EQUALITY AND DIVERSITY POLICY

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1 Haberdashers Adams Federation Schools Abraham Darby Academy EQUALITY AND DIVERSITY POLICY Ensuring fair treatment, valuing diversity, removing barriers to equality of opportunity for all The Equality Act 2010 covers the overall equalities legislative framework. In alphabetical order these are to do with age (though in education with regard to employment functions only); disability; ethnicity and race; gender; gender reassignment and identity; maternity and pregnancy; religion, faith and belief; and sexual identity and orientation. Aims The Abraham Darby Academy, part of the Haberdasher Adams Federation is committed to promoting and achieving equality of opportunity for all pupils, parents, staff, governors and visitors. We believe that all people are of equal value and are entitled to equality of opportunity irrespective of ability, disability, sex, race, ethnicity, religion, culture, age, social class, appearance or sexual orientation. Values, principles and standards Equality of opportunity is fundamental to good practice in education, in which fairness of opportunity for all is a basic right. This policy is therefore underpinned by the following values, principles and standards: equality and social justice acknowledging and valuing diversity respect for others compliance with equal opportunities legislation elimination of all forms of prejudice and unfair discrimination active challenge to stereotypes, prejudiced attitudes and unfair discriminatory behaviour commitment to inclusive education which enables and supports all pupils to develop their full potential commitment to the positive development of all staff and governors accountability for compliance with this policy by all members of the Academy and Federation communities and others engaged in Academy business or activities. Objectives The objectives of this Equality and Diversity Policy are to: i. develop an ethos which respects and values all people ii. iii. actively promote equality of opportunity prepare pupils for life in a diverse society 1

2 iv. promote good relations amongst people within the Academy community and the wider communities within which we work v. eliminate all forms of unfair discrimination, bullying, harassment or other oppressive behaviour vi. vii. viii. ix. deliver equality and diversity through our Academy policies, procedures and practice do our utmost, within available resources, to remove barriers which limit or discourage access to Academy provision and activities take positive action to provide encouragement and support to individuals and groups whose progress has been limited by stereotyping and cultural expectations monitor the implementation of equality and diversity within the Academy x. set targets for improvement and evaluate the impact of equality and diversity action in achieving our goals. Communication of Equality and Diversity Policy We will take active steps to communicate this Equality and Diversity Policy to all pupils, parents, staff, governors, partners, stakeholders, contractors and visitors to the Academy. Responsibilities and accountabilities The Governors are responsible for: making sure the Academy follows all of its equality and diversity policies and codes, and meets its legal responsibilities with respect to equality The Principal is responsible for: giving a consistent and high-profile lead on equality and diversity promoting equality and diversity inside and outside the Academy ensuring policies and procedures are in place to comply with all equality legislation ensuring that the Academy implements its equality and diversity policies and codes of practice Academy Leaders and Managers are responsible for: putting the Academy s equality and diversity policies and codes into practice making sure that all staff know their responsibilities and receive the support and training necessary to carry them out following the relevant procedures and taking action in cases of unfair discrimination, harassment or bullying All staff are responsible for: promoting equality and diversity, and avoiding unfair discrimination challenging any incidents of unfair discrimination, or racial, sexual or other stereotyping, perpetrated by pupils or other staff 2

3 keeping up-to-date with equality law and participating in equal opportunities and diversity training Pupils are responsible for: respecting others in their language and actions obeying all of the Academy s equality and diversity policies and codes COMMITTMENT TO REVIEW This Policy will be monitored and reviewed every three years by the relevant Policy Owner named below and evaluated and approved by the Governing Body on a three year cycle, and/or in the light of changes in National Curriculum requirements and DfE guidance/regulations. Equality and Diversity Policy Named Responsibility of Policy Mrs A O Brien Vice Principal (Learning and Standards) Date of Policy January 2014 Date of next Review January 2017 Governor Accountability Pupil Welfare Committee Every three years 3

