Equality, Diversity & Inclusion Policy

Contents:

1. AIMS

1.1 THIS MEANS

2. OUR LEGAL DUTIES

2.1 THE ‘PROTECTED CHARACTERISTICS’ WITHIN EQUALITY LAW ARE

2.2 ‘PROHIBITED CONDUCT’ (ACTS THAT ARE UNLAWFUL)

3. PUBLIC SECTOR DUTIES (APPLIES TO ACADEMIES):

4. REASONABLE ADJUSTMENTS AND ACCESSIBILITY PLANS (SCHEDULE 10)

5. CURRICULUM

6. TEACHING AND LEARNING

7. BRITISH VALUES

7.1 BEING PART OF BRITAIN

7.2 DEMOCRACY

7.3 RULES AND LAWS

7.4 INDIVIDUAL LIBERTY

7.5 MUTUAL RESPECT AND TOLERANCE OF THOSE WITH DIFFERENT FAITHS AND BELIEFS

8. ASSESSMENT, PUPIL ACHIEVEMENT AND PROGRESS

9. BEHAVIOUR, DISCIPLINE AND EXCLUSION

10. ADMISSIONS AND ATTENDANCE

11. PARTNERSHIP WITH PARENTS

12. RESPONSIBILITIES

12.1 ACADEMY GOVERNING COUNCIL

12.2 HEADTEACHER

12.3 ALL STAFF

12.4 SENDCO

12.5 PUPILS

12.6 VISITORS (E.G. PARENT HELPERS, CONTRACTORS)

13. SUPPORTING POLICIES

14. FOR MORE INFORMATION DOWNLOAD GUIDANCE FROM THE DFE:

15. APPENDIX

1. Aims

This single policy replaces separate policies the academy has on race, disability and gender to eliminate discrimination, advance equality of opportunity and foster good relations. It reflects the legal duties set out in the Equality Act 2010 and non-statutory guidance set out by the government in December 2011 and March 2012. It sets out the academy’s aims to promote equality of opportunity and comply with the Act and it also sets out our legal duties. To view the academy’s current Equality Objectives see our Aims and Objectives, accessible on the academy’s website.

The primary aim of Co-op Academy Woodslee  is to enable all pupils to take part as fully as

possible in every part of academy life by developing every child’s self-confidence, recognising their strengths and encouraging them to achieve their full potential.

At Co-op Academy Woodslee , we will take steps to advance equality of opportunity, foster

good relations and eliminate discrimination or harassment across all the protected

characteristics (age, race, gender reassignment, disability, marriage and civil partnership,

religion and belief, pregnancy and maternity, gender, sexual orientation) within the academy community.

1.1 This means…

• We will take reasonable and necessary steps to meet pupils’ needs by using a variety of

approaches and planning reasonable adjustments for differently abled pupils, enabling our

pupils to take, as full a part as possible, in all the activities of the academy.

• We will make reasonable adjustments to ensure the academy environment and its

activities are as accessible and welcoming as possible for pupils, staff and visitors to the

academy.

• We are also committed to ensuring staff with a disability have equality of opportunity.

• We will encourage positive attitudes towards pupils and staff and expect everyone to

treat others with dignity and respect.

• We will regularly consider the ways in which the taught and wider curricula will help to

promote awareness of the rights of individuals and develop the skills of participation and

responsible action.

• We will regularly consider the ways in which our teaching and the curriculum provision

will support high standards of attainment, promote common values, and help students

understand and value the diversity that surrounds them, and challenge prejudice, bias and

stereotyping.

• We will monitor the progress and achievement of pupils by the relevant and appropriate

protected characteristics. This information will help the academy to ensure that individual

pupils are achieving their potential, the academy is being inclusive in practice, and trends

are identified which inform the setting of our equality objectives in the Annual Academy

Development Plan.

• We will collect and analyse information about protected characteristics in relation to staff

recruitment, retention, training opportunities and promotions to ensure all staff have

equality of opportunity. We will not ask health-related questions to job applicants before

offering a job, unless it relates to an intrinsic function of the work they do. We will make

reasonable adjustments such as providing auxiliary aids for our differently abled staff.

• We will ensure the curriculum is accessible to all pupils with special educational needs

and disabilities (SEND) or those for whom English is not their first language. Auxiliary

aids and services will be provided for them, where reasonable adjustments are required.

By planning ahead, we will ensure that all pupils are able to take part in extra-curricular

activities and residential visits. We will monitor the uptake of these to ensure no one is

disadvantaged on the grounds of a protected characteristic.

