EQUALITY and DIVERSITY POLICY The Robert Napier School (Reviewed October 2014)
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Equality and Diversity Policy EQUALITY POLICY Legal Duties As a school Robert Napier welcomes its Public Sector Equality Duties under the Equality Act 2010 to have due regard to the need to eliminate unlawful discrimination, harassment and victimisation and any other conduct prohibited by the Act advance equality of opportunity for all foster good relations across all characteristics, and between people who share a protected characteristic and people who do not share it
We understand the principle of the Act and the work needed to ensure that those with protected characteristics are not discriminated against because of it and are given equality of opportunity. Therefore, Robert Napier will, through its ethos, processes and curriculum, attempt to ensure that all students and employees overcome challenges, thrive and succeed thereby promoting equality and valuing the diversity in the school community. A protected characteristic under the act covers the groups listed below:
age (for employees not for service provision), disability ethnicity gender gender reassignment maternity and pregnancy religion and belief, and sexual identity Marriage and Civil Partnership (for employees)
The law requires us to demonstrate how we meet the general duties as listed above. Specifically, we must
Publish equality information, to demonstrate compliance with the general duty across our functions, by 1st December 2014. We will not publish any information that can specifically identify any individual child or adult.
Prepare and publish equality objectives – by 1st January 2015.
To do this we will collect data related to the protected characteristics above and analyse this data to determine our focus for our equality objectives. The data will be assessed across our core provisions as a school. This will include the following functions:
Admissions Attendance Attainment Exclusions Prejudice related incidents
Our objectives will detail how we will ensure equality is applied to the services listed above however where we find evidence that other functions have a significant impact on any particular group we will include work in this area.
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Equality and Diversity Policy We also welcome our duty under the Education and Inspections Act 2006 to promote community cohesion. 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. Core Statements: In fulfilling our legal obligations we will be guided by seven core statements (driven by the four areas of Excellence in the School Improvement Plan): Policy 1: All learners are of equal value. Policy 2: We recognise, welcome and respect diversity. Policy 3: We foster positive attitudes and relationships, and a shared sense of belonging. Policy 4: We observe good equalities practice, including staff recruitment, retention and development. Policy 5: We aim to reduce and remove existing inequalities and barriers. Policy 6: We will consult and involve widely all our stakeholders. Policy 7: We strive to ensure that society will benefit from what we do as a school so that all students and employees overcome challenges, thrive and succeed thereby promoting equality and valuing diversity.
Our Ethos/mission We are a member of the FPTA Academies. As a school we pride ourselves on pursuing excellence in all we do. We are all life-long learners in our school community, learning from experts and each other. By joining the school community as a student, parent, member of staff or Trustee we hope you will feel you are joining with like-minded individuals who are seeking to support the development and progress of all.
Many parents attended the school themselves, and therefore hope that their son or daughter will have the best educational experience they can in the familiar surroundings. We take the trust that parents put in us to create great learning experiences very seriously, and hope that as a visitor to the school, or as an attendee, everyone will always be treated with respect, and that all will enjoy the learning that is seen going on around us. Addressing Prejudice Related Incidents This school is opposed to all forms of prejudice and we recognise that children and young people who experience any form of prejudice related discrimination may fare less well in the education system. We provide both our students and staff with an awareness of the impact of prejudice in order to prevent any incidents.
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Equality and Diversity Policy Responsibility We believe that promoting Equality is the responsibility of everyone in the school community: School Community
Responsibility
Governing Body/Trustees
Involving and engaging the whole school community in identifying and understanding equality barriers and in the setting of objectives to address these. The Advisory Board/Trustees will also agree the Equality Policy and objectives.
Head teacher
As above including: Promoting key messages to staff, parents and students about equality and what is expected of them and can be expected from the school in carrying out its day to day duties. Ensuring that the whole school community receives adequate training to meet the need of delivering equality, including student awareness. Ensure that all staff are aware of their responsibility to record and report prejudice related incidents.
