EQUALITY


Together We Inspire and Achieve

OUR SCHOOL AIM


“To provide an innovative and inclusive school in which pupils and staff are valued as individuals and are motivated to achieve their potential within a happy, healthy and safe environment.  In partnership with parents, carers and other agencies we strive to meet individual needs to enable our pupils to confidently progress into adult life."

Respectful, Responsible, Ready to Learn

Equality Objectives

School Development Plan Target 8:  Development of the Learning Support Assistant workforce

The Governor Strategy Team along with our HR Manager and Leadership Team maintain the principles and practice of our Equality Policy.

Our school promotes Fundamental British Values throughout our curriculum and our wider school community.

Visitors and service users of our school facilities are afforded inclusive practice, dignity and respect.

In this school we respect the rights of all pupils, parents, carers and staff ensuring all members of our community and the wider community we serve are treated inclusively with respect and dignity.

Target six of our School Development Plan states:  To ensure our inclusive practice and provision is of the highest standard.


This includes achieving the Inclusion Quality Mark by the end of the year.   


Our school council meets regularly and represents the voice of the pupils across the school.

A school Councillor should






Bower Grove Equalities Policy 2017 reads as follows:-

Policy adopted by Governors June 2007

Policy to be reviewed annually by Governors Strategy Team (Website) June 2017

Policy to be reviewed June 2018


SINGLE EQUALITY SCHEME - EQUALITIES POLICY


Bower Grove School aims at all times to promote policies and practises that will meet its duties to promote equality of opportunity for and between diverse members of the school community, including disabled pupils, staff and parents, women, men and different racial groups within the school.  


Bower Grove School wholeheartedly supports the principle of equal opportunities and opposes all forms of unlawful or unfair discrimination on the grounds of:



The school will seek to



We will do this by adopting the following policies, procedures and action plans


APPENDIX 1


EQUAL OPPORTUNITIES POLICY

School Philosophy

Kent Education Authority and Bower Grove School are committed to the general principle of equal opportunity for all members of the school community, irrespective of age, culture, race, religion, sex, marital status, language disability, sexual orientation or family background, and to the active support of initiatives designed to further the principle that everyone has the right to be seen, treated and recognised on their individual merits without prejudice.


Discrimination of any form can be either overt or covert, and the school recognises that there is a need to identify and to take action to counter all kinds of discrimination.  To this end we endeavour at all times to provide a learning environment which:



It is the responsibility of the Governing Body to ensure that there is a current Equal Opportunities Policy that entitles everyone to equal consideration.


Within this general principle, the following statements should apply:



Bower Grove School Equal Opportunities Policy


The school will promote equal opportunities provision by:


Strategies


To support the implementation of this policy, the following strategies will be adopted:


Success Criteria


The following criteria will be used to judge the success of the policy.


This document is intended to work in conjunction with the following policies and procedures:


Behaviour and Anti-Bullying Policy

Health & Safety Policy

Complaints Policy

Examination Appeals

KCC Traveller Education Policy


Monitoring and Review


The governing body will monitor the effectiveness of this Equal Opportunities Policy.  The governing body will do this by:

APPENDIX 2


RACE EQUALITY POLICY



Bower Grove School is a special school of over 300 people, both adults and pupils.  We believe that everyone in the school is of equal value and should have equal opportunities in school and the community and in life.


We accept the following definition of racism and institutional racism included in the Stephen Lawrence Inquiry Report:-


Racism – Conduct or words which advantage or disadvantage people because of their colour, culture or ethnic origin.


Institutional racism – The collective failure of an organisation to provide an appropriate and professional service to people because of their colour, culture or ethnic origin.  It can be seen or detected in processes, attitudes and behaviour which amount to discrimination through unwitting prejudice, ignorance, thoughtlessness and racist stereotyping which disadvantage minority ethnic people.


Many people in our society are discriminated against and treated as if they are worth less than others because of their race, religion or language.  This will not happen in our school.


People are individuals and therefore different.  They have different needs and different contributions to make to the life of our school and of the community.  The staff and governors for their part strive to give unconditional trust and ask of pupils that they endeavour to be honest, respect other people and their property.  There may be times when the relationship between staff and a pupil breaks down.  In such cases the school will give all the support it can to the pupil concerned and his or her parents even though redress to exclusion may be necessary.


Racial Equality is not about treating everybody the same.  It is about meeting people’s individual needs and appreciating their individual strengths and gifts.  We are all different and should all be equally valued.


Aims


1. Our main aim is to offer an education appropriate to each individual pupil’s needs regardless of their race, colour, ethnic or national origins, or religious beliefs.

