Inclusion, Equality and Diversity Policy

Transcription

1 Inclusion, Equality and Diversity Policy Creation date: Last Review Date Summer 2013 Next Review Date Summer 2017 Signed by Chair of Committee 1

2 Introduction At Cottingham High School, we believe that everyone has the right to equal opportunities. We believe that all children, adults and families should feel welcome and have an equal chance to benefit from our school and everything it provides. Cottingham High School has a school community (children, parents, carers, staff, governing body and community users of school s facilities) which has a rich diversity in terms of cultures, religions, beliefs, ethnicities and social backgrounds and the community in which the school is situated broadly reflects such diversity. We ensure that our curriculum reflects the diversity of our society, and not just our group. We encourage children to explore in a positive way the differences and diversities of people. We positively challenge, in everyone, the stereotypes and assumptions, and actively seek to combat all forms of discrimination. The school s staff and governing body recognise the importance of the school s role to create opportunities for pupil s achievement and enabling every child to achieve their potential thereby making a contribution to long term community cohesion. By community cohesion, we mean, working towards 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. We will endeavour to contribute to building community cohesion by continuing to promote equality of opportunity and inclusion for all groups of pupils within a school. The school will also continue to promote shared values and encourage our pupils to actively engage with others to understand what they all hold in common. The school s contribution and commitment to community cohesion is apparent throughout the school; in its teaching, learning and the curriculum, its equity and excellence and its engagement and extended services. Definition Inclusion in education is about equal opportunities for all children whatever their age, gender, ethnicity, attainment, and background. It ensures particular attention to the provision made for, and the achievement of, different groups of pupils within the school. We are aware that specific groups of children are more likely to underachieve and/or suffer discriminatory practice than others within our society. These groups include: Differential performance of girls and boys Minority ethnic and faith groups, travellers, asylum seekers and refugees Pupils who need additional support to learn English as an additional language Pupils with disabilities 2

3 Pupils with special educational needs More able and gifted and talented pupils Children who are looked after by the local authority Other children, such as sick children, young carers and children from families under stress Any pupils who are at risk of disaffection and exclusion Principles Our policy is based on three main principles: 1. Setting Suitable Learning Challenges We plan our curriculum, particularly at KS3, using the National Curriculum programmes as our starting point. However, we recognise that we must plan in ways that suit our pupils abilities and their individual starting points. We use the flexibility with the National Curriculum to choose the most appropriate knowledge, skills and understanding from the programmes of study to enable pupils to make progress and demonstrate their achievements. Our short term planning is differentiated to match individual needs. 2. Responding to pupils diverse learning needs We set high expectations and opportunities for all our pupils to achieve. As a staff group we are aware that our children bring to school different experiences, interests and strengths, which will influence the way they learn. We ensure our planning includes a variety of approaches to teaching and learning to ensure all children can actively take part in lessons fully and effectively. 3. Overcoming potential barriers to learning and assessment for individuals and groups of pupils We recognise that some children will have particular learning and assessment requirements, which, if not addressed, could create barriers to effective learning. For these groups or individuals our approach to teaching, learning and assessment includes making additional to or different from provision to enable them to participate effectively in the curriculum and assessment activities. Our commitment At Cottingham High School we are committed to constantly monitoring, evaluating and reviewing our practice to ensure that all pupils: Make good progress and achieve Are able to learn effectively without interference and disruption Are treated respectfully Receive additional help according to their needs 3

4 Have access to a broad, balanced and relevant curriculum, including the statutory elements of RE and Sex and Relationship Education. A curriculum that also provided pupils with opportunities for their Spiritual, Moral, Social and Cultural Development Feel safe secure and happy within the schools setting Reach their potential both academically and personally Monitoring, Evaluation and Review Our commitment to inclusive practice is meaningless unless we actively monitor the impact of this commitment on the experience of our children in all areas of the school life. We collect information on the effectiveness of our inclusive practice through the following channels: Collection of data relating to progress and achievement in curriculum areas Incident records related to bullying, inappropriate behaviour (in class and at unstructured times), internal exclusions of pupils, short term and permanent exclusions and discriminatory incident reporting forms Evidence from our regular programme of lesson observations The views and experiences of our pupils collected through our school council and pupil questionnaires and as part of the our on-going Personal Social and Health Education and Citizenship programmes The views and experiences of our parents/carers collected through informal one to one discussions, through questionnaires and formal parent consultations Using this wide range of information we analyse comparative outcomes for individuals and different groups of children. Pupil tracking and analysis of information enables us to judge whether all children are achieving as much as they can and if not, which individuals or groups of children are underachieving. Our next step is to explore why this is happening and whether there are well-founded explanations for the differences we have identified. If this is not the case we identify what action the school should take to improve our inclusive practice, set specific performance indicators and review the effectiveness of this action. Monitoring will be carried out by the Children, Family and Community Committee by choosing a sub group of students within School and getting the relevant information. Employees and Users of the School Facilities The school is committed to eliminating discrimination and promoting equality for its employees and users of the school facilities regardless of gender, race, disability, religion or belief, sexual orientation and gender re-assignment and has implemented policies and schemes to achieve this objective. Race Equality Policy Statement Of Intent Aims - Race Equality Policy 4

5 As reflected in our general aims we are committed at Cottingham High School to the principle of equality and making the fair treatment of all an integral part of what we do. Our aims also set out our mission to prepare students to become good citizens within a multi-ethnic society. In terms of race equality we aim: To create within our school community a shared commitment to value diversity and respect difference To ensure our educational services are provided fairly to all sections of our community To challenge racism and discrimination and promote good relations between people of different races and cultures To remove barriers to achievement for individuals whatever their race or culture by monitoring levels of attainment and progress and taking appropriate action as and when necessary To avoid discrimination in any form in our actions as an employer. Implementation In pursuit of our aims we intend the following: In their work on behalf of Cottingham High and Sixth Form College all our staff are required to treat their colleagues, students, parents and members of the wider community with dignity and respect Acts of racism will not be tolerated. Our schools statement of Standards and Expectations places on all our students a responsibility to be polite, respectful and helpful to others. Again acts of racism will not be tolerated Subject team leaders should bear in mind our aims in respect of race equality in the guidance they give their colleagues and in their curriculum planning and resourcing decisions. Subject areas will use multi-cultural resources where appropriate in their curriculum thereby helping students to understand, value and respect ethnic and cultural diversity In their daily work all staff should take, as and when appropriate opportunities to combat racism and promote racial equality The school's Leadership Team will continually assess, monitor and review the work of the school and its outcomes, particularly in relation to student attainment to ensure the aims of this policy are met. The Leadership Team will regularly report the outcomes of such monitoring and review to the school's governing body Where appropriate the school's Leadership Team will target action including staff training, Provide additional resources and support to remove inequalities between different races and cultures in their levels of achievement and progress and in their wider experience of our school The governors will continually monitor the school's employment practices to ensure the school does not act in a discriminatory way Outcomes from the school s monitoring of its Race Equality Policy will published by governors as appropriate Breaches of our Race Equality Policy 5

6 All incidents of a racial nature should be reported using the appropriate proforma obtainable from the main office, which will be recorded centrally. Breaches of our Race Equality Policy will be taken seriously, thoroughly investigated and with appropriate action being taken as and when necessary. This policy should be read in conjunction with the school s: Teaching and Learning Policy Assessment and Marking Policy Special Educational Needs Policy Equal Opportunities Policy Race Equality Policy Gender Equality Policy and Scheme Disability Equality Policy and Scheme Accessibility Plan Curriculum Policy SMSC policy Anti-Bullying Policy This policy will be reviewed annually. 6