1.1 Purpose of the Equality Scheme

This equality scheme is the school’s response to the specific and general; duties in the current equality legislation. It is an attempt to capture how the; school is systematically establishing and implementing good practice in; equality and diversity across all areas of school life. This includes a response; to all aspects of social identity and diversity as set out in the North Yorkshire; County Council’s Equality Policy Statement:

;“we oppose all forms of unlawful or unfair discrimination, whether; because of race, colour, ethnic or national origin, sex or gender; reassignment, marital status, family status, sexuality, religion or beliefs,; disability, age or any other condition or requirement which places a; person at a disadvantage and cannot be justified”.

This Equality Scheme sets out how the school will:

  • eliminate discrimination;
  • eliminate harassment related to any aspect of social identity or; diversity;
  • promote equality of opportunity;
  • promote positive attitudes to all aspects of social identity and diversity
  • encourage participation by disabled people and people representing; different aspects of social identity in public life;
  • take steps to take account of difference even where that involves; treating some people more favourably than others.;

    This document provides, therefore, a scheme which embraces for our school; a Race Equality Scheme, a Gender Equality Scheme, a Disability Equality; Scheme and the school’s Equality Policy. It is reviewed every three years and; reported on annually.

    An action plan accompanies this Equality Scheme which is renewed annually.; In line with this Equality Scheme, the action plan sets out the equality and; diversity objectives for the school which have been identified as a result of the; school’s equality impact assessment in line with this equality scheme and; facilitated by the Inclusion Quality Mark audit tool. Inclusion Quality Mark; Level 3 gained.

    This action plan embraces the Accessibility Plan for the school as it sets out; how the school will increase access to education for disabled pupils in the; three areas required by the planning duties in the Disability Discrimination Act:

    - increasing the extent to which disabled pupils can participate in the; school curriculum;

    - improving the environment of the school to increase the extent to which; disabled pupils can take advantage of education and associated; services;

    - improving the delivery to disabled pupils of information which is; provided in writing for pupils who are not disabled.

    1.2 Equality Legislation

    This equality scheme responds to the current equalities legislation:

  • Race Relations Act (RRA) 1976/2000

    statutory positive duty to promote racial equality, promote good race; relations and eliminate unlawful racial discrimination;

  • Sex Discrimination Act (SDA) 1975 (and Regulations 1999), Gender; Equality Duty 2007

    statutory positive duty to promote gender equality and eliminate; unlawful gender discrimination;

  • Employment Equality (religion or belief) (sexual orientation); Regulations 2003 extended to education, Equality Act (Part 2) 2007; The Act sets out that is unlawful for schools to discriminate against a; person:

    a) in the terms on which it offers to admit him/her as a pupil:; b) by refusing to accept an application to admit him/her as a pupil, or; c) where he/she is a pupil of the establishment:

    i) in the way in which it affords him/her access to any benefit, facility or; service,

    ii) by refusing him/her access to a benefit, facility or service,; iii) by excluding him/her from the establishment,

    iv) by subjecting him/her to any other detriment.

    (There are specific exemptions for faith schools.);

  • Disability Discrimination Act (DDA) 1995/2005

    statutory positive duty to promote equality of opportunity for disabled; people: pupils, staff, parents, carers and other people who use the; school or may wish to, and eliminate unlawful discrimination;

  • Education and Inspections Act 2006, duty to promote community; cohesion.

    By ‘community cohesion’ the school is endorsing and adopting the; definition provided by Alan Johnson, 2006, as:

    ”working towards a society in which there is a common vision and; sense of belonging by all communities; a society in which the diversity; of people’s backgrounds and circumstances is appreciated and valued a society in which similar life opportunities are available to all; and a; society in which strong and positive relationships exist and continue to; be developed in the workplace, in schools and in the wider community.”

    2 What kind of a school are we?

    2.1 School Vision and Values

    The school’s vision and values statement reflects the school’s ambitions for all; its pupils. It refers to the key requirements set out in the National Curriculum; Inclusion Statement for developing an inclusive curriculum: setting suitable; learning challenges; responding to pupils’ diverse learning needs; overcoming; potential barriers to learning and assessment for individuals and groups of; pupils.