• We will seek the views of advisory staff, the Co-op Academies Trust and outside agencies and partnerships with other academies where this is needed. In planning the curriculum and resources we will take every opportunity to promote and advance equality.

• Bullying and Prejudice Related Incidents will be carefully monitored and dealt with

effectively. Regular training will be given to both existing and new staff to ensure that

they are aware of the process for reporting and following up incidents of prejudice related bullying.

• We expect that all staff will be role models for equal opportunities, deal with bullying and

discriminatory incidents and be able to identify and challenge prejudice, bias and

stereotyping.

• Throughout the year, we will plan on-going events to raise awareness of equality and

diversity. This may include a focus on a protected characteristic, respect for other cultures, religions and beliefs, antihomophobia/gay pride, gender equality, developing community cohesion and an understanding of the effects of discrimination.

• We will ensure pupil/parent/staff consultation is sought regularly in the development and

review of this policy.

• We will seek regularly the views of pupils, parents, advisory staff and visitors to the

academy, to ensure that the academy environment is as safe and accessible as possible to

all academy users. We will review our accessibility plans.

• We welcome a diverse range of candidates and encourage those who are currently

underrepresented to join.

• We will ensure that all staff are aware of their legal duties under the Equality Act 2010,

the different forms of discrimination and what ‘reasonable adjustments’ mean in practice.

• We will set out training and awareness sessions in the Annual Academy Development Plan.

• We will consult with stakeholders, i.e. pupils, parents/carers, staff and relevant

community groups, to establish Equality Objectives and draw up a plan based on

information collected on protected groups and accessibility planning. These Equality

Objectives will be reviewed and reported on annually.

• We will maintain and update an equality page on the academy website to show how we

are complying with the Public Sector Equality Duty (PSED) in the Equality Act 2010 and

advancing equality of opportunity.

• We will consider to what extent a new/revised policy, practice

or plan meets the PSED (eliminates discrimination, advances equality and fosters good

relations for all the protected characteristics) and recommend changes/mitigations

where necessary (Wirral Council policies, adopted by the academy, will have

already had EIAs carried out).

2. Our Legal Duties

Legislation relating to equality and discrimination is laid out in the Equality Act 2010. This

legislation covers employment (work), the provision of services and public functions, and

education.

Employers (academies) are liable for discriminatory acts of their employees if they did not take reasonable steps to prevent such acts. Employees can be liable for acts (where an employer took reasonable steps to prevent such acts).

2.1 The ‘Protected Characteristics’ within equality law are

Age A person of a particular age (e.g. 32 year old) or a range of ages (e.g. 18 -30 year olds). Age discrimination does not apply to the provision of education, but it does apply to work.

Differently Abled A person if s/he has, or has had, a physical or mental impairment which has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities. It includes discrimination arising from something connected with their disability such as use of aids or medical conditions. HIV, Multiple Sclerosis and cancer are all considered as disabilities, regardless of their effect.

Gender Reassignment A person (usually with ‘gender dysphoria’) who is proposing to undergo, is undergoing or has undergone gender reassignment (the process of changing physiological or other attributes of sex, therefore changing from male to female, or female to male). ‘Trans’ is an umbrella term to describe people with this ‘Gender Identity’. ‘Intersex’ or ‘Third Sex’ is not covered by the Act but the academy will treat Intersex children with the same degree of equality as children with gender dysphoria. Children as young as five may begin to show signs of gender dysphoria and therefore it is relevant in any

academy environment.

Marriage and civil partnership Marriage and civil partnership discrimination does not apply to the provision of education, but it does apply to work.

Pregnancy and maternity Maternity refers to the period of 26 weeks after the birth (including stillbirths), which reflects the period of a woman's Ordinary Maternity Leave entitlement in the employment context. In employment, it also covers (where eligible) the period up to the end of her Additional Maternity Leave.

Race A person’s colour, nationality, ethnic or national origin. It includes Travellers

and Gypsies, as well as White British people.

Religion and belief Religious and philosophical beliefs including lack of belief. Generally, a belief should affect your life choices or the way you live for it to be included in the definition. Religion and belief discrimination does not prevent an academy from carrying out collective worship or other curriculum based activities, but pupils may withdraw from acts of collective worship.

Sex A man or a woman.

