North Baddesley Infant School
Happy, valued and growing together
Single Equality Scheme
We believe that all pupils and members of staff should have the opportunity to fulfil their potential whatever their background, identity and circumstance. We are committed to creating a community that recognises and celebrates difference within a culture of respect and cooperation. We appreciate that a culture which promotes equality will create a positive environment and a shared sense of belonging for all who work, learn and use the services of our school.
Our single equalities scheme supports this by:
- Recognising that all schools have duties to promote race, disability and gender equality
- Recognising that equality will only be achieved by the whole school community working together
- Providing a coherent framework for our school to promote equality, diversity and inclusion within our school
- Supporting the development of excellent relationships within the community
- Tackling prejudice, discrimination and their causes in a proactive and holistic way. to aid the removal of attitudinal and cultural barriers
- Determining the effectiveness of the scheme through:
- active involvement with key stakeholders in the development, review and implementation of the scheme
- proactive leadership and prioritization of activities that produce specific, tangible improved outcomes
- Incorporating our individual policy for race equality, and our disability and gender equality schemes into one overarching Single Equality Scheme
- Identifying a set of priorities to promote equality, inclusion and community cohesion and a plan of action to address these over the next three years
- Recognising that our commitment to equality is a fundamental part of our drive towards excellence and improved outcomes for all
- Involving staff, parents and pupils in the development, monitoring and review of the scheme
- We will collect a broad range of qualitative and quantitative information to monitor our policies and practice and to demonstrate our progress in equality, inclusion and community cohesion
2 National and legal context for diversity
All schools have duties to promote race, disability and gender equality.
The general duty to promote race equality means that we must have due regard to:
- eliminate unlawful racial discrimination
- promote equality of opportunity
- promote good relations between people of different racial groups
The general duty to promote disability equality means that we must have due regard to:
- promote equality of opportunity between disabled people and other people
- eliminate unlawful discrimination
- eliminate disability-related harassment
- promote positive attitudes towards disabled people
- encourage participation by disabled people in public life
- take steps to take account of disabled peoples' disabilities, even where that involves treating disabled people more favourably than other people
The disability equality general duty reinforces the reasonable adjustment duties of the Disability Discrimination Act (DDA). In particular, it complements, and in some cases overlaps with, the anticipatory duty to make adjustments.
The general duty to promote gender equality means that we must have due regard to:
- eliminate unlawful discrimination and harassment and
- promote equality of opportunity between men and women
Schools also have specific duties under these three promotional duties, which are explained in Section 6. This Scheme demonstrates our response to both the general and specific duties.
Schools have a duty to promote community cohesion, developing good relations across different cultures, ethnic, religious and non religious and socio-economic groups. There are no statutory requirements for schools to have a policy or action plan for promoting community cohesion. However, we have incorporated our priorities into our Single Equality Scheme and Equality Action plan to make it easier to monitor our progress and performance in meeting the requirements of this duty.
Although there are no equivalent promotional duties in relation to age, sexual orientation and religion or belief, we must ensure that we do not discriminate on these grounds. This Scheme includes our priorities and actions to eliminate discrimination and harassment for these equality areas.
The Appendix provides further details of the requirements of equality legislation.
3 School Context
Hampshire is a large and diverse county with over a million residents. There is a mix of urban and rural areas and our school is between the urban area of Southampton and the rural market town of Romsey.
At the time of writing this (2014) there are 28 staff; 11 teaching staff, 2 cleaning staff, 3 admin staff, 10 teaching assistants and 7 lunchtime supervisors. 4% are male and 96% are female. 100% are White British.
There are 182 children in school. Gender mix is currently 46% girls, 54% boys. 87.9% are White British, 1.1% are Asian background, 1.6% are identified as any other ethnic group, 1.1% are from a mixed background, 2.2% are from other White backgrounds, 0.5% are Black African, 1.6% are Chinese, 0.5% are Gypsy/Roma, 1.6% are Indian, 1.1% are Pakistani and the remaining 0.5% are White and Asian.
10 languages are spoken in school, including English.
Since 2011 we have had 2 recorded racial incidents and this involved name calling.
There are no staff and no children with physical disabilities.
