Contents:
Why we have developed this Equality Scheme
This Equality Scheme for Willingdon Community School brings together schemes and action plans for Race, Gender and Disability equality, meeting the statutory duties in these areas. However, it goes far beyond these strands to include sexuality, religion & faith, age and every aspect which has the potential to discriminate against or to devalue any individuals within our community such as against those with special educational needs or potential language barriers. We are further committed to the development of cohesive communities both within our physical boundaries and within our local, national and global environments. Our school embraces the aims of the Every Child Matters agenda (see overleaf) and these have informed and shaped this document. This single Equalities Scheme supersedes, and has been informed by, our Race Equality Policy (Last reviewed February 2008) and our Disability Equality Scheme (2006-2009).
Our equality scheme is inclusive of our whole school community – students, staff, parents/carers and visitors - who have been involved in and contributed to its development.
The purpose of this Scheme is to set out how our practice and policies can address discrimination, promote inclusive practice and ensure that those in our community requiring extra support receive it.
This scheme will be monitored annually, its impact measured against identified outcomes and reviewed every three years.
Our school within the wider context
The national demographic presents an ever-changing picture in terms of age, ethnicity, disability and social deprivation. At the time of writing:
- 91% of the school population ascribe themselves as White British. Only 2.9% of the school are non-white.
- Only 1.5% of the school population ascribe Gypsy Roma Traveller status to themselves, but this remains our most significant ethnic vulnerable group.
- The home language is English in 97.5% of homes.
- 67.3% regard themselves as Christian and the next most significant group is those who do not ascribe to a religion (27.5%).
- Only 6% of the school are eligible for free school meals.
- There are currently 4 looked after children recognised by ESCC and one more that we regard as LAC.
- 11% of the school roll have Special Educational Needs, of which 1.5% have statements. 2 of these statements are for hearing impaired students.
- 51.9% of students are female and 48.1% are male.
Overall aims of our scheme
- To eliminate discrimination and harassment.
- To promote equality of access within our school and within our wider community.
- To promote positive attitudes to difference and good relationships between people with different backgrounds, cultures, faiths, abilities and ethnic origins.
To ensure that equality and inclusive practice are embedded across all aspects of school life the scheme is organised using the five Every Child Matters themes:
- Being healthy
- Staying safe
- Enjoying and achieving
- Making a positive contribution
- Achieving economic well-being
Issues relating to adults within the school community can be embraced under these themes and reflected in the action plan.
Our approach
We seek to embed equality of access, opportunity and outcome for all members of our school community, within all aspects of school life.
We actively seek out opportunities to embrace the following key concepts:
- Shared Humanity. Underlying our diversity lies commonality and shared values, aspirations and needs. We value our fundamental similarities and universality
- Valuing difference and diversity. We appreciate the richness within our differences and look for ways of celebrating and understanding them better
- Interdependence, interaction and influence. We recognise that, as they evolve, distinct cultures, beliefs and lifestyles will impact on and inform each other
- Social cohesion within our school and within our local community
- Excellence. We aim to inspire and recognise high personal and collective achievement throughout our community, the UK and the wider world. Excellence is to be found everywhere
- Personal and cultural identity. We will provide opportunities to explore and value the complexity of our personal and cultural identities
- Fairness and social justice. We will develop our understanding of the inequality that exists in society and explore ways of individually and collectively promoting a more equitable society
Our vision statement
Willingdon Community School seeks to foster warm, welcoming and respectful environments, which allow us to question and challenge discrimination and inequality, resolve conflicts peacefully and work and learn free from harassment and violence.
We believe that every student should have the opportunity to fulfil his/her potential, regardless of ability or circumstances. We believe every child has the right of access to the best possible education. We aim to provide it within a challenging and supportive environment which sets and sustains high standards of involvement, self-discipline, behaviour and academic achievement. We are committed to developing expertise and high standards of achievement in all areas of the curriculum, providing for the needs, interests and talents of all members of our community, valuing and celebrating diversity.
Our aim is that every student that joins the school should be able to feel safe and secure, be healthy, enjoy achieving, play their part in shaping the school and contributing to its community and achieve success which prepares them to take the next steps in their life.
We recognise that there are similarities and differences between individuals and groups but we will strive to ensure that our differences do not become barriers to participation, access and learning and to create inclusive processes and practices, where the varying needs of individuals and groups are identified and met. We therefore cannot achieve equality for all by treating everyone the same.
We will build on our similarities and seek enrichment from our differences and so promote understanding and learning between and towards others to create cohesive communities.
Our duties
We recognise and accept our duties and responsibilities to eliminate discrimination and promote equality, including the requirement to involve the whole school community in the process in order to ensure better outcomes for all.
Our statutory duties are contained within:
- The Equality Bill (introduced to the House of Commons in April 2009)
- Equality Act 2006 (which introduced the gender equality duty)
- Race Relations (amendment) Act 2000
- Disability Discrimination Act 2005
- Education and Inspections Act 2006
- Education and Inspection Act 2006 (which introduced the Community Cohesion duty)
They are also guided and shaped by a range of other national and local initiatives such as Every Child Matters – Change for Children and The Children’s Plan.