Senior Leadership Team
To support the Head as above. Ensure fair treatment and access to services and opportunities. Ensure that all staff are aware of their responsibility to record and report prejudice related incidents.
Teaching Staff
Help in delivering the right outcomes for students. Uphold the commitment made to students and parents/carers on how they can be expected to be treated. Design and deliver an inclusive curriculum. Ensuring recording and reporting prejudice related incidents.
Non-Teaching Staff
Support the school and the Governing Body/Trustees in delivering a fair and equitable service to all stakeholders. Uphold the commitment made by the head teacher on how students and parents/carers can be expected to be treated. Support colleagues within the school community. Ensure that you are aware of your responsibility to record and report prejudice related incidents.
Parents/Carers
Take an active part in identifying barriers for the school community and in informing the Governing Body/Trustees of actions that can be taken to eradicate these. Take an active role in supporting and challenging the school to achieve the commitment given to the school community in tackling inequality and achieving equality of opportunity for all.
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Equality and Diversity Policy School Community
Responsibility
Students
Support the school to achieve the commitment made to tackling inequality. Uphold the commitment made by the head teacher on how students and parents/carers, staff and the wider school community can expect to be treated.
Local Community Members
Take an active part in identifying barriers for the school community and in informing the Governing Body/Trustees of actions that can be taken to eradicate these. Take an active role in supporting and challenging the school to achieve the commitment made to the school community in tackling inequality and achieving equality of opportunity for all.
We will ensure that the whole school community is aware of the Equality & Diversity Policy and our published equality information and objectives by putting them on the school website. Breaches Breaches to this policy will be dealt with in the same ways that breaches of other school policies are dealt with, as determined by the head teacher and Governing Body. Monitor and Review Every three years, we will review our objectives in relation to any changes in our school profile. Our objectives will sit in our overall School Improvement Plan and therefore will be reviewed as part of this process. Date Approved: 10th November 2014 Date to be reviewed: October 2017
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Equality and Diversity Policy Appendix School Equalities Information and Objectives
As a school we will use the following processes to assist us in identifying some of the barriers to our students in accessing education provision. STAGE 1: UNDERSTANDING OUR SCHOOL COMMUNITY – STUDENTS We will use information gathered from the School Census, SIMS and RAISEonline to inform us of our students’ profile. No Information was available on the following protected characteristics : Gender Reassignment - The school does not have any information on whether any of the children on roll had reassigned their gender or were seeking to do this. The school will seek further support and guidance on how and when to monitor. Sexual Identity - The school does not have information on whether any of the students on roll identified as Lesbian, Gay, Bi-sexual or Transgender (LGBT) as the question has never been asked. The school will seek further advice and guidance from local and national specialists on how and when to ask students this question and how to use the data sensitively when collected.
STAGE 2: UNDERSTANDING THE INFORMATION GATHERED Using the monitoring information gathered, the school will look at the following to identify whether there were any obvious gaps or potential issues for students in relation to the protected characteristics:
Admissions Attainment Attendance Exclusions Prejudice related incidents
Admissions Equality Objective: Develop a process to further engage with all communities in our local area. Attainment Equality Objective: To explore and understand the issues further so that the school can begin to narrow the gap. Attendance Equality Objective: To explore and understand the reasons for any absence and what support can be given to individual students with protected characteristics.
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Equality and Diversity Policy Exclusions Equality Objective: To reduce the numbers of all students excluded by the school. We seek to reduce all exclusions whilst understanding how specific characteristics might affect the chances of a student being excluded Prejudice Related Incidents Equality Objective:
Raise awareness of sexual orientation and promote positive attitudes towards alternative lifestyles and lessen the chances of the word ‘Gay’ being used negatively as well as disability related prejudice.
Additional Objectives: In order to keep a high profile on Religion or Belief we will continue to deliver a robust B+E syllabus and visit different places of worship as part of our school curriculum activities. We will also continue to celebrate different religious festivals throughout the year.
