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Equality Policy & Equality Objectives Equality Statement Northenden Community School is committed to equality of opportunity and provision for all persons and to the elimination of discrimination and barriers to participation, quality and success for all. The school recognises, respects and values difference and diversity and aims to promote and celebrate equality and positive attitudes and respect towards one another. The school is opposed to practices which discriminate against groups or individuals on the basis of their characteristics, including protected characteristics. The school strives to provide and achieve quality and success for all children and their families, staff and other members of the school community and to treat everyone with respect and dignity. We strive to be a school where all children and adults will find safety and respect for themselves, their families, circumstances and traditions. The school recognises its duties under the Equality Act 2010, and Public Sector Equality Duty (PSED), and aims to act through its policies, plans and daily practices to achieve the aims of the Act and PSED. |
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Broad Equality Aims The school’s equality and underpinned by the school’s three broad ethos statements:
The school aims to achieve the following broad quality aims:
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EQUALITY OBJECTIVES The school has the following equality objectives. The school will:
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Protected Characteristics The protected characteristics defined by the Act in relation to pupils are:
In addition to the above, the Act also defines protected characteristics with regard to employees:
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Equality Policy Statements (Pupils) Sex Discrimination (Pupils) The school will promote “quality and success for all” pupils and their families regardless of their sex. The school will promote equality and opportunity and provision to meet the needs of boys and girls equally. It will do so, for example, by ensuring that the school’s curriculum and teaching, including resources, reflect the equal aspirations, abilities and career opportunities for boys and girls, and men and women, society. The school will avoid using stereotypical language to define the roles of men and women in society, including parent structures and in the workplace. The school will act positively to address sex equality issues which have been identified, including, for example, introducing plans to raise the attainment of boys in writing or the participation of girls in after-school sports. Single Sex Sport Although the Equality Act forbids discrimination in access to benefits, facilities and services, the Act does contain an exception with permits single-sex sports. It applies to participation in any sport or game, or other activity of a competitive nature, whether the physical strengths, stamina or physique of the aver girl would put her at a disadvantage in competition with the average boy. While this exception allows the school to have a boys-only football team, the school must demonstrate that it takes steps to allow girls to have equal opportunities to participate in comparable sporting activities. Where separate teams exists, the school must ensure one team is not treated less favourably than the other. The school will challenge pupils’ and adults’ views, actions or behaviour which discriminate against, stereotype, diminish or derogate the characteristics, roles, skills or abilities of girls and boys, or men and women. Race Discrimination (Pupils) The school will promote “quality and success for all” pupils and their families regardless of their race, country of origin, nationality, cultural background or ethnicity. The school will promote equality and opportunity and provision to meet the needs of pupils from all racial and national backgrounds. It will do so, for example, by ensuring that the school’s curriculum and teaching, including resources, reflect and celebrate racial, cultural and national diversity and achievements. The school will act positively to address racial equality issues which have been identified, including, for example, introducing plans to raise the attainment of black pupils or providing additional teaching support for those for whom English is an Additional Language or for pupils who have recently arrived from another country. The school will also act to raise the profile of the achievements or cultural differences between different nations, e.g. through art, music and other activities. The school will challenge pupils’ and adults’ views, actions or behaviour which discriminate against, stereotype, diminish or derogate the characteristics, roles, skills or abilities of people of different races or people from different countries or cultural backgrounds. Religious or Belief Discrimination (Pupils) The school will promote “quality and success for all” pupils and their families regardless of their religion, faith or belief. The school will promote equality and opportunity and provision to meet the needs of pupils from all religions and faiths. It will do so, for example, by ensuring that the school’s curriculum and teaching, including resources, reflect and respect differences in religious belief and faith. The school will act positively to address religious or faith equality issues which have been identified, including, for example, ensuring representation and celebration of different faith events and festivals across the school year or ensuring that families of a particularly faith or religion are not indirectly excluded from school activities and events. The school will challenge pupils’ and adults’ views, actions or behaviour which discriminate against, stereotype, diminish or derogate the characteristics, roles, skills or abilities of people of different religions or faith. The exception to this is would be where a person holds, expresses or acts upon extremist views, possibly as a result of radicalisation. Religious Belief and Sexual Orientation (Pupils) There is relationship between protection because of sexual orientation and protection of religious freedom. Many people’s views on sexual orientation/sexual activity are grounded in religious belief. It is not the intention of the Equality Act or the school to undermine the position of staff or families with specific religious beliefs. However, the school will act to uphold its responsibilities. Staff will teach curriculum content or answer questions in accordance the this policy, both respecting the views of those with religious beliefs and those of or associated with people with a different sexual orientation. For staff, having a view about something does not amount to discrimination. It is not unlawful for staff to express personal views. However, all staff