Equal Opportunities Policy incorporating the Racial Equality and Inclusion policies
The policy includes all children, including EYFS and all staff.
It has regard for the Disability Discrimination Act and SEND code of practice and the school’s Accessibility Policy
- All staff and children should be treated fairly
- All staff and children should feel safe at school
- All staff and children should be valued and respected
- All staff and children’s concerns should be listened to
- Children will have the opportunity to learn
The Cedars school believes that equal opportunity is essential for effective education to take place.
The school is committed to ensuring that equal opportunities principles guide the work of the school and the behaviour of staff within it.
Principles of Equal Opportunities
Equal opportunity exists where:-
- there is opportunity for each individual to develop his or her abilities fully
- individual needs are focused on and individual differences valued
- positive role models are provided that encourage each individual’s full development
- there is a calm and friendly atmosphere which encourages and promotes high personal standards
- there is a healthy, safe and secure environment
- individuals are not held back by discrimination, ridicule, put-downs, sarcasm, bullying, harassment or offensive behaviour, whether intentional or unintentional
- all may make a contribution to the welfare of the school community
- concerns about injustices are facilitated, not stifled; they are investigated and remedied and not obstructed
These principles will apply to all members of the school, visitors and to any other person who may come into contact with the school, regardless of race, colour, nationality, ethnic origin, gender, disability, marital status, sexual orientation or age. All people treat one another with respect.
Overall responsibility for the monitoring of the equal opportunities policy with the school rests with the Head Teacher.
Staff Awareness and Conduct
All members of staff are responsible for ensuring equal opportunities and should be aware of:-
- the fact that they are role models for the children
- their own beliefs and behaviour and the messages these may send to the children, parents and colleagues
- the results of their words and actions, whether intentional or unintentional
- individual children’s needs, both physical and emotional
- any stereotypes that may be portrayed in resources and curriculum plans
- the spirit of the law with regard to equal opportunities
Staff should aim to:-
- show respect to all members of the school community
- make a balanced use of time with regard to individual children in each class
- monitor assessment and classroom performance with regard to equal opportunites, ensuring that all children, including those from an ethnic minority group, are making an appropriate rate of progress commensurate with their abilities
- through example, promote the principles of the equal opportunities policy
Management of the Curriculum
In order to ensure that every child has the opportunity to develop his or her abilities fully within an individual subject area:-
- the curriculum, its assessment and styles of teaching in its delivery will be planned with an awareness of the needs of individuals across the range of aptitudes, cultures and backgrounds
- as far as possible, the curriculum will be balanced, objective, free from bias and sensitive to the need to support a diverse and tolerant community
- the content, where appropriate, will present positive images of race, colour, nationality, ethnic origin, gender, disability, marital status, sexual orientation or age, and it will aim to counter stereotyping particularly where there are displays
- the criteria for organising teaching groups will be clear, consistent, and in accordance with the principles of this equal opportunities policy
- the school will make every effort to ensure that children who suffer from ill-health, which leads to regular or lengthy absences from school do not fall behind with their studies
- we will make every effort to ensure that children who join the school in the middle of a year are given the opportunity to catch up with work not covered
We look at the needs of all children, paying particular attention to the provision made for the emotional development and academic achievement of different groups of learners within the school (the list is not exhaustive).
- Children with English as an additional language
- children with special educational needs (having regard to the code of practice)
- children who are able, gifted or talented.
- children ‘looked after’ by the local authority
- children with medical needs and those with a disability
- children with emotional and behavioural difficulties
- other children such as young carers or children from families under stress
We are fully committed to promoting and achieving an inclusive environment in which barriers to learning and participation are overcome. We aim to achieve this by:
- recognising and valuing individual strengths, abilities and needs
- creating an environment where all children can contribute fully and feel valued
- offering a curriculum which enables all children to develop and succeed
- organising teaching groups so that they provide the most effective environment for learning and achievement
- ensuring lessons are accessible to all children
- actively involving children in their own learning
- supporting children in learning to manage their own behaviour and relationships
- using a wide range of assessment opportunities which enable all children to demonstrate their achievement
- rewarding achievement and improvement
- ensuring that children have equal opportunities to participate in extracurricular activities and the social life of the school
- working in partnership with parents/carers and providing any support we can
- Strategies for implementation
We ensure the effective implementation of this policy by
- Staff having the correct training, development and support to remove any barriers to learning
- Staff using different forms of assessment to inform planning to meet each child’s needs and ensuring that children are set work which will ensure they achieve their potential.
- Working together to ensure ILPs (Individual Learning Plans) are best implemented
- developing an understanding of differences of background, religion, culture, ethnicity, gender, impairment through the curriculum
- allocate support staff to provide the best support of the children
- providing planned and appropriate support for the specific needs of children who need the support of external agencies
- ensure our teaching areas enable all children to access a full curriculum.
- working with and involving parents/carers in overcoming barriers to learning and participation in school
- ensuring that all other relevant policies reflect and support the inclusive nature of our school
The Pastoral System
Promoting equal opportunities is a major aim of the pastoral system of the school. This includes the following:-
- the formation of positive relationships, regardless of individuals’ personal situations
- addressing issues of race, colour, culture, religion, gender and disability within the programme of pastoral education
- school procedures and policies for dealing with misbehaviour and bullying
- equal opportunities to participate in trips or other extra-curricular activities
- communication with parents regarding equal opportunities issues which affect the education and welfare of their children
The school seeks to ensure that children seeking admission will not be barred on the grounds of race, colour, nationality, ethic origin, gender, or for any other reason that cannot be justified. Within the confines of the nature of the buildings, we aim to ensure that children with disabilities are not disadvantaged due to difficulties in access to rooms or specialist equipment
Staff recruitment follows the guidelines set down below. The school actively seeks to promote the career development of all, regardless of race, colour, nationality, ethnic origin, gender, disability, marital status, sexual orientation or age.
- All vacancies should be advertised externally
- The advertisements shall be based on a detailed job description
- A standard application form shall be used and shall avoid questions of nationality, place of birth, marital status, dependants, ethic origin and religion
- The job description and person specification shall be used to provide a checklist to select the short of long list for interview
- Interview questions shall be based on the job description and person specification
- Reasons for selection and rejection shall be recorded at each stage of the selection process and these records kept for three years to allow monitoring
All staff shall be given equal opportunity to apply for promotion as vacancies occur. Policies and guidelines for recruitment apply to internal applicants
Opportunities for training and development shall be shared equally amongst all staff. Training in procedures to deal with/follow up on an ethnic/equal opportunities incident will be given to all staff, and updated regularly as staff change.
Complaints and Concerns
- Any incident, including that which is understood to be of a racial nature and causes upset to the victim related to their culture, will be acted upon in a way appropriate to the seriousness of the incident.
- Parents who have concerns about equal opportunities (including racial equality) issues, that affect the education and welfare of their children, are encouraged to contact the school.
- Serious concerns, regarding the application of the Equal Opportunities and Racial Equality Policy, should be referred to the Head Teacher.
Date policy adopted
Date policy to be reviewed
Policy adopted by
Jane O’Halloran/ Head Teacher