POLICY STATEMENT COMMUNITY COHESION AND EQUALITY

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1 SCOPE POLICY STATEMENT COMMUNITY COHESION AND EQUALITY Under the Education and Inspection Act 2006 all maintained schools are legally required to comply with the equality and diversity legislation and to meet the duties placed on schools from September 2007 to promote community cohesion giving particular regard to gender (both sex at birth and reassignment), age, race, disability, religion or belief and sexual orientation. Information relating to equality and diversity legislation, community cohesion definitions and an overview of schools responsibilities is included in the appendices to this policy statement. CONTEXT At Gosforth East we are particularly proud of our cohesive and inclusive school community which is characterised by our warm and welcoming school ethos where staff, governors, pupils and their families feel accepted and confident in the knowledge that they are making a valued contribution to the school community. Our understanding of a cohesive school community is one where there is a clear sense of belonging for all, a shared purpose and commitment, an emphasis on mutual respect and trust and where the diversity of people s different backgrounds and life circumstances is appreciated, positively valued and celebrated as being a characteristic strength of the school. Whilst acknowledging the important role of GEMS in promoting community cohesion we also recognise that pupils perceptions, beliefs and actions are influenced greatly by parents/carers, families and the wider community. The responsibility for community cohesion extends beyond the School and the extent of its success is dependent on home/school/community partnerships which are based on effective communication, shared values, trust and mutual respect. We aim to: make our school as cohesive and inclusive as possible so that diversity is respected, valued and celebrated by all who learn, teach, work or visit here ensure that our school is a place of acceptance, friendship, positive relationships, shared values, mutual respect and fair treatment for the whole community work in effective partnership with parents, other schools and the wider community to promote positive attitudes to diversity promote equality of access for all pupils to a broad, balanced and differentiated curriculum develop pupils understanding, knowledge and skills so that they can be as well prepared as possible to participate fully, as adults, in a multi-ethnic, pluralistic and culturally diverse society COMMUNITY COHESION AND EQUALITY 1

2 In order to achieve these aims we work hard to: ensure that the curriculum is fully inclusive, in that it addresses the specific needs and requirements of all pupils allowing them every opportunity to achieve their personal best monitor the attainment and progress of all pupils and use this information to refine curriculum provision and further raise standards in teaching and learning provide resources which are accessible to and appropriate for all pupils and which offer positive, non-prejudicial opportunities for learning maximise opportunities to promote positive attitudes to equality, for example through citizenship education, circle time discussions, sharing of experiences and assemblies be sensitive to the issues of equality and vigilant in recognising instances of unfair discrimination. Incidents which are judged to be racist, discriminatory or bullying are never condoned or ignored but are dealt with appropriately and in accordance with School policy. It must be recognised that any action which the School takes against bullying, harassment or discrimination can only be determined according to the circumstances of each individual case. Where appropriate bullying or racist incidents are reported to the Local Authority. make allowances where appropriate, and sometimes at the reasonable request of parents, for exemption for pupils from specific school activities on religious, cultural or health grounds work in effective partnership with parents, and where appropriate the wider community, to develop positive attitudes to diversity encourage and facilitate the involvement and participation in school activities of underrepresented groups of pupils and parents maintain an Accessibility Plan and, within budget constraints, make reasonable adjustments to ensure safe and easy access to the school environment for pupils, staff, parents and authorised visitors adhere to Local Authority guidelines and statutory duties for recruitment and selection of staff and for the appointment of governors in order to ensure that we are inclusive and fair in our appointments act in accordance with the Local Authority s Admissions Policy to ensure equality and fairness in our pupil intake undertake monitoring, on a rolling programme, of all our policies and procedures for all aspects of our work in order to evaluate equality, inclusion and cohesion prioritise identified aspects for development through the process of school development audit, review and implementation action planning We are supported in this key aspect of our work by our policies and procedures for: Teaching and Learning Behaviour Management Anti-Bullying Equal Opportunities Race Equality Personal, Social, Health and Citizenship Education Physical Education and Curriculum Enrichment Provision for Special Education Needs, English Additional Language and Gifted & Talented Collective Worship Performance Management Continuing Professional Development Grievance and Capability COMMUNITY COHESION AND EQUALITY 2