will remember that they are in a very influential position and all staff will remember that their ability to express a view should not extend to allowing them to discriminate against others. Discrimination by Sexual Orientation (Pupils) The school will promote “quality and success for all” pupils and their families regardless of their sexual orientation. The school will promote equality and opportunity and provision to meet the needs of pupils and families who identity as heterosexual, gay, lesbian, bisexual, transgender or questioning. It will do so, for example, by ensuring that the school’s curriculum and teaching, including resources, reflect and respect differences in sexual orientation, relationships and family structures. The school will act positively to address sexual orientation equality issues which have been identified, including, for example, through ensuring representation in lessons and books of different family structures, through specific provision and support for those children who identify as LGTB, and the provision of some non-gender-specific toilet facilities. The school will also aim to achieve the objectives set out by the Stonewall School Champions Award scheme at Bronze, Silver and then Gold level over a number of years. The school will ensure that all gay, lesbian or bi-sexual pupils, or the children of gay, lesbian or bi-sexual parents and the parents, are not treated less favourably than other pupils or parents. The school will challenge pupils’ and adults’ views, actions or behaviour which discriminate against, stereotype, diminish or derogate the characteristics, roles, skills or abilities of people of different sexual orientation. This will particularly be achieved through the school’s Anti-Bullying Policy, including its procedures for dealing with homophobic bullying. Discrimination by Gender Reassignment (Pupils) The school will promote “quality and success for all” pupils and their families regardless of the gender to which they identify or their gender reassignment at any stage. Gender reassignment is defined in the Equality Act 2010 as applying to anyone who is undergoing, has undergone or is proposing to undergo a process (or part of a process) of reassigning their sex by changing physiological or other attributes. This definition means that in order to be protected under the Act, a pupils will not necessarily have to be undertaking a medical procedure to change their sex but must be taking steps ot live in the opposite gender, or proposing to do so. The protection against discrimination because of gender reassignment includes protection discrimination based on perception or association. Schools needs to make sure that all gender variant pupils, or the children of transgender parents, do not receive less favourable treatment from that given to other pupils. The school will act positively to address equality issues which arise with regard to gender reassignment, including, for example, support for the pupil and their family and training and awareness for staff in addressing the pupil by his or her preferred gender or name. TThe school will challenge pupils’ and adults’ views, actions or behaviour which discriminate against, stereotype, diminish or derogate the characteristics, appearance, roles, skills or abilities of pupils at any stage of gender reassignment. This will particularly be achieved through the school’s Anti-Bullying Policy. Discrimination by Marriage and Civil Partnership (Pupils/Parents) The school will promote “quality and success for all” pupils and their families regardless of marital status of the pupils’ parents. The school will promote equality and opportunity and provision to meet the needs of pupils and families of different family structures, including those where parents are not married, married or in a civil partnership. It will do so, for example, by ensuring that the school’s curriculum and teaching, including resources, reflect and respect differences in relationships and family structures. The teaching about marriage will be done in a sensitive, reasonable, respectful and balanced way. The school, or individual teachers, are not under a duty to support, promote or endorse marriage of same-sex couples. Teaching will be based on facts and should enable pupils to develop an understanding of how the law applies to different relationships. The school will challenge pupils’ and adults’ views, actions or behaviour which discriminate against, stereotype, diminish or derogate the sex, gender, characteristics or roles of pupils’ family structures or parents. Pregnancy and Maternity (Pupils and Former Pupils) The school will promote “quality and success for all” pupils and former pupils and their families regardless of their status as an expectant or existing parent. Although unlikely in the primary school setting, the school will provide support for and treat no less favourably any pupil or former pupil who is pregnant or is to become a parent. Where this does occur in the case of a pupil, guidance about the education provision and support for the pupil will be sought from the Local Authority. Disability Discrimination (Pupils) The school will promote “quality and success for all” pupils and their families regardless of their physical ability or disability. The Act defines a disability as when a person has a “physical or mental impairment which has a substantial and long-term adverse effect on that person’s ability to carry out normal day-to-day activities. The school will act positively to address equality issues relating to disability. For example, the school will:
The school will also raise the profile of persons with disabilities, including for example, celebrating the work and achievements of disables people in society and through its curriculum resources. The school will challenge pupils’ and adults’ views, actions or behaviour which discriminate against, stereotype, diminish or derogate the characteristics, roles, skills or abilities, lives or circumstances of pupils with disabilities. |
