GOONHAVERN PRIMARY SCHOOL

Transcription

1 GOONHAVERN PRIMARY SCHOOL SINGLE EQUALITY PLAN POLICY STATEMENT FOR EQUALITY, OPPORTUNITY AND ENTITLEMENT (Disability Equality, Race Equality, Gender Equality schemes) Z:\Staff\Policies and risk assessments\equality\single equality policy and plan 2016.doc

2 GOONHAVERN PRIMARY SCHOOL POLICY STATEMENT FOR EQUALITY, OPPORTUNITY AND ENTITLEMENT (Disability Equality, Race Equality, Gender Equality Scheme) 1 Introduction 1.1 We are committed to giving all our children every opportunity to achieve the highest standards. We do this by taking account of pupils varied experiences and needs. We offer a broad and balanced curriculum, and have high expectations of all children. The achievements, attitudes and well-being of all our children matter. This policy is intended to help to ensure that this school promotes the individuality of all children, irrespective of ethnicity, religion, attainment, age, disability, gender or background 1.2 This policy accords with legislation: Race Relations (Amendment) Act (2000); Disability Discrimination (Amendment) Act (2001); Sex Discrimination Act (1975). 2 Aims and objectives 2.1 We do not discriminate against anyone, be they staff or pupil or parent, on the grounds of ethnicity, religion, attainment, age, disability, gender or background. 2.2 We promote the principle of fairness and justice for all through the education that we provide in our school. We recognise that doing this may entail treating some pupils differently. 2.3 We seek to ensure that all pupils have equal access to the full range of educational opportunities provided by the school. 2.4 We constantly strive to remove any forms of indirect discrimination that may form barriers to learning for some groups. 2.5 We ensure that all recruitment, employment, promotion and training systems are fair to all, and provide opportunities for everyone. 2.6 We challenge personal prejudice and stereotypical views whenever they occur. 2.7 We value each pupil s worth, we celebrate the individuality and cultural diversity of the community centred on our school, and we show respect for all minority groups. 2.8 We are aware that prejudice and stereotyping are caused by poor self-image and by ignorance. Through positive educational experiences, and support for each individual s legitimate point of view, we aim to promote positive social attitudes, and respect for all. Z:\Staff\Policies and risk assessments\equality\single equality policy and plan 2016.doc

3 3 Race Equality 3:1 Aims of the School We seek to ensure that all pupils have equal access to the full range of educational opportunities provided by the above. We do not discriminate against anyone, be they staff, pupil or parent, on the grounds of ethnicity. We aim to be proactive in promoting racial equality and good race relations and tackle discrimination wherever it may occur. We challenge personal prejudice and stereotypical views, whenever they occur. We value each pupils worth and celebrate the individuality and cultural diversity of the community centred on our school. We are aware that prejudice and stereotyping are caused by poor self image and by ignorance. Therefore, through positive educational experiences and understanding of others viewpoints, we aim to promote positive social attitudes and respect for all. 3:2 Our Commitment to Race Equality As far as possible our aim is to promote racial equality and excellent race relations. We generally aim to take a whole school approach in this context. Wherever possible, we work in partnership with our parents and the wider community. Our commitment to race equality covers all aspects of the school s work including: Progress, attainment and assessment. Behaviour, discipline and exclusions. Personal development and pastoral care for our pupils. All aspects of teaching and learning and the wider curriculum. Admissions and attendance. Staff recruitment and professional development. Partnership with parents and communities. 3:3 Curriculum, Teaching and Assessment Curriculum planning takes account of our commitment to race equality. The criteria used for allocating pupils to teaching groups is fair and equitable for pupils from all ethnic groups. Our aim is to ensure that, in time, assessment methods are free from any unfair bias. We use assessment outcomes to identify the specific needs of any pupils who may be underachieving. Our aim is to make sure that teaching methods and styles are varied to take account of different needs of individuals or groups of pupils. Wherever possible we aim to celebrate cultural and racial diversity through the curriculum. Our aim is not only to encourage all pupils to oppose racial discrimination but also to make sure that they have the skills to challenge such racism as and when it occurs. Z:\Staff\Policies and risk assessments\equality\single equality policy and plan 2016.doc

