We welcome our duties under the Equality Act 2010 to eliminate discrimination,
advance equality of opportunity and foster good relations in relation to age (as
appropriate), disability, ethnicity, gender, religion and sexual identity.
We welcome our duty under the Education and Inspections Act 2006 to promote
We recognise that these duties 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.
In fulfilling the legal obligations cited above, we are guided by nine principles:
Principle 1: All learners are of equal value.
We see all learners and potential learners, and their parents and carers, as of
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:
prejudice are recognised
women and men, are recognised
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:
disabled and non-disabled people, and an absence of harassment of
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
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:
rights relating to pregnancy and maternity.
Principle 5: We aim to reduce and remove inequalities and barriers that
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:
Principle 6: We consult and involve widely
We consult and involve:
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:
Principle 8: We base our practices on sound evidence
We comply with the public sector equality duty (PSED) set out in clause 149 of the Equality Act 2010.
Principle 9: Objectives
We formulate and publish specific and measurable objectives, based on the
evidence we have collected and published (principle 8) and the engagement in
which we have been involved (principle 7).
The objectives which we identify take into account national and local priorities and issues, as appropriate. Our objectives are:
1. The RE Subject Leader will be responsible for the organisation of multi-faith representation e.g. visits from multi-faith speakers and recognition of other cultural definitions and experiences.
2. Any child with a disability at Broomfield Primary School will be consulted and included in order to reduce or eliminate barriers to inclusion.
3. We will engage with a range of groups and individuals to ensure that those affected by a policy or activity are consulted and involved in the design of new policies. We will consult School Council, pupils, parents and carers where necessary.
We keep our equality objectives under review and report annually on progress towards achieving them.
We keep each curriculum subject or area under review in order to ensure that teaching and learning reflects the principles set out in paragraph 4 above.
Ethos and organisation
We ensure the principles listed in paragraph 4 above apply to the full range of
our policies and practices, including those that are concerned with:
Addressing prejudice and prejudice-related bullying
The school is opposed to all forms of prejudice which stand in the way of fulfilling
the legal duties referred to in paragraphs 1–3:
directed towards religious groups and communities, for example
antisemitism and Islamophobia, and those that are directed against
Travellers, migrants, refugees and people seeking asylum
Staff are given guidance on how prejudice-related incidents should be identified, assessed, recorded and dealt with.
We keep a record of prejudice related incidents and provide data to the local authority when required.
Roles and responsibilities
The Governing Body is responsible for ensuring that the school complies with
legislation, and that this policy and its related procedures and action plans are
The Safeguarding Governor monitors the implementation of this policy.
The Headteacher is responsible for implementing the policy; for ensuring that all
staff are aware of their responsibilities and are given appropriate training and
support; and for taking appropriate action in any cases of unlawful
The Senior Leadership Team have day-to-day responsibility for co-ordinating
implementation of the policy.
All staff are expected to:
paragraph 4 above
Information and resources
We ensure that the content of this policy is known to all staff and governors and,
as appropriate, to all pupils and their parents and carers.
All staff and governors have access to a selection of resources which discuss and
explain concepts of equality, diversity and community cohesion in appropriate
We respect the religious beliefs and practice of all staff, pupils and parents, and
comply with reasonable requests relating to religious observance and practice.
Staff development and training
We ensure that all staff, including support and administrative staff, receive
appropriate training and opportunities for professional development, both as
individuals and as groups or teams.
Breaches of the policy
Breaches of this policy will be dealt with in the same ways that breaches of other
school policies are dealt with, as determined by the Headteacher and Governing
Monitoring and review
We collect, study and use quantitative and qualitative data relating to the
implementation of this policy, and make adjustments as appropriate.
In particular, we collect, analyse and use data in relation to achievement, broken
down as appropriate according to disabilities and special educational needs;
ethnicity, culture, language, religious affiliation, national origin and national
status; and gender.