2. With regard to the statutory Code of Practice on the duty to promote race equality, we aim to tackle racial discrimination and to promote equality of opportunity and good race relations across all areas of school activity.

3. We aim to ensure that everyone at the school, (staff, pupils, parents, contractors and visitors) is afforded the basic rights of freedom and access to opportunity, including freedom from all forms of harassment or bullying.

4. We aim to ensure that active encouragement is given to all in order to enable them to fully develop talents and personal skills for co-operative interaction and academic excellence.  No one person has the right to deny another person of his or her educational opportunity.

5. Where contractors are working on site, measures will be taken to ensure their employees operate according to the school’s equal opportunities and racial equality policies and code of practice.


Objectives


1. To regard all our pupils as being of equal value and to ensure that the needs of all pupils are identified and met and that they are able to achieve their full potential, helping to raise standards across the school.

2. To take direct action (including providing resources and mentoring/counselling support) to remove inequalities between racial groups in their levels of achievement and progress; their experience of disciplinary measures (such as exclusions) or admissions.  This will be reflected by particular emphasis on action plans to promote social inclusion and the raising of levels of attainment.

3. To challenge, in a positive way, any form of racial prejudice, whether overt or covert, which contradicts the school’s equal opportunities and racial equality policies and codes of conduct.  This means adopting a consistent and unambiguous stand, from which we strive to overcome prejudice and ensure equality of opportunity for all, thus protecting the rights and liberties of every individual.

4. To foster self-esteem and respect for each person as an individual and to create a positive and inclusive atmosphere where there is a shared commitment to respect diversity and difference, challenge and prevent racism and discrimination, and encourage good relationships between people of different racial groups.

5. To prepare pupils to be good citizens, living and working in a multi-ethnic society and to take up the responsibility of participation and to treat all others as we would wish to be treated.  The PSHE and Citizenship programme and the agendas of the School Council will play key roles in achieving this objective.

6. To create and retain a workforce that is valued for their diverse contributions and represents different perspectives, ethnic backgrounds, experience and skills.  To achieve this the school will encourage strong community/parental and governors links.


Our key guidelines are that:


1. All pupils should be encouraged to value their own cultural heritage and the culture and lifestyles of others, and to show respect for self and others while at the same time finding common ground to talk to one another and valuing living together in a community.

2. Every member of staff needs to accept responsibility for establishing a reasonable climate for debate and extending opportunities for controversial discussion.  They must address widely held misconceptions to avoid the risk of pupils with limited experience arriving at consensus views of doubtful validity.

3. The provision of genuine equality of opportunity must be inherent in the education the school offers.  The curriculum opportunities must be open to all and must give access for both sexes to all subjects.  The school must challenge any gender stereotyping, which leads to constraints on the development of pupils’ abilities and aspirations.

4. The school should clearly demonstrate the unacceptability of attitudes, incidents, taunts or remarks that give offence, intimidate, devalue another’s view or opinion, or undermine another’s self-esteem.

5. More specifically this means the following codes of practice for governors and staff, pupils, parents and carers, visitors and contract staff.


Governors and Staff


1. Staff will treat each other and all pupils with dignity and respect.

2. Staff will examine the ideas and images in books and other resources and will challenge negative images and give all pupils positive images.

3. Policies on displays, notices, meals, uniform, etc. in the school will reflect our multi-cultural society.

4. The school values the fact that pupils may be bilingual and will take positive action to ensure communications are accessible to all.

5. Positive links will be developed with the homes of pupils and communities from which our pupils come.

6. Preventing and dealing with discriminatory behaviour, abuse, bullying and intimidation is the responsibility of us all.  The school will support victims of such incidents, on or off the premises.

7. Appointment and promotion of staff will be made and monitored in accordance with the school’s Equal Opportunities Policy.  The governing body will monitor the balance at all levels of gender and ethnicity as well as membership of the governing body.


Pupils


1. All pupils are valued for themselves and can expect to have their culture and language treated positively and with respect.

2. Pupils will be given the opportunity in the classroom to discuss and to identify and understand racism, sexism and other forms of prejudice.

3. Pupils will be able to contribute to the development of equal opportunities and other school policies through the School Council and Citizenship programme.

4. If pupils feel they have been abused racially or bullied they should report the matter immediately to any adult who will refer the matter to the class teacher and a member of the leadership team.  All pupils can expect to be listened to and have their complaints investigated.  If a pupil feels their complaint has not been properly dealt with they should take the matter to the Head teacher.