4 4 Disability Non-Discrimination 4.1 Some children in our school have disabilities. We are committed to meeting the needs of these children, as we are to meeting the needs of all within the school. The school fully meets the requirements of the amended Disability Discrimination Act that came into effect in September All reasonable steps are taken to ensure that these children are not placed at a substantial disadvantage compared to non-disabled children. 4.2 The school is committed to providing an environment that allows disabled children full access to all areas of learning. 4.3 Teachers modify teaching and learning as appropriate for children with disabilities. For example, they may give additional time to complete certain activities, or modify teaching materials, or offer alternative activities where children are unable to manipulate tools or equipment. 4.4 The school annually publishes an Accessibility Plan that addresses three core areas of: 1. Improving the access to the physical environment of the school 2. Increasing access for disabled children to the curriculum 3. Improving the delivery of written information to children with disabilitiesand their families (See appendix 1) 5 Gender Equality 5.1 We recognise that nationally the achievement of boys is falling behind that of girls. We are committed to seeing all individuals and groups of pupils making the best progress possible in our school. 5.2 We realise that although gender is one of the key factors affecting educational performance, it affects different sub-groups of boys and girls in different ways. Social class, ethnic origin and local context are all strongly linked to performance. We also seek to ensure that policies designed to improve the boys attainment do not do so at the expense of achievement by the girls. 6 The Role of Governors 6.1 In this policy statement the governing body has set out its commitment to equal opportunities, and it will continue to do all it can to ensure that all members of the school community are treated both fairly and equally. 6.2 The governing body collects, analyses and evaluates a range of school data. We check that all pupils are making the best possible progress, and that no group of pupils is underachieving. To do this we monitor: admissions; attainment; exclusions; rewards and sanctions; parents and pupils questionnaires. Z:\Staff\Policies and risk assessments\equality\single equality policy and plan 2016.doc

5 6.3 The governing body seeks to ensure that people with disabilities, and those from different ethnic backgrounds, are not discriminated against when applying for jobs at our school. The governors take all reasonable steps to ensure that the school environment properly accommodates people with disabilities in line with building regulations and education (school premises regulations 1999) 6.4 The governing body will, in its annual report, make reference to arrangements for disabled pupils and pupils from different ethnic backgrounds. 6.5 The governors welcome all applications to join the school, whatever background or disability a child may have. 6.6 The governing body ensures that no child is discriminated against whilst in our school on account of their sex, religion or race. So, for example, all children have access to the full range of the curriculum, and regulations regarding school uniform will be applied equally to boys and girls. If a child s religion has a bearing on school uniform, then the school will deal with each case sensitively, and with respect for the child s cultural traditions. 6.7 The Governors ensure that the policy complies with all current legislation and have responsibility for keeping themselves and the school briefed on new legislation. 6.8 The Governors, in partnership with the Headteacher, will take appropriate action in cases of racial discrimination, disability discrimination or gender discrimination, seeking advice and support from the LA as and when necessary. 7 The Role of the Headteacher 7.1 It is the Headteacher s role to implement the school s policy on equal opportunities, and s/he is supported by the governing body in so doing. 7.2 It is the Headteacher s role to make sure that all staff are aware of the school policy on equal opportunities, and that teachers apply these guidelines fairly in all situations. 7.3 The Headteacher ensures that all appointments panels give due regard to this policy, so that no-one is discriminated against. 7.4 The Headteacher promotes the principle of equal opportunity when developing the curriculum, and in providing opportunities for training. 7.5 The Headteacher promotes respect for other people in all aspects of school life; in the assembly, for example, respect for other people is a regular theme, as it is also in displays around the school. 7.6 The Headteacher views all incidents of unfair treatment, and any racist incidents, with due concern. 7.7 the Headteacher implements and monitors the racial incidents log noting any patterns of concern. Z:\Staff\Policies and risk assessments\equality\single equality policy and plan 2016.doc