Because we serve a mainly White British demographic, one of our main priorities is to develop an understanding of ethnicity and cultural and religious diversity within local, national and global contexts.
4 Involvement of staff, pupils, and parents
Development of and ongoing involvement with our Scheme
In developing our Scheme, we have involved staff, pupils and parents and used the following to shape the plan:
- feedback from annual parent questionnaire, parents' evening, parent council meetings and governor and staff feedback from parent consultation meetings
- involvement of the school council
- input from staff surveys or through staff meetings/INSET
- feedback from the school council, PSHE and P4C lessons, whole school surveys on emotional literacy and pupil attitudes to school and learning
- governor monitoring of inclusion, equal opportunities and vulnerable children
- contact with parents
- issues raised in annual reviews and reviews of progress through SEN provision maps
- contact with local community and disability organisations
- feedback at governing body meetings
We have strategies in place to promote the participation of pupils in decision-making and in making a positive contribution to school life. We will embed equality and inclusion into these strategies so that learners from diverse backgrounds are involved in shaping provision and improving practice.
We ensure that outcomes from these involvement activities are acted upon by the school's senior leadership team.
5 Information gathering
We collect the following information, disaggregated to help us to demonstrate our progress in promoting equality, inclusion and community cohesion and identifying any equality gaps to address.
- PLASC (school census) to monitor gender % and % of racial groups, languages spoken, FSM uptake, SEN and gifted and talented profiles within the school community.
- termly attainment data
- rewards monitored by class teacher weekly and SLT termly
- choice of clubs and take up of extra curricular activities
- involvement in pupil voice
- parental involvement
- incidents of race discrimination or bullying
- welfare (bubble box and playtime problem and sorry boxes)
- the views of the student council
- participation in the student council
- HCC monitor admissions and recruitment
- progress through target books
- provision and outcomes for vulnerable children
- attitudes to learning and engagement with topics
We will ensure that the information we gather will be used to promote equality by monitoring and filtering the data identified above by subgroups including gender, race and disability to identify trends and areas for development.
We collect the following information:
- staff recruitment, retention
- disciplinary, grievance, competency
- outcomes of appraisals and performance review processes
- cessation of employment
- staff exit surveys
We will ensure that the information we gather will be used to promote equality by monitoring and filtering the data identified above by subgroups to identify trends and areas for development.
We gather information about attendance at parents’ evenings and other school events, to identify if there is any under-representation by disabled people or parents from ethnic communities.
6 Specific Equality Areas
a) Race Equality
As well as the general duties detailed above, under our specific duty we will:
- Prepare an Equality Plan which includes our written policy on racial equality
- Assess the impact of our policies, including this policy, on pupils, staff and parents, of different racial groups, including, in particular, the impact on attainment levels of these pupils
- Monitor the operation of our policies through the impact they have on such pupils, staff and parents, with particular reference to their impact on the attainment levels of such pupils
b) Disability Equality
Definition of disability: The Disability Discrimination Act 2005 (DDA) defines a disabled person as someone who has 'a physical or mental impairment which has a substantial or long-term adverse effect on his or her ability to carry out normal day-to-day activities.'
The DDA 2005 has also extended the definition of disability as follows:
- People with HIV, multiple sclerosis and cancer (although not all cancers) are deemed disabled before they experience the long-term and substantial adverse effect on their activities.
- Section 18 has been amended so that individuals with a mental illness no longer have to demonstrate that it is "clinically well-recognised", although the person must still demonstrate a long-term and substantial adverse affect on his/her ability to carry out normal day-to-day activities.
As well as the general duties detailed above, under our specific duty we will:
- Produce and publish an Equality Plan which covers the requirements for a Disability Equality Scheme identifying Disability Equality goals and actions to meet those goals
- Review and revise this scheme every three years
c) Gender Equality
As well as the general duties detailed above, under our specific duty we will:
- Produce and publish an Equality Plan which covers the requirements for a Gender Equality Scheme identifying Gender Equality goals and actions to meet those goals
- Review and revise this scheme every three years
7 Impact Assessment
We will carry out equality impact assessments on our policy and practice which will cover all aspects of equality: race, disability, gender (including gender identity), age, sexual orientation, religion and belief. We will look for ways to improve practice as well as ways to eliminate discrimination and harassment. We have a programme of carrying out impact assessments on our existing policies and practice and we will build the impact assessment process into all new policy development and decision making activities.