    The school statement also embraces the North Yorkshire Inclusion statement; which emphasises that individuals and groups of learners who may be; vulnerable to exclusion, marginalisation and underachievement are identified; and receive targeted provision to ensure their presence, participation and; achievement. The school was committed to achieving the Inclusion Quality; Mark, and is aspiring to achieve progressively higher levels of this award.

    2.2 School Context;

    The nature of the school population and context to inform action planning for; the equality scheme:

  • We are a medium sized village primary school containing 5 classrooms.; We are all on one floor apart from the mezzanine floor above the hall.; Disabled suite has been installed (April 2013), disabled access to fields; via ramps (2015), Classroom exits all now on the flat (2016) and disabled; access is good around the school.
  • Our staff have had training in Makaton (September 2010) with updates as; and when needed, Autism (October 2011) Hemiplegia (November 2011),; Epi Pen Training (October 2012) and Diabetes Training (September 2016)
  • We currently have 191 pupils on roll and this has been increasing steadily.; Staff turnover has been rapid over the previous few years but has now; stabilised.;
  • We have 3 children with a statement of special educational needs and 1; child in the RSA Process.

    ”A disabled person (child or adult) is someone who has a physical or; mental impairment, which has a substantial and long term adverse effect; on his or her ability to carry out normal day-to-day activities”);

  • Pupil numbers are expected to rise further in the next 2 years.;
  • We have had zero racist incidents in the last year.
  • We have zero children on the EAL register.
  • Recruitment, development and retention of staff against social identity; factors such as disability, gender, sexual orientation, faith, age, ethnicity; are completed on the NYCC Generic Forms Site.
  • Outcomes for pupils analysed against social identity issues, i.e. gender,; ethnicity, disability, faith background, and aspects of vulnerability; identified by the school including:

    - analysis of end of key stage results;

    - achievements on extra-curricular activities;

    - attendance data;

    - exclusion data;

    - participation on school trips;

    - participation in extended school activities;

    - Every Child Matters outcomes based on qualitative evidence such as; pupil voice surveys, parental feedback, staff health and wellbeing; information.

    2.3 Responsibilities;

    The Governing Body and School Leadership Team will:

  • be proactive in promoting equality and tackling discrimination in all; areas;
  • maintain an overview of the Equalities Scheme which will be a regular; agenda item at governor meetings and ensure that all staff, parents; and pupils adhere to it;
  • work in partnership with others to tackle discrimination, and establish,; promote and disseminate good practice in equalities;
  • encourage, support and enable all pupils and staff to reach their full; potential.

    The Governing Body is responsible for:

  • ensuring that the school complies with all relevant equalities legislation; (see para. 1.2);
  • ensuring, with assistance from the Headteacher, that the policy and its; related procedures and strategies are implemented;
  • electing a nominated governor with responsibility for Equalities who,; with the Headteacher, will report to the full governing body.

    The Headteacher is responsible for:

  • co-ordinating all equality work within the school;
  • ensuring that the policy and its related procedures and strategies are; implemented on a day to day basis
  • ensuring that all staff are aware of their responsibilities under the policy; and that they are given appropriate training and support to enable them; to fulfil these responsibilities;
  • initiating disciplinary action against staff or pupils who discriminate
  • dealing with reported incidents of racism, harassment or other forms of; discrimination.

    People with specific responsibilities (named):

  • The headteacher the person responsible for maintaining and sharing; with all the staff those vulnerable pupils and staff and how their needs; will be met;
  • The headteacher is also responsible for gathering and analysing the; information on outcomes of vulnerable pupils and staff (see para. 2.2).;
  • The headteacher is the person responsible for monitoring the response; to reported incidents of a discriminatory nature;
  • The headteacher is the person responsible for co-ordinating the; Inclusion Quality Mark equality impact assessment.

    All staff should:

  • know how to deal with incidents of concern, and how to identify and; challenge bias and stereotyping;
  • know procedures for reporting incidents of racism, harassment or other; forms of discrimination;
  • not discriminate on racial, disability or other grounds;
  • keep themselves up to date with relevant legislation and attend training; and information events organised by the school or LA;
  • ensure that pupils from all groups are included in all activities and have; full access to the curriculum;
  • promote equality and diversity through teaching and through relations; with pupils, staff, parents, and the wider community.

