Equality
Equality Plan
At Langenhoe Community Primary School, we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school, irrespective of age, race, gender, disability, religion or belief, sex, gender reassignment, sexual orientation or socio-economic background. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and able to participate fully in school life.
The achievement of pupils will be monitored by age, race, gender, disability and socio-economic status (i.e. pupils eligible for pupil premium) and we will use this data to support pupils, raise standards and ensure inclusive teaching. We will tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all. At Langenhoe, we believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here.
When our policy refers directly to the The Equality Act (2010) we use the terms stated in the relevant part of The Equality Act (2010) for clarity. Where we can use more preferable language, we have done so.
Mainstreaming equality into policy and practice
As well as specific Equality Objectives set out in an Action Plan below, the school operates equality of opportunity in its day to day practice in the following ways.
Teaching and learning
We aim to provide all our pupils with the opportunity to succeed, and to reach the highest level of personal achievement. To do this, we will:
- Use contextual data to improve the ways in which we provide support to individuals and groups of pupils;
- Monitor achievement data by age, ethnicity, gender, disability and eligibility for pupil premium and action any gaps;
- Take account of the achievement of all pupils when planning for future learning and setting challenging targets;
- Ensure equality of access for all pupils and prepare them for life in a diverse society;
- Use materials that reflect the diversity of the school, population and local community in terms of age, race, gender, disability, sex, sexual orientation and religion or beliefs without stereotyping;
- Promote attitudes and values that will challenge racist and other discriminatory behaviour or prejudice;
- Provide opportunities for pupils to appreciate their own culture and celebrate the diversity of other cultures;
- Seek to involve all parents and carers in supporting their child’s education;
- Encouraging classroom and staffroom discussion of equality issues which reflect on social stereotypes, expectations and the impact on learning;
- Including teaching and classroom-based approaches appropriate for the whole school population, which are inclusive and reflective of our pupils.
Admissions and exclusions
Our admissions arrangements are fair and transparent, and do not discriminate on race, gender, sex, disability, religion or beliefs, or socio-economic factors.
Exclusions will always be based on the school’s Behaviour Policy. We will closely monitor exclusions to avoid any potential adverse impact and ensure any discrepancies are identified and dealt with.
Equal Opportunities for Staff
This section deals with aspects of equal opportunities relating to staff at Langenhoe.
We are committed to the implementation of equal opportunities principles and the monitoring and active promotion of equality in all aspects of staffing and employment.
All staff appointments and promotions are made on the basis of merit and ability and in compliance with the law. However, we are committed to ensuring, wherever possible, that the staffing of the school reflects the diversity of our community.
Employer duties
As an employer we need to ensure that we eliminate discrimination (both direct and indirect), harassment and victimisation in our employment practice and actively promote equality across all groups within our workforce.
Protected characteristics such as age, gender, race, disability, sexual orientation, sex, gender re-assignment, pregnancy, maternity and religion or beliefs are considered when appointing staff and particularly when allocating Teaching and Learning Responsibilities (TLR) or re-evaluating staff structures, to ensure decisions are free of discrimination.
Langenhoe will take actions to ensure this commitment is met including (but not exhaustively):
- Monitoring recruitment and retention to ensure that bullying, harassment and victimisation of staff are eliminated
- Providing continued professional development opportunities for all staff
- Providing support from the Senior Leadership Team to ensure equality of opportunity for all
- Ensuring absences from work are dealt with and monitored in accordance with our policies and procedures and that those who have absences related to pregnancy, maternity, gender reassignment/affirmation or disability are not treated less favourably than others
Equality and the law
There are a number of statutory duties that must be met by every school in line with legislation from the Equality Act (2010). The Equality Act (2010) came into force from 1st October 2010 and combined previous Acts that related to equality and discrimination including the Race Relations Act (1976), Disability Discrimination Act (1995) and the Sex Discrimination Act (1975).