4 Appendix to Equality & Diversity Policy LEGAL FRAMEWORK 1. We should promote equality, diversity and good relations in relation to age (as appropriate), faith and religion, gender reassignment and sexual and gender identity. 2. We welcome our duty under the Education and Inspections Act 2006 to promote community cohesion. 3. We welcome the proposals set out in Equality Bill : Making it Work, published by the Government Equalities Office in June 2009, that from 2011 onwards we should publish a statement of equality objectives for our Academy and should report on progress towards achieving them. 4. We recognise these duties are essential for achieving the five outcomes of the Every Child Matters framework, and that they 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 GUIDING PRINCIPLES 5. In fulfilling the legal obligations cited above, we are guided by seven principles: Principle 1 : All learners are of equal value We see all learners and potential learners, and their parents and carers, as of equal value: Whether or not they are disabled Whatever their ethnicity, culture, religious affiliation, national origin or national status Whatever their gender and gender identity Whatever their sexual identity Principle 2 : We recognise and respect difference Treating people equally (Principle 1 above) does not necessarily involve treating them all the same. Our policies, procedures and activities must not discriminate but must nevertheless 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: 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, and women and men, are recognised Sexual identity 4

5 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: 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 prejudicerelated bullying and incidents Mutual respect and good relations between boys and girls, and women and men, and an absence of sexual and homophobic harassment. Principle 4 : We observe good equalities practice in staff recruitment, retention and development We ensure that policies and procedures should benefit all employees and potential employees, for example in recruitment and promotion, and in continuing professional development: Whether or not they are disabled Whatever their ethnicity, culture, religious affiliation, national original or national status Whatever their gender and sexual identify, and with full respect for legal rights relating to pregnancy and maternity Principle 5 : we aim to reduce and remove inequalities and barriers that already exist In addition to avoiding or minimising possible negative impacts of our policies, we take opportunities to maximise positive impacts by reducing and removing inequalities and barriers that may already exist between: Disabled and non-disabled people People of different ethnic, cultural and religious backgrounds Girls and boys, women and men Principle 6 : We consult and involve 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 consult and involve: 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 Homosexual as well as heterosexual 5

6 Principle 7 : Society as a whole should benefit We intend that our policies and activities should benefit society as a whole, both locally and nationally, by fostering greater social cohesion, and greater participation in public life of: 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 Homosexual as well as heterosexual ACTION PLANS 6. We recognise that the actions resulting from a policy statement such as this are what makes a difference. ETHOS AND ORGANISATION 7. We ensure the principles listed above apply to the full range of our policies and practices, including those that are concerned with:- Pupils progress, attainment and achievement Pupils personal development, welfare and well-being Teaching styles and strategies Admissions and attendance Staff recruitment, retention and professional development Care, guidance and support Behavior, discipline and exclusions Working in partnership with parents, carers and guardians Working with the wider community ADDRESSING PREJUDICE AND PREJUDICE-RELATING BULLYING 8. The Academy is opposed to all forms of prejudice which stand in the way of fulfilling the legal duties referred to in the paragraphs 1 to 4: 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 travelers, migrants, refugees and people seeking asylum Prejudices reflecting sexism and homophobia 9. There is guidance in the staff handbook on how prejudice-related incidents should be identified, assessed, recorded and dealt with. 10. 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 are dealt with. 6

7 ROLES AND RESPONSIBILITIES 11. The governing body is responsible for ensuring that the Academy complies with legislation, and that this policy and its related procedures and action plan are implemented. 12. A member of the governing body has a watching brief regarding the implementation of this policy. 13. The Principal 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. 14. A senior member of staff has day-to-day responsibility for co-ordinating implementation of the policy. 15. All staff are expected to: Promote an inclusive and collaborative ethos in their classroom Deal with any prejudice-related incidents that may occur Plan and deliver curricula and lessons that reflect the principles in paragraph 5 above 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 16. We ensure that the content of this policy is known to all staff and governors and, as appropriate, to all pupils and their parents and carers. 17. 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 18. We respect the religious beliefs and practice of all staff, pupils and parents and comply with reasonable requests relating to religious observance and practice. STAFF DEVELOPMENT AND TRAINING 19. 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 20. 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 Principal and governing body. 7

8 MONITORING AND EVALUATION 21. We collect, study and use quantitative and qualitative data relating to the implementation of this policy and make adjustments as appropriate. 22. In particular we collect, analyse and use data in relation to achievement, broken down as appropriate according to disabilities and special education needs; ethnicity, culture, language, religious affiliation, national origin and national status and gender. 8

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