Care Respect Inspire

Equality Objective

Contents 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 (including issues of transgender, and of maternity and pregnancy), religion and belief, 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

 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 – this also includes transgender individuals
  • 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
  • The equality impact assessment tool is used for each policy within the school when written or reviewed. 

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:

  • Whatever their age
  • 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 – this also applies to transgender individual

Principle 6 – We consult and involve widely

We engage with a range of groups and individuals to ensure that those who are affected by a policy or activity are consulted and involved in the design of new policies, and in the review of existing ones. We consult and involve:

  • Disabled people as well as non-disabled
  • People from a range of ethnic, cultural and religious backgrounds
  • Both women and men, and both girls and boys
  • Lesbian, Gay, Bisexual and Transgender (LGBT) individuals

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 from a range of ethnic, cultural and religious backgrounds
  • Both women and men, and both girls and boys
  • Lesbian, Gay, Bisexual and Transgender (LGBT) individuals

Principle 8 – We base our policies and practices on sound evidence

We maintain and publish quantitative and qualitative information which shows our compliance with the public sector equality duty (PSED) set out in clause 149 of the Equality Act 2010, and on the basis of which we decide on specific and measurable objectives. Evidence relating to equalities is integrated into our self-evaluation documentation.

Principle 9 – Measurable objectives

We formulate and publish specific and measurable objectives, based on the consultations we have conducted (Principle 6) and the evidence we have collected and published (Principle 8). The objectives which we identify take into account national and local priorities and issues, as appropriate. Our equality objectives are integrated into the school improvement plan. 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 reflect the principles set out above.

Ethos and Organisation

We ensure the principles listed 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 that stand in the way of fulfilling the legal duties referred to in the principles above.

  • Prejudices around disability and special educational needs
  • Prejudices around racism and xenophobia, including those that are directed towards religious groups and communities, for example anti-Semitism and Islamophobia, and those that are directed against travellers, migrants, refugees and people seeking asylum
  • Prejudices reflecting sexism and homophobia

There is guidance in the staff handbook on how prejudice-related incidents should be identified, assessed, recorded and dealt with. We keep a record of prejudice-related incidents and, if requested, provide a report to the local authority about the numbers, types and seriousness of prejudice-related incidents at our school and how they are dealt with.

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. A member of the governing body has a watching brief regarding 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. A senior member of staff has 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 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 that 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 this 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; gender.

Pensby High School
Irby Road, Heswall CH61 6XN
Tel: 0151 342 0570 Fax: 0151 342 0571
Email: Headteacher: Mr K Flanagan