3 Impact Assessment on Policy Reviews and School Improvement Plan Dignity at Work Recruitment, Selection and Workforce Equality Monitoring Governance including the Election of Governors Home/School Agreement Admissions Accessibility Procurement Success will be judged on the basis of evidence, gathered (and recorded annually in the School Self- Evaluation Report) from the evaluation of policies and procedures and from consultation with pupils, staff, parents, governors and visitors to the school. If we are successful this wide range of evidence will show that no school policy or procedure discriminates against any group of individual. Rather it will confirm a fully inclusive ethos and culture which promotes a sense of belonging for all and which reflects the school s absolute commitment to respecting and valuing every member of the community. Governors will review the ongoing effectiveness of this policy by: considering the headteacher s annual self-evaluation report in particular section 1 Characteristics of the School, section 2 The View of Learners, Parents/Carers, Community and other Stakeholders, section 3 Achievement and Standards, section 4 Personal Development and Wellbeing and section 5 The Quality of Provision receiving regular reports from the headteacher and other members of staff as appropriate planning governor visits to school with a specific focus, followed by whole governing body discussion, where appropriate addressing emerging priorities and action points through the School Development Plan reporting in the prospectus the School s commitment to promoting community cohesion and equality and making this policy available. This policy statement will be reviewed regularly (every other year) unless specific issues necessitate an earlier review. Any action needed will form part of the School Development Plan. Date of adoption of the policy: Spring 2011 Date of review of the policy: Spring 2013 Appendix 1 Legislation on Equality and Diversity Appendices 2, 3 and 4 provide further information which is included in the Local Authority s Model Community Cohesion and Equality Scheme: Appendix 2 Appendix 3 Appendix 4 Definitions of Community Cohesion Responsibilities under Community Cohesion and Equality Checklist to inform self-evaluation and action planning COMMUNITY COHESION AND EQUALITY 3

4 APPENDIX 1: LEGISLATION ON EQUALITY AND DIVERSITY A guide for the action that maintained schools need to take to comply with equality and diversity legislation. Contents: This guidance 2 Background 2 Definitions of discrimination 2 Actions schools need to take employment 3 Actions schools need to take discrimination with regard to pupils 3 Duty to promote equality: 4 Race 4 Disability 4 Gender (sex) 5 Action schools need to take promotion and monitoring 5 Annexes: A. Key legislation 7 B. Links to detailed guidance 8 C. Overview of schools responsibilities 9 COMMUNITY COHESION AND EQUALITY 4

5 THIS GUIDANCE Schools have a number of responsibilities and duties under legislation relating to equality and diversity. Recent and forthcoming legislation covers equality issues in relation to gender, age, race, disability, religion or belief, sexual orientation and gender reassignment. This guidance provides an overview of that legislation and what it means for schools, as well as advice on where to obtain more information. It recognises that most schools are firmly committed to equality and diversity, and offers advice on practical steps needed to comply with legislation and work through the existing framework established through the New Relationship with Schools. Annexes A and B respectively provide links to relevant legislation and to more detailed guidance on the issues covered in this document. Annex C summarises the obligations on schools arising from the legislation. BACKGROUND 1. Schools, as a matter of course, do a great deal to promote a positive and welcoming culture and ensure that all children and young people in their care are safe and are supported to fulfill their potential. There is now a significant amount of legislation relating to equality, ranging from the Sex Discrimination Act 1975 to the Equality Act Schools, like any other organization, need to ensure they comply with this legislation. 2. Legislation requires schools both to avoid discrimination and to promote equality for pupils, staff and others using school facilities. This guidance sets out as simply as possible what schools need to do to ensure compliance. It suggests steps schools can take to minimise the additional work required to demonstrate they are meeting their legal obligations in respect of equal opportunities. DEFINITIONS OF DISCRIMINATION 3. Under the law, there are different categories of discrimination, with differences in the legal framework surrounding them. These are: Direct Discrimination: Is unlawful for all protected grounds except, in some circumstances, age and disability in schools. Direct discrimination is when a person is treated less favourably than others in comparable circumstances because of a special characteristic such as sex, race or a disability. In the case of direct age discrimination, this is unlawful only if it cannot be objectively justified. Indirect Discrimination: In essence occurs when a provision, criterion or practice is applied equally to all but has a different impact on members of one or more protected groups, of which the complainant is one, and is placed at a disadvantage as a result. Indirect discrimination is unlawful unless it can be justified for reasons unrelated to the characteristic in question. (An example might be a physical strength test, which would discriminate against women, and which might be justified in relation to a job necessitating heavy lifting, but not in relation to teaching). Victimisation: Treating a person less favourably because they have taken action in respect of discrimination e.g. by bringing a complaint or giving evidence for a colleague is also unlawful. COMMUNITY COHESION AND EQUALITY 5