The Equality Act (2010) requires public bodies to;
- Think about how they can help to stop people doing less well than other people because of their family background or where they were born.
- Think about treating people from different groups fairly and equally (Equality Duty).
- Publish information to show their compliance with the Equality Duty, at least annually; and set and publish equality objectives, at least every four years.
The Public Sector Equality Duty came into force on 5th April 2011 which requires public bodies, such as schools, to have due regard to the need to:
- Eliminate discrimination
- Advance equality of opportunity
- Foster good relations between different people when carrying out their activities
As part of this duty schools are required to provide protection for people discriminated against (both directly and indirectly) because they are perceived to have, or are associated with someone who has, a protected characteristic. Protected characteristics set out in the Equality Act (2010) are:
- Age
- Disability
- Gender
- Gender reassignment
- Pregnancy and maternity
- Race – this includes ethnic or national origins, colour or nationality
- Religion or belief – this includes lack of belief
- Sex
- Sexual orientation
This Equality plan sets out how we comply with the Equality Duty. The action plan at the end of this Equality Plan outlines the Equality Objectives Langenhoe has set to meet the requirements of the Equality Duty.
Race Equality
The Equality Act (2010) places a duty on schools to eliminate unlawful discrimination, harassment and victimisation of people on the grounds of race. The Equality Act (2010) states that race includes colour, nationality and ethnic or national origins. In addition, it states that;
- A reference to a person who has a particular protected characteristic is a reference to a person of a particular racial group
- A reference to persons who share a protected characteristic is a reference to persons of the same racial group
- A racial group is a group of persons defined by reference to race; and a reference to a person’s racial group is a reference to a racial group into which the person falls.
Langenhoe will actively seek to:
- Eliminate discrimination (direct and indirect), harassment and victimisation of people on the grounds of race
- Promote equality of opportunity for people from different racial groups
- Promote good relations between people of different racial groups.
Disability
This section should be read in conjunction with the school’s Special Educational Needs and Disabilities Policy and Accessibility Plan (you can access this via our SEND page, or on the link listed below this plan).
The Equality Act (2010) defines a disabled person as someone who has a physical or mental impairment which has a substantial or long-term adverse effect on their ability to carry out normal day-to-day activities.
The Equality Act (2010) places a duty on schools to eliminate unlawful discrimination, harassment and victimisation of people on the grounds of disability and to make reasonable adjustments to ensure a person with disabilities can access the school’s provisions.
Langenhoe will actively seek to:
- Promote equality of opportunity between disabled people and other people
- Eliminate discrimination (direct and indirect), harassment and victimisation of disabled people that is related to their disability
- Eliminate discrimination that arises from a person’s disability
- Promote positive attitudes towards disabled people
- Encourage participation in school life by disabled people
- Make reasonable adjustments to meet disabled people’s needs, even if this requires more favourable treatment.
Gender Equality
The Equality Act (2010) places a duty on schools to eliminate unlawful discrimination, harassment and victimisation of people on the grounds of gender, sex or gender reassignment and to promote equality of opportunity for all genders.
The Equality Act (2010) defines the protected characteristic of gender reassignment as ‘a person who is proposing to undergo, is undergoing, or has undergone a process (or part of a process) for the purpose of reassigning the person’s sex by changing physiological or other attributes of sex’.
Langenhoe recognises that gender identity is a diverse spectrum and will actively seek to:
- Eliminate discrimination (direct and indirect), harassment and victimisation of people on grounds of gender or sex
- Promote equality between people of all genders and sex
- Promote good relations between people of all genders and sex
Sexual Orientation
The Equality Act (2010) defines sexual orientation as a person’s sexual orientation towards persons of the same sex, the opposite sex or towards either sex. The Equality Act (2010) places a duty on schools to eliminate unlawful discrimination, harassment and victimisation of people on the grounds of sexual orientation.
