. Regardless of the type of school pupils attend, it is imperative that they gain a real understanding and appreciation of others, their cultures, traditions, and ways of life. Stickland's CEVA Primary School is proud to provide our young people with an understanding of our diverse society, and the ability to co-exist with a range of people.

The protected characteristics include:

  • age

  • disability

  • gender reassignment

  • marriage and civil partnership

  • pregnancy and maternity

  • race

  • religion or belief

  • sex

  • sexual orientation

Stickland's CEVA Primary School covers protected characteristics in our PSHE and RSE lessons, through collective worships and regular discussions and opportunities for our whole-school community. Our approach coincides with Section 149 of the Equality Act: Public Sector Equality Duty.

This duty aims to:

  • eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under the Equality Act 2010
  • advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it
  • foster good relations between persons who share a relevant protected characteristic and persons who do not share it

Celebrating protected characteristics

In everyday classroom discussions, our teachers and support staff foster a culture that empowers pupils to challenge their misconceptions and build their knowledge of others around them. Young people are naturally curious and many who have protected characteristics may feel anxious about sharing their experiences. At the heart of our school culture, comes the notion of allowing staff and pupils to be themselves. We are proud to have created a culture of inclusion, celebrating others being part of our fabric as opposed to an add-on.

 

 

 

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