6 8 The Role of the Class Teacher/Support Staff 8.1 All staff recognise their own prejudices, but do their best to ensure that all pupils are treated fairly and with respect. We do not knowingly discriminate against any child. 8.2 When selecting classroom material, teachers strive to provide resources which give positive images, and which challenge stereotypical images of minority groups. 8.3 We seek to implement this policy when designing schemes of work, both in our choice of topics to study, and in how we approach sensitive issues. So, for example, history topics include examples of the significant contributions women have made in this country s history. In geography the teacher attempts to counter stereotypical images of Africa and Asia, and to show the true diversity of development in different parts of the world. 8.4 All our teachers and support staff challenge any incidents of prejudice or racism. We record any incidents in the school log book, and draw them to the attention of the Headteacher. 8.5 Staff aim that newly arrived, non English speaking pupils, are assessed at the earliest opportunity using appropriate materials. 9 Monitoring and Review 9.1 It is the responsibility of our governing body to monitor the effectiveness of this policy. The governors will therefore: monitor the progress of pupils from minority groups, comparing it to the progress made by other pupils in the school; monitor the staff appointment process, so that no-one applying for a post at this school is discriminated against; require the Headteacher to report to governors annually on the effectiveness of this policy; take into serious consideration any complaints from parents, staff or pupils regarding equal opportunity; monitor the school s behaviour policy, and the numbers of exclusions, to make sure that pupils from minority groups are not unfairly treated. 10 Admissions, Attendance, Discipline and Exclusion We take steps to ensure that the admission process is fair and equitable to pupils from all ethnic groups. The school monitors pupil attendance by ethnic group and uses data to develop strategies to address poor attendance. Wherever possible, we accommodate pupils need to take time off for religious festivals. We aim to identify and adopt good practice strategies in order to reduce any differences in rates of exclusion between ethnic groups. Our procedures for disciplining pupils and managing behaviour are fair and applied equally to all pupils irrespective of ethnicity. All our processes for excluding a pupil are free from racial discrimination and our strategies to reintegrate excluded pupils accommodate the needs of pupils from all ethnic groups. Z:\Staff\Policies and risk assessments\equality\single equality policy and plan 2016.doc

7 11 Parental and Community Our policy is to regularly inform all parents of their child s progress. We take proactive steps to involve ethnic minority parents in the life of the school. We aim to involve parents from all ethnic groups on the governing body. We also have active links with ethnic minority community groups and organisations. Wherever there are opportunities such groups and organisations are involved in the provision of learning or enrichment activities for our pupils. 12 Evaluation and Review of the policy This policy will be reviewed by the governing Body, every two years, or earlier if considered necessary. The policy will be updated as required by the subject co-ordinator. Date of next review: January 2018 Z:\Staff\Policies and risk assessments\equality\single equality policy and plan 2016.doc

8 Goonhavern Primary School Nurture the seed and together we will grow Accessibility Plan Purpose of Plan The purpose of this plan is to show how our educational setting intends, over time, to increase accessibility to the physical environment, the curriculum and written information so that all pupils/students with a disability can take full advantage of their education and associated opportunities. Definition of disability A person has a disability if he or she has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities. Key Aims To increase and eventually ensure for pupils/students with a disability that they have: - total access to our setting s environment, curriculum and information and - full participation in the school community. Principles Compliance with the Equality Act is consistent with our setting s aims and equal opportunities policy and SEN information report. Our staff recognise their duty under the Equality Act: o Not to discriminate against disabled pupils in their admissions and exclusions, and provision of education and associated services o Not to treat disabled pupils less favourably o To take reasonable steps to avoid putting disabled pupils at a substantial disadvantage o To publish an accessibility plan 8

9 In performing their duties governors have regard to the Equality Act 2010 Our setting o recognises and values the young person s knowledge/parents knowledge of their child s disability o recognises the effect their disability has on his/her ability to carry out activities, o respects the parents and child s right to confidentiality The setting provides all pupils with a broad and balanced curriculum that is differentiated, personalised and age appropriate. Increasing Access for disabled pupils to the school curriculum This includes teaching and learning and the wider curriculum of the school such as participation in after school clubs, leisure and cultural activities or school visits. Improving access to the physical environment of the school This includes improvements to the physical environment of the school and physical aids to access education. Improving the delivery of written information to disabled pupils This will include planning to make written information that is normally provided by the school to its pupils available to disabled pupils. Examples might include handouts, timetables, textbooks and information about school events. The information should take account of pupils disabilities and pupils and parents preferred formats and be made available within a reasonable time frame. Financial Planning and control The headteacher, SLT and the finance committee will review the financial implications of the accessibility plan as part of the normal budget review process. 9