    All pupils will:

  • learn about and understand the school’s Equality Scheme and be; expected to behave in accordance with it;
  • experience a curriculum and environment which is respectful of; diversity and difference and prepares them well for life in a diverse; society;
  • understand the importance of reporting discriminatory bullying and; racially motivated incidents;
  • ensure the peer support programme within the school promotes; understanding and supports pupils who are experiencing

    discrimination;

  • monitor progress through the school council.

    Visitors and contractors are responsible for complying with the school’s; Equality Scheme – non-compliance will be dealt with by the Headteacher.;

    3.1 Involvement Processes

    Policies are vital to identify and consolidate thinking regarding appropriate; provision for pupils, however, they are often viewed as an end, when they; should be seen as a process - always evolving in response to changes; and evidence from impact assessments. When developing this Equality; Scheme, the school is clear that this is a process which must be informed; by the involvement of all participants such as pupils, parents, school staff,; governors and external agencies. This will ensure that the school gleans; insights into the barriers faced by people from different social identity; backgrounds and learns the best ways to overcome such barriers. This; Scheme will be informed, therefore, by:

  • the views and aspirations of pupils themselves from different social; identity backgrounds;
  • the views and aspirations of parents of pupils from different social; identity backgrounds;
  • the views and aspirations of staff from different social identity; backgrounds;
  • the views and aspirations of members of the community and other; agencies, including voluntary organisations, representing different; social identity backgrounds;
  • the priorities in the North Yorkshire Children and Young People’s Plan.; 3.2 Mechanisms for involvement

    At this school the following mechanisms will ensure the views of pupils inform; the Equality Scheme and action plan:

  • Exit interviews with pupils;
  • School council;
  • Twice yearly focus groups of pupils representing different social identity; backgrounds, ie, gender forum, disability forum;
  • Individual interviews with pupils involved in incidents of a discriminatory; nature;
  • Individual interviews with pupils experiencing reasonable adjustments
  • Yearly open meetings representing a particular theme shared with the; community and cluster of schools.

    At this school the following mechanisms will ensure the views of staff inform; the Equality Scheme and action plan:;

  • Exit interviews with staff;
  • Regular meetings with union representatives;
  • E-forums;
  • Regular staff meetings with specific agenda items;
  • Individual discussions with staff as a part of performance management.

    At this school the following mechanisms will ensure the views of parents and; the community inform the Equality Scheme and action plan:;

  • Text to be inserted into communication with parents: “your support for; your child’s education is crucial to their progress. Please tell us if there; is any adjustments we need to make to help you support your child, for; example: letters in large font; letters in different languages; wheelchair; access; explaining things over the phone; a discussion with a school; colleague of the same gender.”;
  • Feedback through the Governing Body meetings;
  • Feedback through the PTA meetings;
  • Feedback from adults using the school beyond the school day
  • Yearly open meetings with parents and local groups representing a; particular theme.

    The school’s action plan will focus on developing the involvement of pupils,; staff and parents from different social identity backgrounds over the three; years of this Scheme. We will consider varying the times, methods and the; venues for this involvement to ensure the best possible attendance and; ensure views can be heard. This way the school will learn what works and; the involvement of pupils, staff and parents will improve and deepen over; time.

    4 Making it happen

    4.1 Implementation of Policy

    This scheme is supported by an action plan, the progress of which is; monitored and evaluated by the Governing Body.

    The action plan that identifies the equality objectives for the school arising; from this scheme and the impact assessment through the Inclusion Quality; Mark has:

  • clear allocation of responsibility;
  • clear allocation of resources, human and financial;
  • clear timescales;
  • expected outcomes and performance criteria;
  • specified dates for review;

    The effectiveness of this Scheme will be evaluated and reflected in:;

  • the School Self-evaluation Form (SEF);
  • the level achieved in the Inclusion Quality Mark;
  • discussions with the School Improvement Partner (Peter Woodhead)

    4.2 Publication

    This Equality Scheme will be published and available to anyone requesting a; copy. Copies can be found in the school reception area and it will be; referenced in school newsletters and in the school’s prospectus.;

    4.3 Reporting

    This Scheme will be reported on annually. Progress against the action plan; will be evaluated and the impact of the action and activities assessed. This; report will be made available as a separate document and in the school profile; and school prospectus.

    ;