6 Harassment: Unwanted conduct which violates a person s dignity or creates an intimidating, hostile, degrading, humiliating or offensive environment for them, on grounds of one of the relevant characteristics such as sex or race is also unlawful in many of the situations covered by discrimination law. ACTION SCHOOLS NEED TO TAKE EMPLOYMENT 4. Taken together, the collective effect of legislation relating to equality is that schools must not discriminate in the employment of staff on grounds of gender, transsexual status 1, race, disability, sexual orientation 2, religion or belief 3 or age 4. With regard to disability, schools must make such reasonable adjustments as are necessary to prevent a disabled person being at a substantial disadvantage in comparison with people who are not disabled. 5. This includes discrimination in relation to recruitment, terms and conditions, promotions, transfers, dismissals, training and employment practices such as dress codes and disciplinary procedures. ACTION SCHOOLS NEED TO TAKE DISCRIMINATION WITH REGARD TO PUPILS 6. School must not discriminate against children seeking admission or with regard to how pupils are treated, on grounds of sex, race, disability, religion or belief 5. This includes discrimination in provision of teaching or allocating the pupil to certain classes, applying different standards of behaviour, dress and appearance, excluding pupils or subjecting them to any other detriment, and conferring benefits, facilities or services. 1 Including people who have expressed an intention to undergo, are undergoing or have completed a process of gender reassignment. 2 Discrimination on grounds of perceived as well as actual sexual orientation, and/or that of friends or associates of the person discriminated against is also unlawful. 3 There are some limited exceptions for staff in faith schools, guidance regarding which is available in the Governors Guide to the Law (see annex B). Briefly at foundation and voluntary controlled schools with a religious character, the governing body may take into account any candidate s suitability and ability to preserve and develop the religious character of the school. At voluntary aided schools with a religious character, the governing body may give preference to any candidate whose religious opinions and worship are in accordance with the tenets of the religious denomination of the school. 4 In some cases, direct or indirect discrimination on grounds of age may be lawful if it can be shown to be objectively justified. 5 The requirement not to discriminate on grounds of religion or belief is expected to come into effect from April Regulations are also planned which will prohibit discrimination against pupils or potential pupils on grounds of sexual orientation (and see footnote 2 above). 7. There are some limited exceptions to this: Single sex schools may of course discriminate on grounds of sex with regard to admissions, and schools with a religious character may give priority in admissions to applicants who are of their faith. School curriculum and collective worship are not covered by the requirements on schools not to discriminate on grounds of religion or belief. COMMUNITY COHESION AND EQUALITY 6

