EQUALITY AND DIVERSITY POLICY

Transcription

1 EQUALITY AND DIVERSITY POLICY School Details : DofE Registration Number : 334/6010 Company Registration Number : Registered Charity Number : Telephone Number : / Designated Member of Staff : Sarah Gallagher- School Principal Mobile: s.gallagher@theislandproject.co.uk Deputy Designated Member of Staff: Nicole Sheehan - School Manager Mobile: n.sheehan@theislandproject.co.uk Melanie Sheehan Head of College and Further Education Mobile: m.sheehan@theislandproject.co.uk Designated Trustees For Child Protection: Sharon Quigley s.quigley.trustee@theislandproject.co.uk Board : S.Gallagher - School Principal s.gallagher@theislandproject.co.uk Carol Howe Education Director c.howe@theislandproject.co.uk Paul Quigley Commercial Director p.quigley@theislandproject.co.uk Sarah Gallagher Compliance Director s.gallagher@theislandproject.co.uk Trustees : Carol Howe Sharon Quigley Date last reviewed: Issued 9the May 2016

2 School s Aims and Values This policy sets out our commitment to promoting equality and community cohesion and eliminating discrimination and harassment. At ( the School ) we will continuously strive to ensure that everyone is treated with respect and dignity. Each person in our School will be given fair and equal opportunities to develop their full potential regardless of their gender, ethnicity, cultural and religious background, sexuality, disability or special educational needs and ability. The School aims to teach children with autism the knowledge and skills to give them confidence that will enable them to reach their full potential and lead a more independent life. The School aims to provide a safe learning environment and a learning experience that is communication focused and offers stimulation and challenge. The School aims to provide a breadth of curriculum opportunities to develop the individual child s capabilities to the full. The School aims to foster the ability to make friendships, to better communicate with a wide range of people and to encourage the ability to make personal choices. The School aims to maintain and improve each child s physical abilities and to develop their understanding and awareness of the world around them. The School works actively to promote equality and foster positive attitudes and commitment to an education for equality. We will do this by: Treating all those within the School community (eg pupils, staff, governors, parents and the community) as individuals with their own particular abilities, beliefs, challenges, attitudes, background and experience. Creating and maintaining a School ethos which promotes equality, develops understanding and challenges myths, stereotypes, misconceptions and prejudices. Encouraging everyone in our School community to gain a positive self-image and high self-esteem. Having high expectations of everyone involved with the whole School community. Promoting mutual respect and valuing each other s similarities and differences and facing equality issues openly and honestly. Identifying, challenging and removing all practices, procedures and customs which are discriminatory and replacing them with practices that are fair to all. Monitoring, evaluating and reviewing all the above to secure continuous improvement in all that we do. 2

3 School Context for children with autism has been established as a specialist independent chool designed to provide an appropriate education for children diagnosed with Autistic Spectrum Disorder (ASD). It is founded on the principles of Applied Behavioral Analysis (ABA). There is considerable evidence supporting the success of this teaching method which has been gathered over a substantial period of time. The School is based in Meriden, West Midlands. The School building and grounds have been chosen to provide good space and facilities for physical activities both indoors and outside. The location in the heart of England is central to the geographical area, with excellent communication links. The convenient access to the local facilities and countryside, offers scope for outdoor work as well as access to a local and supportive community. Whilst the area surrounding the School can be described as affluent and semi-rural, pupils will be accepted from a large geographical area. To be eligible for admission to pupils must have A primary diagnosis of Autistic Spectrum Disorder A Statement of Special Educational Needs or EHCP An agreement from the relevant Local Authority or other source to fund the placement Be of the appropriate age with the appropriate skills and behaviour profile to fill the available place. Equality Legislation This equality and diversity policy enables the School to meet its statutory obligations under the equality duties outlined below and includes a set of specific measurable targets for each area of legislation. The key pieces of equality legislation are: The Equality Act 2006 amends the Sex Discrimination Act to place a statutory duty on us when carrying out our functions, to have due regard to the need: To eliminate unlawful discrimination and harassment To promote equality of opportunity between men and women. The Disability Discrimination Act 2005 states that we should in carrying out our functions have due regard to the need to: eliminate unlawful disability discrimination eliminate disability related harassment promote equality of opportunity between disabled people and others 3 promote positive attitudes towards disabled people