Langenhoe will actively seek to:
- Eliminate discrimination (direct and indirect), harassment and victimisation of people on the grounds of sexual orientation
- Promote equality of opportunity to people of different sexual orientation
- Promote good relations between people of different sexual orientation
Age
The Equality Act (2010) includes provisions that ban age discrimination against adults in the provision of services and public functions. The ban came into force on 1 October 2012 and it is now unlawful to discriminate on the basis of age unless:
- The practice is covered by an exception from the ban, which includes (but not exhaustively) age-based concessions, age verification and sport.
- Good reason can be shown for the differential treatment, including positive action measures (known as ‘objective justification’)
This is to prevent harmful treatment as a result of genuinely unfair discrimination because of age. It does not outlaw the many instances of different treatment that are justifiable or beneficial.
Langenhoe will actively seek to:
- Eliminate discrimination (direct and indirect), harassment and victimisation of people (including staff and parents/carers) on the grounds of age
- Promote equality of opportunity to people of all ages, including to encourage participation and engagement with school life for all members of the community irrespective of age
- Promote good relations between people of all ages
Religion or belief
The Equality Act (2010) states that religion means any religion and a reference to religion includes a reference to a lack of religion. Belief means any religious or philosophical belief and a reference to belief includes a reference to a lack of belief. The Equality Act (2010) places a duty on schools to eliminate unlawful discrimination, harassment and victimisation of people on the grounds of religion or belief.
Langenhoe will actively seek to:
- Eliminate discrimination (direct and indirect), harassment and victimisation of people on the grounds of religion or belief
- Promote equality of opportunity to people of different religions and beliefs
- Promote good relations between people of different religions and beliefs
Fostering good relationships
The Equality Act (2010) places a duty on schools to foster good relations between different people when carrying out their activities. This has previously been recognised in legislation relating to schools as promoting community cohesion. Community cohesion encompasses promoting good relations between pupils, staff, governors, parents/carers and the school’s wider community, which will include people of all ages and genders, people with disabilities and people from different races, religion or beliefs and socio-economic backgrounds.
Langenhoe will actively foster good relationships within its community through;
- Working together with local community groups and organisations
- Whole school events
- Maintaining regular and effective lines of communication between pupils, staff, governors, parents/carers and the school’s wider community
- Participating in charity events
- Participating in local events
- Inviting individuals of all ages and genders, people with disabilities and people from different races, religion or beliefs and socio-economic backgrounds to get involved in school activities and events
Roles and Responsibilities
The role of governors
- The governing body has set out its commitment to equal opportunities in this plan and it will continue to do all it can to ensure that the school is fully inclusive to pupils, and responsive to their needs based on age, race, gender, disability and religion or belief.
- The governing body seeks to ensure that people are not discriminated against when applying for jobs at our school on grounds of age, gender, race, disability, sexual orientation, sex, pregnancy, maternity and religion or beliefs.
- The governors take all reasonable steps to ensure that the school environment gives access to people with disabilities, and also strive to make school communications as inclusive as possible for parents, carers and pupils.
- The governors welcome all applications to join the school, whatever a child’s socio-economic background, race, gender, disability, religion or belief.
- The governing body ensures that no child is discriminated against whilst in our school on account of their age, race, gender, sex, disability, religion or belief.
The role of the Headteacher
- It is the Headteacher’s role to implement the school’s Equality Plan and she is supported by the governing body in doing so.
- It is the Headteacher’s role to ensure that all staff are aware of the Equality Plan, and that teachers apply these guidelines fairly in all situations.
- The Headteacher ensures that all appointments panels give due regard to this plan, so that no-one is discriminated against when it comes to employment or training opportunities.
- The Headteacher promotes the principle of equal opportunity when developing the curriculum and promotes respect for other people and equal opportunities to participate in all aspects of school life.
- The Headteacher treats all incidents of unfair treatment and any incidents of bullying, harrassment, victimisation or discrimination, including racist incidents, with due seriousness.