7 With regard to disability, schools must make such reasonable adjustments as are necessary to prevent disabled pupils being at a substantial disadvantage in comparison with people who are not disabled, even if it means treating them more favourably. Schools must not discriminate on grounds of sexual orientation in terms of employment of staff. Regulations are expected to be made shortly which will cover discrimination against pupils or potential pupils on the grounds of their sexual orientation or that of their parents, carers or other associates. Schools must not discriminate on grounds of age in terms of employment of staff but age discrimination legislation does not apply to the treatment of pupils or the delivery of education. DUTY TO PROMOTE EQUALITY Race 8. Schools are under a duty to promote equality of opportunity and to promote good relations between persons of a different race and nationality. This will be through a written race equality policy, which should identify action to be taken to tackle discrimination and to promote equality and good race relations across the whole area of school activity. 9. There is also a duty to assess and monitor the impact of policies on pupils, staff and parents, in particular the attainment levels of pupils from different racial groups. Such steps as are reasonably practicable should be taken to publish annually the results of the monitoring. OfSTED will inspect and report on whether schools are meeting the general and specific duties. 10. All schools and educational establishments are required to record racist incidents and to report them to the local authority on a regular basis. Disability 11. Schools are under a duty, when carrying out their functions, to have regard to the need to: a. Promote equality of opportunity between disabled and other people; b. Eliminate discrimination and harassment; promote positive attitudes to disabled people; c. Encourage participation by disabled people in public life; and d. Take steps to meet disabled people s needs, even if this requires more favourable treatment. 12. Secondary schools are also required to publish a disability equality scheme (this requirement came into force in December 2006), and primary and special schools must do this by December The scheme is required to show how the school is meeting its general duty to promote disability equality across all of its areas of responsibility. Gender (sex) 13. From April 2007, schools will have a general duty to promote equality of opportunity between men and women (including boys and girls) and a specific duty to publish a Gender Equality Scheme showing how the school intends to fulfill the general and specific duties. Schools must revise and review the plan every 3 years and report on progress annually. COMMUNITY COHESION AND EQUALITY 7

8 14. There are no specific duties or requirements on schools in relation to gender reassignment, beyond the requirement not to discriminate in terms of employment of staff (see section on employment above). ACTION SCHOOLS NEED TO TAKE PROMOTION AND MONITORING 15. As set out briefly above, schools are under a number of duties through legislation on equality to promote and monitor equality and discrimination, including gathering specified evidence and publishing plans. Taken together, the requirements are to: a. Produce a written race equality policy identifying action to be taken to tackle discrimination and promote equality and good race relations across school activity. More detailed guidance for schools on how to produce such a policy is available from the Commission for Racial Equality (see annex B). b. Assess and monitor the impact of race equality policies on pupils, staff and parents, in particular the attainment levels of pupils from different racial groups, and take such steps as a are reasonably practical to publish the results of this monitoring annually (see the Commission for Racial Equality s guidance for further detail on this). c. Record racist incidents and report them to the local authority on a regular basis. Schools should contact their local authority for advice on the format, process and frequency of reporting that is required. Further guidance on this is available from the Department for Education and Skills (see annex B). d. Publish a disability equality scheme (from December 2006 in secondary schools and December 2007 for primary and special schools) showing how the school is meetings its general duty to promote disability equality across all its areas of responsibility. Advice on what should be contained in this scheme, and outline plans, can be found in the guidance Promoting Disability Equality in Schools (see annex B). e. Publish a Gender Equality Scheme showing how the school intends to fulfill its general and specific duties, such as setting out gender equality objectives. Schools must revise and review this plan every 3 years and report on progress annually. More detailed guidance and advice to schools on this will be issued shortly. In the meantime, further advice and information can be obtained from the Equal Opportunities Commission (see annex B). 16. To minimise the burden created by the need to complete these important plans, we recommend that schools produce a single equality plan covering all of the plans set out above. 17. There is no need to repeat any of the content of this equality plan in the broader school plan, though it may be helpful to cross-refer to make clear how equality is embedded in all of the school s policies and practices. Governors have undertaken an equalities impact assessment in accordance with the equalities policy Revision Record of Published Versions Author Created Version Status GEMS Staff & Governors March Reviewed and approved by governors COMMUNITY COHESION AND EQUALITY 8

9 ANNEX A: KEY LEGISLATION (Please note legislation made prior to 1988 is not available online) Area Gender (sex) Gender (reassignment) Race Disability Legislation Sex Discrimination Act 1975, as amended Equality Act 2006 Sex Discrimination (Gender Reassignment) Regulations 1999 Race Relations Act 1976, as amended Race Relations (Amendment) Act 2000 Disability Discrimination Act 1995, as amended Special Educational Needs and Disability Act 2001 Disability Discrimination Act 2005 Sexual Orientation Employment Equality (Sexual Orientation) Regulations 2003, as amended Religion or Belief Employment Equality (Religion or Belief) Regulations 2003, as amended Equality Act 2006 Age Employment Equality (Age) Regulations 2006 COMMUNITY COHESION AND EQUALITY 9