4 encourage participation by disabled people in public life take steps to take account of disabled people s disabilities even where that involves treating disabled people more favourably than others The Special Educational Needs and Disability Act 2001 establishes a legal right for disabled students in pre- and post-16 education by amending the Disability Discrimination Act to include education, training and any services provided wholly or mainly for students, It is unlawful to treat a student less favourably for reasons due to disability. If an individual is at a substantial disadvantage due to the way in which a body provides its educational services, responsible bodies are required to take reasonable steps to prevent that disadvantage. That may include: changes to policies and practices for pre-16 students only; changes to course requirements or work placements; changes to the physical features of a building; the provision of interpreters or other support workers; the delivery of courses in alternative ways; and the provision of material in other formats. The application of the law will depend on the size and resources of the educational institution, nature of services and the impact it has on the disabled person. The Race Relations Amendment Act 2000 states that we should in carrying out our functions, have due regard to the need: to eliminate unlawful racial discrimination; and to promote equality of opportunity and good relations between persons of different racial groups The Equality Act 2010 gives us a duty to take into account the need to: eliminate discrimination, harassment and victimisation advance equality of opportunity foster good relations between different parts of the community This covers age, disability, gender reassignment, marital or civil partnership status, pregnancy and motherhood, race (including ethnic or national origin, colour and nationality), religion or belief (including lack of belief), sex and sexual orientation. Roles and Responsibilities This policy links to other specific policies and action plans that the School produces. 4

5 This policy outlines the roles and responsibilities of everyone involved and connected with the School so that each person knows what is expected of them. Promoting equality and raising the achievement of all pupils is the responsibility of the whole School staff. Introduction to this equality and diversity policy will be included in induction arrangements for all staff new to the School. School induction procedures will highlight duties implied by this policy the same way as child protection, health and safety and behaviour policies form part of the induction process. The School Principal, School Manager, Board of Directors and Education Team will demonstrate through their personal leadership the importance of this policy. She/he will ensure that all staff are aware of the policy and understand their role and responsibilities in relation to it. The School Principal will assess and monitor the impact of the policy. Where additional funding is available for raising the achievement of specific groups of pupils, the School Principal will ensure that the additional resources are used appropriately. They will be targeted on the basis of identified need and outcomes are monitored. All Staff will familiarise themselves with this policy and know what their responsibilities are in ensuring that it is implemented. All staff will know the implications of the policy for their planning, teaching and learning strategies as well as for behavioural issues. Pupils will be made aware of how the equality and diversity policy applies to them through consistent teaching and behaviour support. They will learn to treat each other with respect and have the confidence to report incidents to adults. Parents/Carers will be encouraged to participate fully in implementing the equality and diversity policy within the School particularly by reinforcing its ethos at home. Training All staff will receive guidance on the policy and their responsibilities. All new staff will have the policy explained to them as part of induction arrangements. Following revision of the policy, changes will be communicated to all staff and refresher training will be arranged as necessary. Breach of the Policy All persons covered by policy will be aware of their responsibility to report any action which constitutes, or could be deemed to constitute, a breach of the policy, in the first instance to a member of the management team. It will be for the School Manager and/or School Principal in consultation with other relevant staff, to decide on appropriate response to any breach of the policy, depending on circumstances and seriousness. This may include amongst other actions: Formal or informal warnings Involvement of Directors or Trustees; Fixed term or permanent exclusion. 5