The role of all staff: teaching and non-teaching
- All staff will ensure that all pupils are treated fairly, equally and with respect, and will maintain awareness of the school’s Equality Plan.
- All staff will strive to provide material that gives positive images based on age, race, gender, disability, religion or belief, sex and sexual orientation and challenges stereotypical images.
- All staff will challenge any incidents of prejudice, racism or homophobia, and record any serious incidents, drawing them to the attention of the Headteacher.
- Teachers support the work of ancillary or support staff and encourage them to intervene in a positive way against any discriminatory incidents.
Eliminating discrimination
Harassment on account of age, race, gender, disability, religion or belief, pregnancy, maternity, sex or sexual orientation, or other factors such as socio-economic status is unacceptable and is not tolerated within the school environment.
All staff are expected to deal with any discriminatory incidents that may occur. They are expected to know how to identify and challenge prejudice and stereotyping; and to support the full range of diverse needs according to a pupil’s individual circumstances.
Racist and homophobic incidents and other incidents of harassment, bullying or victimisation are dealt with by the member of staff present, escalating to a Class Teacher / Headteacher where necessary. All incidents are reported to the Headteacher and racist incidents are reported to the governing body and Local Authority on a termly basis.
What is a discriminatory incident?
Harassment on grounds of age, race, gender, disability, religion or belief, pregnancy, maternity, sex, sexual orientation or other factors such as socio-economic status, can take many forms including verbal or physical abuse, name calling, exclusion from groups and games, unwanted looks or comments, jokes and graffiti.
A racist incident is defined by the Stephen Lawrence Inquiry Report (1999) as:
‘any incident which is perceived to be racist by the victim or any other person’.
Types of discriminatory incident
Types of discriminatory incidents that can occur are:
- Physical assault against a person or group because of their age, colour, ethnicity, nationality, disability, sexual orientation, sex, gender, religion or belief;
- Use of derogatory names, insults and jokes;
- Racist, sexist, homophobic or discriminatory graffiti;
- Provocative behaviour such as wearing racist, sexist, homophobic or discriminatory badges or insignia;
- Bringing discriminatory material into school;
- Verbal abuse and threats;
- Incitement of others to discriminate or bully due to a victim’s age, race, disability, gender, sex, sexual orientation, religion or belief;
- Discriminatory comments in the course of discussion;
- Attempts to recruit others to discriminatory organisations and groups;
- Ridicule of an individual for difference e.g. food, music, religion, dress etc;
- Refusal to co-operate with other people on grounds of age, race, gender, disability, sex, sexual orientation, religion or belief.
Indirect discrimination
Discrimination can happen indirectly when policies, procedures, decisions and actions disadvantage people with protected characteristics compared to those without protected characteristics. Langenhoe is committed to ensuring that this does not happen. We will review any policies, procedures, decisions or actions that result in any incidents of indirect discrimination to ensure the discrimination does not happen again.
Responding to and reporting incidents
It should be clear to pupils and staff how they report incidents. All staff, teaching and non-teaching, should view dealing with incidents as vital to the well-being of the whole school.
The procedure for responding and reporting is outlined below:
Review of progress and impact
This Equality Plan and below Equality Objectives have been agreed by our governing body. We have a rolling programme for reviewing our school policies and their impact. In line with legislative requirements, we will review progress against our Equality Plan annually and review the entire plan and accompanying action plan of Equality Objectives on a four year cycle.
We make regular assessments of pupils’ learning and use this information to track pupil progress. As part of this process, we regularly monitor achievement by age, ethnicity, gender, disability and socio-economic status (i.e. pupils eligible for pupil premium) to ensure that all groups of pupils are making the best possible progress and take appropriate action to address any gaps.
Publishing the plan
In order to meet the statutory requirements we will:
- Publish our plan on the school website – our Equality Objectives Action Plan can be found below.
- Raise awareness of the plan through the school newsletter, assemblies, staff meetings and other communications
You can download a full copy of this plan here or on our policies page (link below).
Updated November 2020