10 ANNEX B: WHERE TO FIND MORE DETAILED GUIDANCE Cross-cutting Governors Guide to the Law (chapter 11) Teachernet information and advice on equality issues Gender (sex) The Equal Opportunities Commission advice on the Gender Equality Duty The Women and Equality Unit Gender Reassignment A guide to the Sex Discrimination (Gender Reassignment) Regulations 1999 Race Commission for Racial Equality guidance for schools on the race equality duty Recording and Reporting Racist Incidents Guidance Disability Promoting Disability Equality in Schools Disability Rights Commission Sexual Orientation Advisory, Conciliation and Arbitration Service (ACAS) Religion or Belief Advisory, Conciliation and Arbitration Service (ACAS) Age Advisory, Conciliation and Arbitration Service (ACAS) Age Positive COMMUNITY COHESION AND EQUALITY 10

11 ANNEX C: OVERVIEW OF SCHOOLS RESPONSIBILITIES Gender (sex) Gender (reassignment) Race Disability Sexual Orientation Religion or Belief Age Illegal: Discrimination Harassment Victimisation Since 1975 Covered by 1975 Act Since 1976 Since 1995 Since 2003 Since 2003 Since 2006 Duty to Promote Applies to: Duty to Monitor: Staff Pupils Curriculum Overall Specific Incidents (except bullying incidents) Unless objectively justified COMMUNITY COHESION AND EQUALITY 11

12 APPENDIX 2: WHAT IS COMMUNITY COHESION? The Commission for Integration & Cohesion (an advisory body set up by the Government) suggests that a cohesive community is one where: There is a clearly defined and widely shared sense of the contribution of different individuals and different communities to a future vision for a neighbourhood, city, region or country. There is a strong sense of an individual s rights and responsibilities when living in a particular place people know what everyone expects of them, and what they can expect in turn. Those from different backgrounds have similar life opportunities, access to services and treatment. There is a strong sense of trust in local institutions to act fairly in arbitrating between different interests and for their role and justifications to be subject to public scrutiny. There is a strong recognition of the contribution of both those who have newly arrived and those who already have deep attachments to a particular place, with a focus on what they have in common. There are strong and positive relationships between people from different backgrounds in the workplace, in schools and other institutions within neighbourhoods. Newcastle City Council s draft Corporate Community Cohesion Strategy proposes the adoption of this definition for Newcastle. The strategy also outlines several principles which schools may need to take into account when considering the cohesion duty: Community cohesion is about more than just race and culture. Although the interaction and understanding between different ethnic or religious groups are vital to cohesion, it can also be about younger and older people understanding one another better, or building bridges between neighbourhoods or relative wealth and poverty. Newcastle will continue to become a more mixed community. Some schools will face challenges because of the pace of change in their neighbouring communities. Others may be considering the needs of a more diverse population for the first time or thinking about how to promote understanding and interaction across communities in a school with relatively low levels of diversity. Integration means mixing, not losing identity. Communities and individuals in Newcastle, the UK and around the world have always maintained dual and multiple identities. We need to focus on meaningful interaction between groups and a shared sense of belonging, but this doesn t mean groups abandoning their unique identities. Making sure that differences are understood and respected can be a challenge for schools. But those differences are an important part of how people define themselves and they can therefore be an important part of building self respect and confidence. Communicating the truth and combating misinformation. Many myths and misconceptions are spread about other people by the media and other groups. Groups that can be victims of this include asylum seekers and refugees, migrant workers or Muslims. But as a group, young people can also be victims of negative perceptions. Challenging myths and providing the truth about different groups and communities is one of the first steps towards breaking down distrust, prejudice and resentment of others. COMMUNITY COHESION AND EQUALITY 12

13 Equality is an underpinning aspect of cohesion. Without ensuring equality, it is impossible to foster cohesion. Unless groups, communities and individuals interact on an equal basis, contact between them can often do more harm than good. THE ROLE OF SCHOOLS As economic change, regeneration, migration and other factors continue to alter the shape of our local communities and neighbourhoods, the role of schools is more important than ever. All research and guidance on community cohesion recognises the central role of schools in breaking down barriers between young people; developing their sense of belonging; and building their understanding of their rights and responsibilities. Schools also pay a vital part in promoting cohesion in the wider community. Therefore they can contribute to cohesion (i) through their ethos and curriculum (e.g. citizenship), their promotion of shared values and a common sense of identity, and their commitment to supporting diversity and equality, and (ii) through their engagement with parents, with the wider community and with other schools. The term community has a number of dimensions including: The school community The community in which the school is located The community of Britain The global community Gosforth East Middle School s current context is explained and our contribution to each aspect outlined above, with a specific focus on the school community and the community in which we are located, is described in the annual Self-Evaluation Report. COMMUNITY COHESION AND EQUALITY 13