8 Working in Partnership
We recognise that achieving equality, inclusion and good community relations involves working effectively and in partnership with others, including parents, community groups and local organisations.
- We ensure information and meetings for parents are made accessible for all by getting to know our parents and their needs
- We work closely with other schools in Romsey and beyond to help promote community cohesion
- We have established partnerships with external services to help meet the requirements of disabled children
Putting the Scheme into Practice
9 Publishing the Scheme, Raising Awareness
We recognise that our Scheme is a public document that should be available to any interested stakeholder. We will promote and publish our Scheme by:
- placing it on our website
- making it available on request
- providing a summary in our prospectus, including our vision and key priorities
- making sure hard copies are available
- raising awareness of the plan through the school newsletter, assemblies, staff meetings and other communications
- making sure it is part of the staff induction handbook and procedures
10 Monitoring and Evaluating the Single Equality Scheme and Equality Action Plan
We will regularly monitor and evaluate the implementation of our Single Equality Scheme and Equality Action Plan. We will report annually on our progress and performance. Our annual report will be shared with Governors. A summary will be published on our website.
The findings of our annual report will be used to update the Equality Action Plan and inform subsequent Single Equality Schemes.
We will formally review, evaluate and revise this Single Equality Scheme and Equality Action Plan every three years, to set new priorities and identify new actions. This process will again involve staff, learners, parents and governors who reflect the full diversity of the school community.
11 Roles and Responsibilities
The governing body will:
- make sure the school complies with the relevant equality legislation and ensuring that the equality scheme, policies and procedures are followed and reviewed every three years or as necessary.
- monitor the implementation of the Scheme and Action Plan, check progress towards targets and assess the impact on staff, children and parents
- ensure that all governors are aware of their legal responsibilities under equality legislation
The head teacher will:
- Implement the school's equality plan and procedures.
- Ensure staff, pupils, parents /carers and any other interested stakeholders are aware of this Scheme and their roles and responsibilities in implementing this Scheme fairly in all situations.
- Ensure effective implementation of the Scheme and Action plan through regular monitoring and reporting to stakeholders.
- Allocate appropriate responsibilities, and provide suitable training and development for staff to implement this Scheme.
- Take appropriate action in cases of harassment and discrimination, including racist bullying, homophobic bullying and bullying related to gender or disability.
- Ensure every aspect of school life is covered by the equality duties including admissions, attendance and behaviour, teaching and learning, extended schools, welfare and wellbeing, progress and attainment, recruitment and retention, professional development and performance management
All staff will:
- ensure that all pupils are treated fairly, equally and with respect
recognise that they have a role and responsibility in their day-to-day work to
- promote equality, inclusion and good community relations
- challenge inappropriate language and behaviour
- tackle bias and stereotyping
- challenge any incidents of prejudice, racism, homophobia or discrimination and harassment of any kind and record any serious incidents, drawing them to the attention of the Headteacher
- provide material that gives positive images based on race, gender and disability and challenges stereotypical images
- highlight to the senior leadership team any staff training or development that they require to carry out the above role and responsibilities.