We will ensure we identify opportunities for promoting our vision, the key concepts and our duties on equality legislation across all aspects of school life, including the provision of extended services.
These opportunities are likely to include all or some of the following, dependent on our current priorities.
- learning and teaching and the planned curriculum
- classroom organisation
- timetabling
- grouping of pupils
- homework
- access to school facilities
- activities to enrich the curriculum, for example, a visitor to the school or Theatre in Education (TIE).
- school sports
- the participation and involvement of a broad and diverse range of children and young people and their parents
- Key stage 2-3 and 4-5 transition
- school policies
- breaks and lunchtimes
- the provision of school meals
- interaction with peers
- opportunities for assessment and accreditation
- exam arrangements
- behaviour management approach and sanctions
- exclusion procedures
- school clubs, activities and school trips
- partnership working with our multi-agency colleagues
- employees’ and staff welfare
The roles and responsibilities within our school community
Our Headteacher will:
- ensure that staff, parents/carers, pupils/students and visitors are informed about the Equality Scheme
- oversee the effective implementation of the scheme
- ensure staff have access to training which helps to implement the scheme
- develop partnerships with external agencies regarding the policy so that the school’s actions are in line with the best advice available
- monitor the scheme and report to the Governing Body on the effectiveness of the policy
- ensure that the senior leadership team (SLT) is kept up to date with any development affecting the policy or actions arising from it
Our governing body will:
- designate a governor with specific responsibility for the Equality Scheme
- ensure that the action plans arising from the policy are part of the School Improvement Plan (SIP)
- support the headteacher in implementing any actions necessary
- inform and consult with parents about the scheme
- evaluate and review this scheme every three years.
Our Senior Leadership Team will:
- have responsibility for supporting other staff in implementing this scheme
- provide a lead in the dissemination of information relating to the scheme
- with the Headteacher, provide advice/support in dealing with any incidents/issues
- assist in implementing reviews of this scheme as detailed in the SIP.
Our pupils/students will:
- be involved in the ongoing development of the scheme and will understand how it relates to them, appropriate to age and ability
- be expected to act in accordance with the scheme.
Our parents/carers will:
- be given accessible opportunities to become involved in the ongoing development of the scheme
- have access to the scheme through a range of different media appropriate to their requirements
- be encouraged to actively support the scheme
- be encouraged to attend any relevant meetings and activities related to the scheme
- be informed of any incident related to this scheme which could directly affect their child.
Our school staff will:
- be involved in the ongoing development of the scheme
- be fully aware of the Equality Scheme and how it relates to them
- understand that this is a whole school issue and support the Equality Scheme
- make known any queries or training requirements.
How we developed our scheme
The development of this scheme has involved the whole of our school community. We’ve discussed it with them and listened to what they have to say, including:
Students
- The views of students have been canvassed through the school council.
- They have been given the opportunity to review aspects of the policy through council meetings.
- Diversity is studied in a number of curriculum areas.
Staff
- A cross-section of the school staff have been surveyed and their comments on the scheme invited. The sample chosen to be carefully selected so as to represent the diversity present in the school staff.
- The final scheme has been presented to all staff.
Governors
- The scheme will be reviewed by the Personal Development and Well-Being sub-committee.
Parents/carers
- The views of parents/carers were canvassed during a parent forum and comments are invited via the school website.
Minority, marginalised and potentially vulnerable groups
- Copies of the scheme will be produced in each of the home languages represented in the school.
A full copy will remain live on the school website with an option to forward comments to Mel Brown (Assistant Headteacher).
How we identify actions attached to the scheme and prioritise them
Key to this process will be the implementation of Equality Impact Assessments (EQIAs).
We use this tool as a common sense measure of determining whether a policy, practice or project will impact on all groups equally or whether it potentially may have a differential impact on one or more particular group (either positively or negatively). It helps us to ensure that there is no unlawful discrimination against certain individuals or groups and that positive duties are promoted equally. It is a way to ensure we meet the diverse needs of our pupils/students and staff and that diversity, equality and inclusion run through all areas of school life.
In addition, we know our school well because we regularly collect information about ourselves in a variety of ways and other people help us to do this.
OfSTED inspectors visit us regularly and report on equality issues during our inspection. We collect a range of information relating to incidents of harassment and bullying including those relating to racism, homophobia, disability and gender. Our action plan directly reflects this consultation.
We also complete a Self-Evaluation Framework (SEF) which means we are constantly monitoring the make-up and needs of our staff and pupils/students – and assessing how well we are meeting those needs.
We also value more qualitative information which may be given to us through student voice mechanisms, less formally or even anonymously.
We make use of:
- Health Related Behaviour Survey 2007
- Ofsted’s Tell Us survey
- Our on in-house student voice activities such as the transition questionnaire.
The Local Authority provides us with a range of services which support the equality agenda and helps us to identify our strengths and those areas requiring action. We are proud of the close links that we have made with our colleagues across the services and through our Inclusion department, students access a wealth of individual support particular to their needs.
