EQUAL OPPORTUNITIES POLICY STATEMENT (for Students & Staff)

Transcription

1 EQUAL OPPORTUNITIES POLICY STATEMENT (for Students & Staff) 1. Background 1.1 Southend High School for Girls is a selective, single sex (with a small number of boys in the sixth form) school which admits students on academic ability, irrespective of race, disability, religion or belief, sexual orientation, gender reassignment, pregnancy or maternity (see admissions policy). 1.2 In an all girls school, equal opportunities is a vital issue and a substantial amount of development work has already been accomplished regarding gender issues. 1.3 Various agencies however recognise that women are still disadvantaged by sexist, stereotypical expectations, attitudes and activities in schools. 1.4 There is little student movement to and from the school: about four a year. 1.7 Definitions of discrimination Direct Discrimination: is unlawful against all protected characteristics except, in some circumstances, gender in schools. Direct Discrimination is when a person is treated less favourably than others in comparable circumstances because of a special characteristic such as sex, race or a disability. Indirect Discrimination: in essence occurs when provision, criterion or practice is applied equally to all but has a different impact on members of one or more protected groups. Indirect discrimination is unlawful unless it can be justified for reasons unrelated to the characteristic in question. Victimisation: treating a person less favourably because they have taken action in respect of discrimination. Harassment: unwanted conduct which violates a person s dignity or creates an intimidating, hostile, degrading, humiliating or offensive environment for them, on grounds of one of the protected characteristics. Also unlawful in many of the situations covered by discrimination law. 2. Aims 2.1 The aims of the school include: to provide a balanced, stimulating and enriching academic education which encourages each student to develop her/his talents, to foster a belief in high expectations, clear values and the importance of truth, 1 P a g e

2 tolerance, honesty and integrity and also to encourage students to respect the culture, dignity and worth of others. 2.2 Aims for students in relation to equality Individual staff and departments must ensure that within their work schemes and classroom practice: all students have equal access to learning all students are assessed using a variety of techniques which are suited to their needs equal opportunities are promoted the differences between people are respected and valued discriminatory behaviour, attitudes and assumptions are challenged the school environment and resources promote a positive image of diversity and equality self-esteem and high expectations are promoted students are encouraged to be confident and assertive high personal achievement is expected, acknowledged and recorded staff promote self-esteem and high expectations among students. 2.3 Aims for staff in relation to equality To ensure that staff are recruited, selected and promoted to ensure equality of opportunity and positive role models within the school To maintain staff development for all (See Equality and Diversity in Employment policy) To ensure appropriate training in anti-discrimination legislation and in promoting positive relations within the school community. To maintain a formal procedure for dealing properly with discriminatory behaviour (see Policy on Bullying and Staff Disciplinary Procedure). To ensure that written and spoken language of staff does not assume stereotypes To ensure that discriminatory behaviour, language, attitudes and assumptions are challenged. These aims are designed to ensure that the school meets the needs of all, taking account of gender race, disability, religion or belief, sexual orientation, gender reassignment, pregnancy or maternity. It is important that in this school we meet the diverse needs of students to ensure inclusion for all and that all students are prepared for full participation in a diverse society. 2 P a g e

3 3. Leadership and Management All the school policies reflect a commitment to equal opportunities. The Governing Body and school management set a clear ethos, which reflects the school s commitment to equality for all members of the school community. The school promotes positive and proactive approaches to valuing and respecting diversity. The school management will work in partnership with others to promote equality of opportunity, oppose all forms of oppressive behaviour, prejudice and discrimination. Staff contribute to the development and review of policy documents. The school ensures the involvement of Governors and takes appropriate steps to enable the contribution of parents. The evaluation of policies is used to identify specific actions to address equality issues. Teaching and curriculum development are monitored to ensure high expectations of all students and appropriate breadth of content. Additional grants and resources (such as those provided for minority ethnic and Traveller students) are appropriately targeted and monitored. Clear procedures are in place to ensure that staff deals with all forms of bullying and harassment promptly, firmly and consistently. Actions taken are in line with relevant LA policies and guidance such as those with racist incidents. All forms of harassment are recorded, monitored and dealt with in line with relevant school policies. Students, staff and parents are aware of the procedures for dealing with intolerant behaviour and that such behaviour is always unacceptable. 4. Staffing: Recruitment and Professional Development The school adheres to recruitment and selection procedures, which are fair, equal and in line with statutory duties. 3 P a g e