14 APPENDIX 3: RESPONSIBILITIES UNDER THE COMMUNITY COHESION AND EQUALITY SCHEME The School The school has a responsibility to understand the importance of having clearly defined responsibilities to ensure the ongoing success and development of the equality scheme. In line with the suggestions of all the legislation, particularly race, we propose the following: The Local Authority The Local Authority is bound by the same duties as schools. To meet their duties they must address unlawful discrimination/harassment and promote equal opportunities and good race relations when carrying out all relevant functions. This includes, for example: planning the supply of school places arranging suitable home to school transport for children who are entitled to it securing fair school admissions policies and making sure that every child has access to a suitable school place drawing up the overarching strategy for all services affecting children and young people in the city in the Newcastle Plan for Children and Young People promoting equality and opportunity in their employment practices when they are the direct employers of staff in schools The Local Authority has a key role to play in supporting schools through training (where possible), encouragement, and support in helping schools to develop good practice and achieve equality. Overlapping Responsibilities between the Local Authority and Schools There are some instances where the responsibilities of the Local Authority and schools dovetail and where there may be shared elements of responsibility. These include: Employment/recruitment of school staff Procurement Provision of extended services Admissions and exclusions School Improvement Partners These have a responsibility under the duty to promote equality by ensuring that their advice helps schools to address issues related to inequality through the curriculum and pastoral support, behaviour policies and procedure e.g. identification of underachieving groups, promotion of good practice such as anti-bullying policies. The Governing Body Governing bodies are responsible for: making sure that the schools comply with the equality legislation making sure the combined equality policies and procedures are followed Schools governing bodies are responsible for appointing and reviewing staff performance and pay. It is crucial that they understand the impact of the equality duties in relation to employment policies COMMUNITY COHESION AND EQUALITY 14

15 and procedure, and that they ensure that their employment policies and procedures do not discriminate against any of the diverse groups covered by the equality legislation. The Headteacher Headteachers are responsible for: making sure the equality policies and associated scheme/action plan is readily available and that the governors, staff, pupils and their parents/guardians know about it making sure the equality scheme and procedures are followed producing regular information for all staff and governors about the scheme/policy and how it is working, and providing training for them on the scheme/policy where necessary making sure all staff know their responsibilities and receive support in carrying these out taking appropriate action in cases of harassment, discrimination and hate related incidents including the effective application of the school s anti-bullying policy ensuring that monitoring systems are in place and are maintained for the collection of equality data and that statutory data returns are made Staff with Specific Responsibilities Staff with specific responsibilities (may be the headteacher) are responsible for: co-ordinating the equality work in school including identification of any overlap between disability and SEN reporting racist incidents and other hate crimes to the Local Authority via the existing systems currently in place with ARCH monitoring of employment data and returning to the Local Authority by appropriate deadlines member of staff responsible for looked after children member of staff responsible for pastoral care (The concept of adjustments will also require schools to look at some fundamental issues regarding academic/subject disciplines and the methods used to teach and assess these. This should have already been considered this within the school s Accessibility Plan with regard to access to the curriculum. It is not expected that academic standards should be lowered to accommodate disabled students one of the justifications for less favourable treatment and one of the criteria for determining whether or not an adjustment is reasonable, will be the maintenance of academic or other relevant course standards. However, it will not be enough for schools to use this defence without thinking through the implications. They will need to consider what is essential to these subjects, and so cannot be compromised, likewise, what is peripheral or incidental and so can be waived or substituted. The anticipatory nature of the SENDA legislation should mean that the needs of some disabled students will be met automatically. In other cases, adjustments will need to be made for individuals in response to particular needs. As a result, there will be a responsibility on schools to do what they can to find out whether individuals have disability-related needs. However, if an education provider has made reasonable attempts to find out, but an individual student has chosen not to disclose their disability or need, education providers will not be liable for any failure to make specific individual). All School Staff All school staff are responsible for: ensuring that they are aware, familiar and have access to policies and procedures their school has put in place when working with disabled students and others from diverse backgrounds COMMUNITY COHESION AND EQUALITY 15