Sexual orientation

A person's sexual orientation towards the same sex (lesbian or gay), the opposite sex (heterosexual) or to both sexes (bisexual). Although children may not identify as gay or lesbian when very young, promotion of sexual orientation equality is as relevant in a primary academy environment, as it is in a secondary academy. For example, a child may have an older sibling or parent who is gay. Children may experience friends ‘questioning’ or ‘coming

out’ when they are in secondary academy or college. academies with a particular

religious ethos cannot discriminate against lesbian, gay or bisexual pupils.

It is also unlawful to discriminate because of the sex, race, disability, religion or belief (or none), sexual orientation or gender reassignment of another person with whom the pupil is associated.

So, for example, a academy must not discriminate by refusing to admit a pupil because his

parents are gay men or lesbians. It would be race discrimination to treat a white pupil less

favourably because she has a black boyfriend.

2.2 ‘Prohibited Conduct’ (acts that are unlawful)

Direct discrimination

Less favourable treatment because of a protected characteristic.

Indirect discrimination A provision, criteria or practice that puts a person at a particular

disadvantage and is not a proportionate means of achieving a legitimate aim.

Harassment Conduct which has the purpose or effect of violating dignity or creating an intimidating, hostile, degrading, humiliating or offensive

environment. It includes harassment by a third party (e.g. customer or contractor) in the employment context.

Victimisation Subjecting a person to a detriment because of their involvement with

proceedings (a complaint) brought in connection with this Act.

Discrimination arising from disability

Treating someone unfavourably because of something connected with their disability (such as periods of absence from work or medical conditions) and failure to make reasonable adjustments.

Gender reassignment discrimination

Not allowing reasonable absence from work for the purpose of gender reassignment in line with normal provision, such as sick leave).

Pregnancy/maternity related discrimination

Unfavourable treatment because of pregnancy or maternity. It includes unfavourable treatment of a woman or girl because she is breastfeeding.

Discrimination by association or perception

For example, discriminating against someone because they “look gay”, or because they have a gay brother; discriminating against someone because they care for a differently abled relative.

academies are allowed to treat differently abled pupils more favourably than non-differently abled pupils, and in some cases are required to do so, by making reasonable adjustments to put them on a more level footing with pupils without disabilities.

3. Public Sector Duties

 An academy must, in the exercise of its functions, give due regard to the need to (in relation to protected characteristics above):

1. Eliminate discrimination, harassment, victimisation and any other prohibited conduct.

2. Advance equality of opportunity (remove or minimise disadvantage; meet people’s

needs; take account of disabilities; encourage participation in public life).

3. Foster good relations between people (tackle prejudice and promote understanding).

In practice, ‘due regard’ means giving relevant and proportionate consideration to the duty, so decision makers in academies must have due regard when making a decision, developing a policy or taking an action as to whether it may have implications for people because of their protected characteristics.

4. Reasonable Adjustments and Accessibility Plans (Schedule 10)

academies are required to:

• Take reasonable steps to avoid disadvantage caused by a provision, criteria or practice

or a physical feature that puts a differently abled person at a substantial disadvantage

compared to a non-differently abled person. This involves removing or avoiding a physical

feature, for example; steps and lifts.

• Take reasonable steps to provide auxiliary aids/services.

• Provide information in an accessible format.

• Develop and implement (by allocating appropriate resources) Accessibility Plans which

will:

- Increase differently abled pupils’ access to the academy curriculum,

- Improve the physical environment,

- Improve provision of information.

The duty is an anticipatory and continuing one that academies owe to differently abled pupils generally, regardless of whether the academy knows that a particular pupil is differently abled or whether the academy

currently has differently abled pupils. The academy will need to plan ahead for the reasonable adjustments that it may need to make, working with the relevant admissions authority as appropriate.

5. Curriculum

Co-op Academy Woodslee believes that every child is entitled to a broad, balanced and coherent curriculum.

All children have access to the mainstream curriculum. The curriculum builds on pupils starting points and is differentiated to ensure the inclusion of:

• boys and girls,

• pupils learning English as an additional language,

• pupils from minority ethnic groups,

• pupils who are gifted and talented,

• pupils with special educational needs and disabilities,

• pupils who are at risk of disaffection and exclusion.

Each area of the curriculum is planned to incorporate the principles of equality and to promote positive attitudes to diversity. All subjects contribute to the spiritual, moral and cultural development of all pupils. We cater for the interests and capabilities of all pupils and take account of parental preferences related to religion and culture. We are a No Outsiders school.