6 Monitoring information will help us to see what progress we are making towards meeting our targets and aims. In particular it will help us to: Highlight any difference between pupils Ask why these differences exist and test explanations given Review the effectiveness of current targets and objectives Decide what further action will be necessary to meet particular needs and to improve the performance of pupils (which might include positive action) Rethink and set targets in relevant strategic plans Links will be made with Performance Management objectives which will include qualitative information as well as quantitative data Take action to make improvements Harassment Policy our commitment to action We recognise our responsibility to respond promptly and effectively to the issues of bullying; to prevent incidents from occurring whenever possible; to protect and support pupils/staff who are victims; and to modify the behaviour of the perpetrator by helping them learn different ways of behaving. We are committed to: providing a caring, friendly and safe environment for all our pupils so that they can learn in a relaxed and secure atmosphere; encouraging children and young people to communicate their worries, confident that an adult will listen and will help; promoting the message that bullying of any kind is unacceptable and not tolerated; ensuring that the anti-bullying policies and Government guidelines are understood and that they are reviewed and monitored regularly to ensure their effectiveness; making sure that all staff, pupils and parents are consulted on the development of the anti-bullying policy and aware of its content; We will make it clear to pupils, staff and parents/carers that if and when bullying occurs, we will work together as a community, in accordance with our School policy, to ensure the safety of the victim and to support improved behaviour from the perpetrator of bullying. Whole School behaviour is key to the success of our School and as part of our School ethos we value respect and dignity for all, regardless of age, ability, race or gender. Working in an environment where everybody is expected to behave in a respectful manner gives pupils good role models and allows staff and pupils to flourish and achieve. 6

7 Community Cohesion We work together with our local community to build community cohesion by promoting equality of opportunity and inclusion for different groups of pupils within our School and encouraging our pupils to actively engage with others to understand what they all hold in common. At the School, we value the importance of developing strong links between the School and local, regional and national communities. Within PHSE education we involve our pupils in the local community, so that they learn how to participate in a practical way in the life and concerns of their neighbourhood and the community. Working with parents, local residents, the business community, public services, and voluntary services teaches the children to become active citizens. our aims are: To help children today to prepare for the future; For all of us to care about our School and the environment; For our children, our parents and our staff all to work together; To acknowledge that our neighbours are important to us: To accept that the School is not a building in isolation, but is situated within the community of Meriden, Balsall Common and the surrounding areas, which, is part of the larger community of the West Midlands. It is important that The Island Project School, its children, staff and Management team are recognised as part of the local and wider community. Assessing the impact of policies We will continue to assess the effectiveness of our policies through existing arrangements for developing and reviewing other School policies. The main question for assessing the impact of all of our School s policies, giving special attention to pupils attainment levels, will include the following: 7 Do we help all our pupils to achieve as much as they can, and get the most from what is on offer, based on their individual needs? Which pupils are not achieving as much as they can? Why not? How do we explain any differences? Are the explanations justified? Does each relevant policy include aims to deal with pupil attainment differences between pupils? Do our policy aims lead to action to deal with differences that have been identified? What are we doing to raise standards and promote equality of opportunity for pupils? Can any action we take be traced back to individual policy aims and related targets and strategies?

8 Is the action taken appropriate and effective? Are there any unexpected results? If so how are they being handled? Does each relevant policy include aims to promote equality and harmony, prevent or challenge discrimination? Does each relevant policy s aims lead to effective action? What changes does the School need to make to relevant policies, their aims and any related targets and strategies? To answer these questions we will consider the following: Collecting and analysing relevant monitoring and other data Talking to parents, pupils and staff to find out their needs and opinions Carrying out surveys or special research We will use the results of these assessments to: Rethink our equality aims, targets and strategies Influence and guide their planning and decision making Making the Policy Available We will make this policy widely available both within the School community and in the wider community so that all the Directors, staff, pupils and parents/carers are aware of it and its contents. We will do this by: Formally adopting the policy; Distributing copies of the adopted policy to all members of staff; Making copies available to parents; Producing the policy in alternative formats on request. This Equality and Diversity policy was initially adopted by The Island Project School on 12/11/07 and has since been reviewed on a regular basis 8