Legal framework

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

community cohesion.

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.

Guiding principles

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

equal value:

• whether or not they are disabled
• whatever their ethnicity, culture, national origin or national status
• whatever their gender and gender identity
• whatever their religious or non-religious affiliation or faith background
• 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 of

              prejudice are recognised

• gender, so that the different needs and experiences of girls and boys, and

              women and men, are recognised

• religion, belief or faith background
• 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

We consult and involve:

• disabled people as well as non-disabled
• people from a range of ethnic, cultural and religious backgrounds
• girls and boys, women and men

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.

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.

The Curriculum

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:

• pupils' progress, attainment and achievement
• pupils' personal development, welfare and well-being
• teaching styles and strategies
• admissions and attendance
• staff recruitment, retention and professional development
• care, guidance and support
• behaviour, discipline and exclusions
• working in partnership with parents, carers and guardians
• working with the wider community.

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:

• prejudices around disability and special educational needs
• prejudices around racism and xenophobia, including those that are

             directed towards religious groups and communities, for example

             antisemitism and Islamophobia, and those that are directed against

             Travellers, migrants, refugees and people seeking asylum

• prejudices reflecting sexism and homophobia.

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

implemented.

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

discrimination.

The Senior Leadership Team have day-to-day responsibility for co-ordinating

implementation of the policy.

All staff are expected to:

• promote an inclusive and collaborative ethos in their classroom
• deal with any prejudice-related incidents that may occur
• plan and deliver curricula and lessons that reflect the principles in

             paragraph 4 above

• support pupils in their class for whom English is an additional language
• keep up-to-date with equalities legislation relevant to their work.

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

detail.

Religious observance

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

Body.

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.