Employment We recognise our duties under the Equality Act in respect of the staff we employ. We have set the following objectives: Equality Objective: To employ a diverse workforce Equality Objective: To retain a diverse workforce. Equality Objective: Ensure we maintain a professional workforce.
Definitions of protected characteristics Age Where this is referred to, it refers to a person belonging to a particular age (e.g. 32 year olds) or range of ages (e.g. 18 - 30 year olds). Disability A person has a disability if s/he has a physical or mental impairment which has a substantial and long-term adverse effect on that person’s ability to carry out normal day-to-day activities. Gender reassignment The process of transitioning from one gender to another. Marriage and civil partnership Same-sex couples can have their relationships legally recognised as ‘civil partnerships’. Civil partners must be treated the same as married couples on a wide range of legal matters. Pregnancy and maternity Pregnancy is the condition of being pregnant or expecting a baby. Maternity refers to the period after the birth, and is linked to maternity leave in the employment context. In the non-work context, protection against maternity discrimination is for 26 weeks after giving birth, and this includes treating a woman unfavourably because she is breastfeeding. Race It refers to a group of people defined by their race, colour, and nationality (including citizenship) ethnic or national origins.
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Equality and Diversity Policy Religion and belief Religion has the meaning usually given to it but belief includes religious and philosophical beliefs including lack of belief (e.g. Atheism). Generally, a belief should affect your life choices or the way you live for it to be included in the definition. Sex A man or a woman. Sexual orientation Whether a person’s sexual attraction is towards their own sex, the opposite sex or to both sexes. Glossary of terms Due to the nature of each of the protected characteristics it means that discrimination can take many forms as detailed below. Direct Discrimination Direct Discrimination consists of treating a person less favourably than others on the grounds of age, disability, gender reassignment, race, religion & belief, sex, sexual orientation, marriage & civil partnerships & pregnancy and maternity. Discrimination by Perception A person treated less favourably or harassed/victimised based on a perception that the affected has one of the protected characteristics and is targeted because of this. Discrimination by Association Associative discrimination is behaviour motivated against an individual because of their association with someone who has a protected characteristic. Indirect Discrimination Indirect discrimination is a condition or requirement that applies to all, but in practice; • has a detrimental effect upon a group of individuals • means that a smaller proportion of people of a particular protected group can comply than the proportion of other persons; • and cannot be fully justified. Discrimination Arising from Disability Someone is treated unfavourably because of something connected to their disability and there is no good reason for doing this. It is also disability discrimination if someone does not make adjustments to allow disabled people to access a service or carry out a job. For example, providing an information leaflet in Braille. This is called the duty to make reasonable adjustments. Harassment Harassment takes many forms. It is the unwelcome physical, verbal or nonverbal conduct that creates an intimidating, hostile or humiliating environment for the recipient. The definition of harassment according to the act is described as follows:• violating a person’s dignity • creating an intimidating, hostile, degrading, humiliating or offensive environment for the person. Victimisation Victimisation consists of taking actions against a person or treating him/her less favourably for asserting his/her rights or because he/she has taken action in support of the rights of people in the groups. To treat them unfairly: to single somebody out unfairly for punishment or ill treatment.
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Equality and Diversity Policy An insight in to how the Equality and Diversity Policy is reflected within the school.
Friday 26 September 2014 an email, as follows, was sent from Mr J Still to Form Tutors and the Senior Leadership Team
Dear all RNS PRIDE and form resources
The students of the GSA have decided to expand their remit and have decided to become PRIDE. People Respecting Identity Diversity Equality RNS PRIDE gatherings will be on a Wednesday in M4 (many signed up at the excellent Clubs Fayre). Every single student and staff member is welcome to come along and take part. This week we looked at Emma Watson’s speech addressing the UN on equality; leading us to investigate and get on board with the HeForShe campaign. In the PRIDE folder in the shared area you will find a presentation by Jodie Armstrong that explains the campaign and has a link to Emma Watson’s speech – please share it with your forms. You will also find a poem by Zaynab Mohamed that is worth sharing with forms. Enjoy and support us.
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