16 responding to all incidents of bullying in line with the school s anti-bullying and behaviour policies addressing incidents of discrimination, and being able to recognise and tackle prejudice and stereotyping by dealing with sensitive and controversial issues promptly promoting equal opportunities and good race relations, and avoiding discrimination against anyone for any reason keeping up to date with the law on discrimination and taking up training and learning opportunities raising awareness of equality and diversity issues by creating appropriate learning experiences for pupils COMMUNITY COHESION AND EQUALITY 16

17 APPENDIX 4: QUESTIONS FOR STAFF AND GOVERNORS THAT MAY SUPPORT SELF-EVALUATION AND ACTION PLANNING Policy and Procedures Is the school making sure that its policies (e.g. attendance, exclusion, bullying, curriculum) are not having an adverse impact on pupils, staff or parents from some diverse groups What is the school doing to help towards community cohesion? What changes does the school need to make to relevant policies and practices, targets and strategies to address the requirements of the equality duties? Is information collected on diversity with regards to pupils and staff, parents? Is this information used to improve the provision of services? Is pupil achievement monitored by diverse groups? Are there trends or patterns in the data that may require additional action? Do monitoring systems gather data that are appropriate and useful for building cohesive school community? Is bullying and harassment of pupils and staff monitored and is this information used to make a difference? Does the school anti-bullying policy specifically refer to that directed to children and adults from diverse groups? (specifically mention racist and homophobic bullying?) Do fire evacuation procedures take full account of the needs of disabled people e.g. deaf pupils/parents versus fire alarms? Are personal evacuation plans in place where necessary? Have disabled children and their parents/carers been consulted about the procedure or administration of medication? Are processes in place to gather information on whether new or existing pupils have additional needs in order to plan for admission and/or transition stages? Does the school provide reasonable adjustments for disabled pupils and staff? Does it allow disabled staff additional time off for treatment for their condition without penalising them? Does the school s leave policy take account time off teacher off teachers who are carers or need regular time off for certain medical appointments related to their health? Are all contractors aware of our equality and cohesion duties and responsibilities? Do we include equality and cohesion clauses in contracts where relevant? Do we monitor contractor s performance against these clauses? Pupil Achievement How does the school explain any differences in attainment levels? Are the explanations justified? Can they be justified on non-discriminatory ground? Does the school help all its pupils to achieve as much as they can, and get the most from what is on offer, based on their individual needs? What is the school doing to raise standards and promote equality of opportunity for pupils who seem to be underachieving and who may need extra support? Curriculum Does the school ensure that some part of the curriculum in each year raises equality issues? How does it do this? Are equality and diversity portrayed positively in school books, drama, displays and discussions such as circle time and class assemblies? COMMUNITY COHESION AND EQUALITY 17

18 Are all governors aware of their statutory duty to promote equality? Do we/can we carry out awareness raising and anti-bullying activities with pupils? Development How does the school help all staff to develop and reach their full potential? Is training provided to staff, governors etc to help them to understand their responsi and duties? Participation How does the school encourage all parents to take part fully in the life of the school? Are pupils from all diverse groups encouraged to participate in school life? How is this shown through representation in school events such as class assemblies and the school council? Is the school environment as accessible as possible to pupils, staff and visitors to the school? Are open evenings and other events which parents or carers attend held in an accessible part of the school, accessible language or format? Are parents asked to inform school of their accessibility needs before parents evening? Is information available to parents, visitors, pupils and staff in formats which are accessible if required? Is everyone aware of this? Do parents know how/where to request for their preferred format? Are procedures for the election of parent governors open to candidates and voters who are from diverse groups? Impact Is the action the school has taken appropriate and effective? Are there any unexpected results? If so, how are they being handled/explored? COMMUNITY COHESION AND EQUALITY 18