10 Accessibility Action Plan Compliance with the Equality Act Accessibility Outcome Fire and Access Plan completed and printed and on display. Action to ensure Outcome Complete the Fire and Access Plan to include nursery Who responsible Long, medium or short-term Time Frame Clive Ellacott Medium term Sum 16 Notes All children and staff aware of how to be safe around wheelchairs. Families and children feel their voice has been heard in the writing of this plan. Our school offer is up to date and on the FIS website. Safety training for whole school for electric wheelchairs. Review this action plan with families and children. Review our school offer and information report and update to FIS website Wheelchair therapy Team Wheelchairs users are aware Educate individual wheelchairs users to recognise hazard and the capability of their wheelchairs. Wheelchair Therapy Team, Teachers and TAs 10

11 Access to the physical environment - statutory Accessibility Outcome All doors can accommodate wheelchair access and manoeuvrability. Action to ensure Outcome Total consideration of width of fire exits from all classrooms. Who responsible Long, medium or short-term Governors Long term? Time Frame Notes Wheelchair users have access to classrooms from all doors. Provision of ramps, platforms and handrails to the fire exit doors of Class 1 and 2. Social Care Occupational Therapy Short term Spr 16 Wheelchairs users have FULL access to whole school site. Future provision of ramp from exterior door of staffroom to meet future needs of staff or volunteers. Governors Long term? Wheelchairs users have FULL access to whole school site. Disabled persons always have adequate space to park Provision of ramp and access to the pond area and pavilion. Provision of extra disabled/reserved parking adjacent to existing. Repaint existing markings and to put up signage. Social Care Occupational Therapy Governors Site supervisor Short term Sum 16 Disabled children do not need to move far from own classrooms to use the toilet. Update provision for disabled toilets in Key Stage 1 area. Governors Medium term Aut 16 Children are able to access the curriculum refreshed Create a calm, low sensory room for sleeping and sensory breaks, either the Social Care Short term Sum 16 11

12 after sleep and sensory breaks. kiln room, the music room or the quiet room. Occupational Therapy Wheelchair users can be taught in any area of the school. School is equipped to meet the needs of moderately and severely visual and hearing impaired children or adults. Wheelchair users are aware of areas around the school where a wheelchair may potentially tip and will avoid these areas. Handrails in place. Steps are clearly visible. Wheelchair users have maximum possible independence in moving around the school. No trip hazards in nursery building. Clear and wide access is possible in infant corridor. Taps can be used by all children. Furniture and equipment for children in wheelchairs to be planned for future years, eg ICT benches too low, lunch tables, junior tables etc. To fit hearing loop, provide braille signage, large print to meet the needs of future children and their families and also for community users. To ensure as new pupils are coming into our school that we are ready to meet their needs. Carry out a full audit of tilt/tip hazards and build this into the site supervisors premises inspection checks. Handrail on ramp up to nursery to be fitted. Nosing on steps to Class 1 and 2 to be painted yellow. Total review of door opening and closing mechanisms to support wheelchair users. Review of all doors in juniors these are too heavy for some children to open. Removal of the door sill at the back entrance to the nursery. Move book storage from infant corridor to allow wider access here Update taps in all classrooms for child with limited dexterity, grip and strength. Occupational Therapy Wheelchair Therapist alongside TAs and teachers Short term Sum 16 Long term Sum 17? Site supervisor Medium term Sum 16 Site supervisor Immediate Spr 16 Social Care Occupational Therapy Team Short Term Spr 16 Site supervisor Short term Aut 16 Site supervisor Medium Term Sum 16 Social Care Occupational Therapy Team Wider and clearer turning Declutter of disabled toilet. Site supervisor 12

13 space available for electric wheelchair users. Gate is more easily opened and safer for infants and their families. Improvements to gate and access at bottom of playground. Site Supervisor Medium term Sum 16 Ensuring inclusion in the school community Accessibility Outcome Most up to date information is available for children and families. Action to ensure Outcome To update our school offer and information report and share this on the Family Information Service website. Who responsible Long, medium or short-term Time Frame Short term Sum 16 Notes Staff are well trained to meet the needs of all pupils. To continue to meet training needs of new and existing staff. Short term Sum 16 Access to the curriculum statutory Accessibility Outcome Pupils make maximum progress and have wide access to the curriculum. Action to ensure Outcome Contact Specialist ICT service regarding provision of equipment for individual children. Who responsible Long, medium or short-term Time Frame Notes 13

14 Access to information advice and guidance statutory Accessibility Outcome All families are aware of this service and more families opt to use this service. Action to ensure Outcome To more actively promote the services of SENDIASS and to seek further ways to support families of children with SEND through our school website. Add to newsletter. Who responsible Long, medium or short-term Time Frame Notes 14