4 Steps are taken to encourage people from under represented groups to apply for positions at all levels in the school. Steps are taken to ensure that everyone associated with the school is informed of the contents of this policy. New staff are familiar with it as part of their induction programme. The skills of all staff, including support and part-time staff are recognised and valued. All staff are given status and support and are encouraged to share their knowledge. Staff handbooks and regular professional development activities are available for all staff members to support their practice in relation to this policy. The school aims to ensure that staff and visitors provide a wide range of role models and reflect the diversity of the local and wider community. 5. Curriculum Curriculum planning takes account of the wide variety of needs of all students. The Curriculum builds on students starting points and is differentiated appropriately to ensure the inclusion of: Students learning English as an additional language; Students covered by one of the protected characteristics Students who are gifted and talented; Students with special educational needs; Students who are looked after by the local authority; and Students who are at risk of disaffection and exclusion. All students have equal access to all areas of the curriculum Students are informed of the range of options which can be taken at GCSE and A level, and choice is made after a process designed to give information to students and parents and a consultation process. Opportunities for further study, future training and employment are frequently discussed with all involved. The school monitors and evaluates its effectiveness in providing an appropriate curriculum for students of all backgrounds. The school monitors the progress of different groups to ensure there is no direct or indirect discrimination which is disadvantaging groups of students. 4 P a g e

5 Each area of the curriculum is planned to incorporate the principles of equality and to promote positive contribution to the spiritual, moral, social and cultural development of all students. The content of the curriculum reflects and values diversity. It encourages students to explore bias and to challenge prejudice and stereotypes. A full range of extra-curricular activities is available to all students. All activities aim to promote self-esteem, personal effectiveness and a sense of achievement. (See also Curriculum Policy) 6. Teaching and Learning Teachers ensure that the classroom is an inclusive environment in which all students feel their contributions are valued. All students have access to the mainstream curriculum. Teaching is responsive to students different learning styles and takes account of students individual needs. Teachers take positive steps to include all groups or individuals. Student grouping in the classroom is planned and varied. Allocations to teaching groups are kept under continual review. 7. Assessment, Student Achievement and Progress All students have the opportunity to achieve their highest standards. Baseline assessment is used appropriately for all students. The school ensures that assessment is free of any bias, and that assessment methods are valid. Staff use a variety of assessment techniques which are designed to motivate each student Achievement and effort are recognised and rewarded. Staff have very high expectations of all students and they continually challenge them to extend their learning and achieve higher standards. The school recognises and values all forms of achievement. Self-assessment and target setting provide all students with opportunities to take responsibility for their own learning through regular reflection and feedback on their progress. 5 P a g e

6 All students have full opportunities to demonstrate what they know, understand and can do and therefore, to benefit from assessment, which summarises what they have learnt. Information from assessment is used to inform future learning. Staff use a range of methods and strategies to assess students progress. (See also Assessment, Recording and Reporting Policy) 8. Behaviour, Discipline and Exclusions The school s procedure for disciplining students and managing behaviour is fair and applied equally to all. (see Rewards and Sanctions Policy) The school expects high standards of behaviour from the students. There are strategies to reintegrate long term truants and excluded students, which address the needs of all students. Exclusions are monitored. It is recognised that students backgrounds may affect behaviour. The school takes this into account when dealing with incidents of unacceptable behaviour. All staff operate consistent systems of rewards and discipline. Students, staff and parents are aware of procedures for dealing with harassment. They know that any language or behaviour that is racist, sexist, homophobic or potentially damaging to any minority group is always unacceptable. 9. Personal Development and Pastoral Care Pastoral support takes account of students differences. The school provides appropriate support for students learning English as an additional language and encourages them to use their home and community languages. The PSHCEE programme aims to raise awareness of the roots of prejudice and discrimination. Students are taught that assertiveness is valued above aggressiveness or passivity particularly as part of a range of strategies for resolving conflict. 6 P a g e

7 All students are provided with appropriate career and post 16 advice and guidance which encourages them to consider the full range of options. Appropriate support is given to victims of harassment and intolerant behaviour, using the support of external agencies where appropriate. The perpetrators are dealt with in accordance with school policies and provided with relevant support to consider and modify their behaviour. 10. School environment Display materials should be monitored by staff. It is seen as important that language which promotes a positive self-image is used by staff and students. Staff also ensure that students become critical in their assessment of spoken and written material that assumes stereotypes. Books, support material, internet resources and equipment should be monitored at Departmental level to avoid the reinforcement of stereotyping and bias. Alison Clewlow Reviewed 2006 Reviewed May 2010 Reviewed by ADC February 2012, Approved by Board and signed by LM Barnard 08/05/2012. Reviewed and amalgamated by JCS June 2013 Reviewed by DBU January P a g e