We meet three times a year as a Multi–Agency team to discuss how we can best meet the needs of the young people in our care. This team comprises of:
- Social Services
- Education Welfare Service
- Connexions (PA & Careers)
- Educational Psychology Service
- Parent Support Advisors
- Youth Offending Team
- Sussex Police
- School Nursing Service
- Behaviour Support Service
- Youth Development Service
In addition to the Multi-Agency Team meeting, we have regular contact with the following services:
- Flexible Education Support Service (FLESS)
- U19 Substance Misuse
- Traveller Education (TEALS)
We also meet three times a year with the Educational Psychology Service, Language & Learning Support Service for Team Action Planning (TAP).
Swift and easy access to support from all services is ensured through continued dialogue, the use of the Common Assessment Framework (CAF) and regular surgery or drop-in sessions with some of the services.
Within the school there is a facility for hearing impaired students which also incorporates a resource base for the visually impaired. The Hearing Support Facility is funded by the Service for Children with Sensory Needs (SCSN). All students accessing the support of the Facility have a Statement of Educational Needs. The hearing impaired students are integrated into mainstream classes, with varying levels of support and use their preferred mode of communication be it a Total Communication (TC) approach (through signing and lip reading), British Sign Language or lip reading. Hearing students have the opportunity to learn and gain a qualification in British Sign Language (BSL). Students with hearing impairment enjoy an inclusive education and those with additional learning or communication difficulties benefit from support from the Hearing Support Facility to differentiate work if required.
We have established good links with our local and our wider community and we wish to address this further through our community cohesion strategy. From our links we learn about equality issues outside school and can establish mechanisms for addressing them within school.
Some of our local partners are:
- Traveller Education
- Sussex Police
- Eastbourne North Local Partnership for Children
- Polegate Town Council
- Willingdon, Wannock and Jevington Parish Council
By listening to those within our community and to our partners, we are able to identify new areas of work, improve existing approaches and focus our energy where it is required.
Commissioned services (procurement)
Increasingly we are directly responsible for the purchase of goods and services such as maintenance, cleaning and security. We work closely with the local authority on procurement to ensure that equality issues are given full regard. When procuring goods and services from external suppliers, we ask the following questions to help ensure that equality issues and duties are taken into account:
- Could the proposed procurement affect the duty to eliminate discrimination and harassment and to promote equality of opportunity amongst the school community?
- If so, is there a need to include some equality requirement within the contract and what would this be?
We ensure that contract conditions require contractors to comply with the relevant legislation and with our equality policy and we require similar compliance by any sub-contractors.
Further information about procurement can be found on ESCC intranet
Our Staff
We comply fully with legislation which protects our staff (including teachers, teaching assistants, supervisors and student teachers) from discrimination on the grounds of gender, transsexual status, race, disability, sexual orientation, religion or belief, or age. With regard to disability, we make such reasonable adjustments as are necessary to prevent a disabled person being at a substantial disadvantage in comparison with people who are not disabled.
This includes discrimination in relation to recruitment, terms and conditions, promotions, transfers, dismissals, training and employment practices (such as dress codes) and disciplinary procedures. We make efforts to ensure that the diversity of our workforce reflects that of our local community and wider society.
We will ensure the safety and well-being of our staff and take seriously and act on incidents of harassment and discrimination recognising that our staff may be either victims or perpetrators.
We interpret our duties positively, take the necessary actions to remove barriers to inclusion and work hard to ensure a safe, positive and inclusive environment. An example of this would be ensuring that signs around the school and staff name badges are all in Braille in preparation for students joining us with visual impairments
Responding to equality-related incidents
We recognise that prejudice-driven harassment or bullying behaviour is underpinned by negative assumptions, stereotypes or misinformation. These are then directed against an individual or group, based on difference (real or perceived), and linked to, for example, racism, homophobia, ageism or sexism. We will take action to prevent, challenge and eliminate any such behaviour.
We recognise that we as individuals and society often struggle with difference of any kind (perceived or actual), which can result in seizing upon the most visible sign of difference e.g. skin colour or disability.
Through our school ethos and curriculum, we want our pupils/students to understand better the diversity that exists in society. We want to provide opportunities for them to explore the subtleties and complexities in order to prevent and respond to incidents and situations. We will address the experience, understanding and needs of the victim, the perpetrator, bystanders and the wider school community through our actions and responses.
We will record and collate information about all incidents and will report as required to the local authority and external agencies in line with the county-wide Hate Crime Reporting Process. We and the County Council will use this information to identify trends and patterns, so that we have approaches in place to provide appropriate responses in terms of support for victims and their families, sanctions and support for perpetrators and their families and education for our children, young people and communities.
We encourage students and staff alike to take an active stand against all forms of discrimination and always to report it:
- To any teacher
- To the form tutor
- To a member of the senior leadership team
- To a line manager
- To a school prefect
All incidents of a racial nature are logged and dealt with as they occur and reported to ESCC termly. Regular monitoring of bullying takes place through the Personal Development and Well Being governors sub-committee and our school bullying policy was last reviewed in October 2008.
Monitoring and reviewing
Annual monitoring is the responsibility of our senior leadership team and our governors. The scheme will be reviewed every three years and all stakeholders will take part in the process.
