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Equalities in Education

Equalities in Education

 We welcome our duties under the Disability Discrimination Acts 1995 and 2005; the Race Relations 1976 as amended by the Race Relations Amendment Act 2000; the Sex Discrimination Act 1975 as amended by the Equality Act 2006; and the expectation in the Equality Bill 2009 that we should promote equality, diversity and good relations in relation to age (as appropriate), faith and religion, gender reassignment and sexual and gender identity.
 
We welcome our duty under the Education and Inspections Act 2006 to promote community cohesion.
 
We welcome the proposals set out in Equality Bill: making it work, published by the Government Equalities Office in June 2009, that from 2011 onwards we should publish a statement of equality objectives for our school and should report on progress towards achieving them
 
We recognise these duties are essential for achieving the five outcomes of the Every Child Matters framework, and that they reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998.
 
Guiding principles
 
5. In fulfilling the legal obligations cited above, we are guided by seven principles:
 
Principle 1: All learners are of equal value.
 
We see all learners and potential learners, and their parents and carers, as of
equal value:
  • whether or not they are disabled
  • whatever their ethnicity, culture, religious affiliation, national origin or national status
  • whatever their gender and gender identity
  • whatever their sexual identity.
 
Principle 2: We recognise and respect difference.
 
Treating people equally (Principle 1 above) does not necessarily involve treating them all the same. Our policies, procedures and activities must not discriminate but must nevertheless take account of differences of life-experience, outlook and background, and in the kinds of barrier and disadvantage which people may face, in relation to:
  • disability, so that reasonable adjustments are made
  • ethnicity, so that different cultural backgrounds and experiences or prejudice are recognised
  • gender, so that the different needs and experiences of girls and boys, and women and men, are recognised
  • sexual identity.

Principle 3: We foster positive attitudes and relationships, and a shared sense of cohesion and belonging.
 
We intend that our policies, procedures and activities should promote:
  • positive attitudes towards disabled people, good relations between disabled and non-disabled people, and an absence of harassment of disabled people
  • positive interaction, good relations and dialogue between groups and communities different from each other in terms of ethnicity, culture, religious affiliation, national origin or national status, and an absence of prejudice-related bullying and incidents
  • mutual respect and good relations between boys and girls, and women and men, and an absence of sexual and homophobic harassment.
Principle 4: We observe good equalities practice in staff recruitment, retention and development
 
We ensure that policies and procedures should benefit all employees and potential employees, for example in recruitment and promotion, and in continuing professional development:
  • whether or not they are disabled
  • whatever their ethnicity, culture, religious affiliation, national origin or national status
  • whatever their gender and sexual identity, and with full respect for legal rights relating to pregnancy and maternity.
 
Principle 5: We aim to reduce and remove inequalities and barriers that already exist
 
In addition to avoiding or minimising possible negative impacts of our policies, we take opportunities to maximise positive impacts by reducing and removing inequalities and barriers that may already exist between:
  • disabled and non-disabled people
  • people of different ethnic, cultural and religious backgrounds
  • girls and boys, women and men.
 
Principle 6: We consult and involve widely
 
People affected by a policy or activity should be consulted and involved in the design of new policies, and in the review of existing ones. We consult and involve:
  • disabled people as well as non-disabled
  • people from a range of ethnic, cultural and religious backgrounds
  • both women and men, and girls and boys.
  • Gay people as well as straight.
 
Principle 7: Society as a whole should benefit
 
We intend that our policies and activities should benefit society as a whole, both locally and nationally, by fostering greater social cohesion, and greater participation in public life of:
  • disabled people as well as non-disabled
  • people of a wide range of ethnic, cultural and religious backgrounds
  • both women and men, girls and boys
  • gay people as well as straight.

Below you will find a copy of our full policy statement and also a review of our recent actions and our plans for the year ahead.
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