5. Pupils who have suffered racist or sexist behaviour, abuse, bullying or intimidation will be supported by the school and, in particular, their class teacher.  Anyone who has committed such offences will be appropriately dealt with – in the case of pupils this may include exclusion from the school.

6. All pupils should treat each other and staff with respect.


Parents/Carers and Visitors or Contract Staff


1. Parents/carers are very important to the school and, in particular, they have much to contribute to our equal opportunities policies; their views are welcome and valued at all times.  We ask that all parents/carers fully support the school’s Equal Opportunities and Racial Equality Policies.

2. The school will discuss with parents/carers any incidents of racist or sexist abuse or bullying in which their sons or daughters have been involved.

3. If parents/carers are aware of incidents of racism, sexism or bullying, they should contact their child’s class teacher or a senior member of staff at the earliest opportunity.

4. Any visitors or contract staff visiting or working at the school who become aware of any incidents of racism or sexism should report them to the Head teacher or one of the leadership team.  Contractors should also abide by the code of conduct established by the school in relation to equal opportunities and racial equality.


Implementation




RACIAL INCIDENT PROCEDURE


RACIAL INCIDENTS REPORT FORM


Section 1 – Details of Victim



Name of victim: …………………………………………………………………………………………………………………



Is the victim:


(a) A pupil        Yes No


If yes, complete pupil no: ……………………………….……………..




(b) A member of staff/governor      Yes No



(c) A pupil from another school      Yes No



(d) Other (e.g. visitor, parent, contractor)     Yes No



If (b), (c) or (d):


What is the Ethnicity* of the victim? ……………………………………………………..…………………


Is the victim:


An Asylum Seeker/Refugee     Yes No



Record contact details if appropriate


………………………………………………………………………………………………………………..…………………………..



Have there been previous incidents involving the same victim (if known)?

Yes No



*Use categories at end of document

RACIAL INCIDENTS REPORT FORM

Section 2 – Details of the Perpetrators


Record details of each perpetrator (if more than one)












Section 3 – Date and Type of Incident


When did the incident take place? Date: ………………….……..  Approximate Time: ……….………..


Location (if not in school): …………………………………………………………………………...


What type of incident occurred?


Verbal Abuse  Yes No  Physical Abuse   Yes No



Graffiti   Yes No  Threatened Assault  Yes No



Attacks on Property  Yes No  Other (please specify)




What happened (in brief)?


………………………………………………………………………………………………………………………………………………………


………………………………………………………………………………………………………………………………………………………

Section 4 – Action taken to deal with the Incident


Following investigation of the incident was further action undertaken:  Yes No


If so, what was this?

Warning to the perpetrator      Yes No



Mediation         Yes No



Referral to Police or other body      Yes No



Detention        Yes No



Exclusion Fixed Term       Yes No



If fixed term, how many days


 Exclusion Permanent         Yes No


Other sanction (please specify) ……………………………………………………


Other action (please specify) ………………………………………………………


If no action was taken, why was this (e.g. there was no case to answer to)? ………………………....


……………………………………………………………………………………………………………………….……………………….


Section 5 – Action taken to support Victim


What action was taken to support the victim (in brief)?


…………………………………………………………………………………………………………..……………………………………………....


…………………………………………………………………………………………………………………………………………………………….


Section 6 – Involvement of the Police


If the Police were involved was this through:


Liaison with the local Youth Crime Reduction Officer:   Yes No



Referral to the local Police Station     Yes No



If appropriate, please record additional details, e.g. date of referral, Police Officer involved, charge made by Police etc.


…………………………………………………………………………………………………………….……………………………………………


……………………………………………………………………………………………………………….…………………………………………


Section 7 – Completion of Record


Name of person recording this incident: …………………………………………..…………………………………………….


Position in school: …………………………………………………………………………………………………………………………..


Name of person (and position in school) dealing with the incident if different to above:


……………………………………………………………………………………………………………..…………………………………………


Date of record: ………………………………………………………………………….……………………………………………………


This form should be retained by the school.  The LEA will periodically collect information from you about racial incidents.



Ethnic Categories:  Please use the numbering system when completing the form (e.g. (a) 1.).  If unknown please use Asian, Black, Other & White










Examples of Racist Incidents


BOWER GROVE SCHOOL – DISABILITY EQUALITY SCHEME AND ACCESSIBILITY PLAN                                     APPENDIX 3




























APPENDIX 4

GENDER EQUALITY ACTION PLAN


The priority outcome of our Gender Equality Action Plan is to ensure equality of opportunity for all and to eliminate any unlawful discrimination and harassment on the grounds of sex and promote equality of opportunity between boys and girls, women and men.



Equality_Act_Advice_Final.pdf