12 Equality Action Plan and SEN Accessibility Plan 2014-2017
(Code: R = Race, SO = Sexual Orientation, D = Disability, RB = Religion or belief, G = Gender, A = Age, CC = Community cohesion)
|R||D||G||CS||SO||RB||A||Action||Expected outcomes||How will impact be monitored?||Responsibility||Timeframes|
|x||Continue to identify and monitor racist incidents and report the figures to the FGB and LA on a regular basis.||The school is monitoring, auditing and addressing racist incidents.||Monitoring of racist incidences and that there is no re-occurrence.||SLT||Ongoing|
|x||x||x||x||x||x||Ensure the new curriculum, displays and enrichment activities promote role models and heroes that young people positively identify with. Ensure these reflect diversity in terms of race, gender and disability.||Links with local groups, visitors, enrichment activities and display all promote positive role models images around school.||Conferencing and monitoring of pupil attitudes and reactions.||All||Sept 14 on|
|x||Provide a portable induction loop.||Provision for visitors/community members with hearing impairment.||HT||Jan 15|
|x||Lower handrail on stairs and ensure stair nosings are a contrasting colour.||Enabling safe access to second floor.||Env team||Sept 15|
|x||Create larger font option on website page.||Improved accessibility to school website.||HT/Comm team||July 14|
|x||x||Publicise a map and access arrangements inc parking info for the school to parents and community via prospectus and website. Ensure this makes clear that disabled parking is available if required.||Parents and other prospective visitors, particularly those with a disability, are aware of our location and facilities and feel encouraged to visit.||HT/Comm team||June 14|
|x||x||Continue to make parents and community visitors aware that the school has disabled facilities including ramped and other disabled access and disabled toilets.||Parents and other prospective visitors, particularly those with a disability, are aware of our location and facilities and feel encouraged to visit.||Parents and visitors aware of and using disabled parking. Disabled visitors access the school easily.||HT/Comm team||June 14|
|x||x||Put prospectus onto interactive media and include audio version and versions in different languages. Make available in Braille if requested.||Improved access to the school’s prospectus and associated materials.||Comm team||Sept 14|
|x||x||Publish a talking newsletter on the website.||Improved access to the school’s newsletter and current information.||HT/Comm team||Jan 15|
|x||x||x||x||Continue to analyse pupil achievement by race, gender and disability and act on trends and patterns in data that require additional support for pupils.||Achievement data analysed and trends/patterns identified. Support put in place and this shows a positive impact on achievement and a reduction in the equality gap.||Data analysis of attainment and progress indicators.||HT/SLT||Ongoing|
|x||Improved provision for EAL pupils, including involvement and support from EMTAS.||Support put in place and this shows a positive impact on achievement and a reduction in the equality gap.||Data analysis of attainment and progress indicators including specialist provisions.||Ongoing||Sept 14 on|
|x||x||x||x||Recognise and represent the talents of all pupils and ensure fair and accurate representation of race, gender and disabilities.||Race, gender and disability are fairly and accurately respresented on the GAT register.||GAT register monitored by race, gender and disability.||All||Sept 14 on|
|x||x||x||x||x||Continue to ensure that all pupils are given the opportunity to make a positive contribution to the life of the school e.g. through pupil voice activities, class assemblies or fundraising/community activities.||All pupils are given the opportunity to contribute to the wider life of the school and are actively encouraged to take up pupil voice responsibilities.||Inclusion monitoring shows a significant number of pupils are involved with the wider life of the school. Governor monitoring explores possible barriers for those not engaged which are then addressed by school.||Staff and govs||Ongoing|
|x||x||x||Challenge pupils’ perceptions of other countries and cultures through Far Away Friday assemblies and Geography currciulum.||Evidence of children’s perceptions which enable us to further tailor the curriculum and assemblies and challenge perceptions.||Governor/SLT monitoring (pupil conferencing using photographs to gauge perceptions).||PSHE team||Jan 15 on|
|x||Continue to recognize and mark events from other cultures/faiths represented in our school.||Children feel their culture is valued and respected.||Children talk openly about their cultures. Topic evaluations show good perceptions and understanding of other cultures.||All||Ongoing|
|x||x||Identify resources and CPD needs to support intercultural links and citizenship.||Improved liaison with schools internationally via webcam, email, film, podcasts and visitors to school.||Topic evaluations and gov/SLT monitoring of pupil perceptions.||PSHE/KUW team||Sept 15|
|x||Continue tonsure teaching materials are available in accessible formats.||Adaptations are made to materials that ensure the inclusion of every child, e.g. modified resources, support staff, devices, room use.||CTs||Ongoing|
|x||x||x||x||x||x||x||Understand and address staff and pupil perceptions of race, disability and gender equality in school.||The school and wider community are aware of and actively working to support our SES. Negative perceptions are challenged and addressed.||Governor/SLT monitoring (pupil conferencing using photographs to gauge perceptions). Staff training feedback and teaching materials show support for SES.||All||Ongoing|
For further information, or to request a copy of this Scheme in an alternative format, please contact the Head Teacher. The legal requirements behind this scheme can be seen in more detail by clicking here.