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Equality Policy Statements (Employees) Age Discrimination (Employees) With regard to employees, the school will provide the same opportunities for staff of all ages. This provision includes at the recruitment stage, during and after employment. The school will not, for example, ask candidates applying for a post to declare their date of birth or introduce benefits or other activities for staff which discriminate against or exclude staff in a particularly age group over the age of 18. The school will challenge pupils’ and adults’ views, actions or behaviour which discriminate against, stereotype, diminish, question or derogate the characteristics, roles, skills or abilities of people of any age. This includes, for example, employees or potential employees nearing or beyond a traditional retirement age and perhaps younger members of staff whose ability or experience is questioned in the context of their age. Sex Discrimination (Employees) With regard to employees, the school will provide the same opportunities for both male and female staff. This includes at the recruitment stage and whilst in employment. The school will not, for example, express a preference to employ a man or woman for a particular role, unless it is justified or the school aims to address a significant imbalance between male and female staff. This provision includes at the recruitment stage, during and after employment. The school will challenge pupils’ and adults’ views, actions or behaviour which discriminate against, stereotype, diminish, question or derogate the characteristics, roles, skills, abilities or lives of male and female staff. Race Discrimination (Employees) With regard to employees, the school will provide the same opportunities for staff of all races, countries and cultural backgrounds, provided that they are eligible for employment in the United Kingdom and can read, write and speak English to the standard required by all staff to carry out their role in school, communicate effectively with other staff and support pupils effectively in their learning. This provision includes at the recruitment stage, during and after employment. The school will challenge pupils’ and adults’ views, actions or behaviour which discriminate against, stereotype, diminish, question or derogate the characteristics, roles, skills, abilities or lives of staff with different racial, national or cultural backgrounds. Religion or Belief Discrimination (Employees) With regard to employees, the school will provide the same opportunities for staff of religions and beliefs, including those with no religion or beliefs. Staff will be expected to show respect for all religions and practices of faith and to teach Religious Education but will not be expected to participate in religious observance, including prayer. This provision includes at the recruitment stage, during and after employment. The school will challenge pupils’ and adults’ views, actions or behaviour which discriminate against, stereotype, diminish, question or derogate the characteristics, roles, skills, abilities or lives of staff with different religious beliefs. The exception to this provision is in the case of an employee or potential employee who has a history of extremist views or radicalisation and may be a safeguarding risk to pupils. Sexual Orientation Discrimination (Employees) With regard to employees, the school will provide the same opportunities for staff of all sexual orientations, including gay men, lesbians, bisexual or transgender men or women. Staff will be expected to show respect people of all sexual orientations. This provision includes at the recruitment stage, during and after employment. The school will challenge pupils’ and adults’ views, actions or behaviour which discriminate against, stereotype, diminish, question or derogate the characteristics, roles, skills, abilities, family structure or lives of staff with different sexual orientations. Gender Reassignment Discrimination (Staff) With regard to employees, the school will provide the same opportunities for all staff, including those at any stage of gender reassignment. Staff will be expected to show respect for people who identify as any gender. This provision includes at the recruitment stage, during and after employment. The school may take positive steps to recognise the needs of those undergoing gender reassignment, including, for example, the provision of a unisex staff toilet. This provision includes at the recruitment stage, during and after employment. The school will challenge pupils’ and adults’ views, actions or behaviour which discriminate against, stereotype, diminish, question or derogate the characteristics, roles, skills, abilities, family structure, appearance or lives of staff at any stage of gender reassignment. Marriage and Civil Partnership Discrimination (Employees) With regard to employees, the school will provide the same opportunities for all staff regardless of their marital or civil partnership status. Staff will be expected to show respect for people who are single, married, in a civil partnership, separated and divorced. This provision includes at the recruitment stage, during and after employment. The school will not, for example, treat married people any more favourably with regards to a work-life balance than those who are single. This provision includes at the recruitment stage, during and after employment. The school will challenge pupils’ and adults’ views, actions or behaviour which discriminate against, stereotype, diminish, question or derogate the characteristics, roles, skills, abilities or lives of staff as a result of their marital or civil partnership status. Pregnancy and Maternity Discrimination (Employees) With regard to employees, the school will provide the same opportunities for all staff, including those who are about to be or are parents. This provision includes at the recruitment stage, during and after employment. The school will consider, for example, applications for flexible working from all parents, ensure that those returning from maternity, paternity or share parental leave return to their existing role in school, and make specific provision for expectant mothers with regard to their health and safety. The school will challenge pupils’ and adults’ views, actions or behaviour which discriminate against, stereotype, diminish, question or derogate the roles, skills, potential or abilities of parents or expectant mothers. Disability Discrimination (Employees) With regard to employees, the school will aim to provide the same opportunities for all staff regardless of their physical ability or disability. The school will, for example, make reasonable adjustments and provide working aids to enable disabled staff to carry out their duties. The school will challenge pupils’ and adults’ views, actions or behaviour which discriminate against, stereotype, diminish, question or derogate the characteristics, roles, skills, abilities or circumstances of staff who have a disability or illness. |
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SCHOOL GENERAL (PUBLIC SECTOR) DUTIES The General Duty applies to all protected characteristics and requires schools, when carrying out their functions, to have due regard to the need to:
Eliminating Discrimination and any other conduct prohibited by the Act In having due regard to this general duty, the school will:
Advancing Equality of Opportunity between those who share a relevant protected characteristic and those who do not share it. In having due regard to this general duty, the school will:
Foster good relations with people across all protected characteristics In having due regard to this general duty, the school will:
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