6. Teaching and Learning

Teachers ensure that the classroom is an inclusive environment in which pupils feel all

contributions are valued and positive steps are taken to allow all pupils to participate. Teaching is responsive to pupil’s different learning styles and takes account of their experiences and starting points, in order to engage all pupils. Pupil grouping in the classroom is planned and varied. Teaching styles include collaborative learning so that pupils appreciate the value of working together. All pupils are encouraged to question, discuss and collaborate in problem solving tasks. Teachers challenge stereotypes and foster pupil’s critical awareness and concepts of fairness, enabling them to detect bias and challenge inequalities. Resources and displays reflect the experience and backgrounds of pupils, promote diversity and challenge stereotypes in all curriculum areas. They are reviewed regularly to ensure that they reflect the inclusive ethos of the academy.

7. British Values

In June 2014, the Prime Minister emphasised the important role that British Values can play in education. Further, how well an academy promotes such values is an aspect of Ofsted’s inspection process. British Values are promoted through our Christian Ethos Values program, SMSC in the curriculum, during academy assemblies, Beliefs and Values teaching, and Personal, Social and Health Education (PSHE) sessions.

As well as promoting British Values, the opposite also applies: we will challenge pupils, staff or parents expressing opinions contrary to fundamental British Values, including ‘extremist’ views.

We also make clear that these values are not unique to Britain. We acknowledge that they

differ in no way from the values of the many countries and the cultural backgrounds

represented by families at Woodslee.

Below are just a few examples of how we promote British Values.

7.1 Being part of Britain

As an academy, we value and celebrate the diverse heritage of everybody at Woodslee. Alongside this, we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions and customs in the course of the year; with Christian festivals being the most prominent, but complemented by celebrations from different religions and cultures e.g.Chinese New Year and Diwali. We also value and celebrate national events such as Remembrance and Saints’ Days.

Furthermore, children learn about being part of Britain from different perspectives. Two specific examples of when we teach about being part of Britain are:

• Geographically: Our rivers, coasts and seaside holiday topics ensure that children

have a better understanding of what Britain is, learning more about:

– its coasts, rivers and mountains;

– where Britain is in relation to the rest of Europe and other countries in the world.

• Historically: Key moments in British history are studied in the topics about The Great

Fire of London and the World Wars, etc.

7.2 Democracy

Children, parents and staff have many opportunities for their voices to be heard at Co-op Academy Woodslee.

Democracy is central to how we operate:

• Children are asked to respond and reflect on the teaching and learning they receive,

as well as make suggestions during class assemblies.

• Pupils are always listened to by adults and are taught to listen carefully and with

concern to each other, respecting the right of every individual to have their opinions

and voices heard. We encourage pupils to take ownership of not only their academy

but also of their own learning and progress. This encourages a heightened sense of

both personal and social responsibility and is demonstrated on a daily basis by our

pupils.

• Parents’ opinions are welcomed at Woodslee through methods such as questionnaires,

surveys and at parent’s evenings.

7.3 Rules and Laws

The importance of rules and laws, whether they be those that govern our academy or our country,are referred to and reinforced often, such as in assemblies and when reflecting on behaviour choices. At the start of the academy year, each class discusses the academy rules and class routines, principles that are clearly understood by all and seen to be necessary to ensure that every class member is able to learn in a safe and ordered environment.

Pupils are taught the value and reasons behind laws, that they govern and protect us, the

responsibilities that this involves, and the consequences when laws are broken. These values are reinforced in different ways:

• visits from authorities, such as the police and fire service,

• during Religious Education, when rules for particular faiths are thought about,

• during other academy subjects, where there is respect and appreciation for different

rules.

7.4 Individual Liberty

Alongside rules and laws, we promote freedom of choice and the right to respectfully express views and beliefs. Through the provision of a safe, supportive environment, we provide boundaries for our pupils to make choices safely; for example:

• choices about which learning challenge or activity,

• choices about how they record their learning,

• choices around the participation in extracurricular activities.

Our pupils are encouraged to know, understand and exercise their rights and personal

freedoms and are taught how to exercise these safely, such as in our PSHE lessons.

7.5 Mutual respect and tolerance of those with different faiths and beliefs

Co-op Academy Woodslee  serves an area which is not very culturally diverse and we

promote and celebrate different backgrounds and beliefs. Understanding, politeness and mutual respect are at the heart of our aims and ethos. We work hard to ensure that our pupils are able to live and work alongside people from all backgrounds and cultures. This will be particularly necessary in a future where technological advances will make the 'world a smaller place.'

Our pupils know and understand that it is expected that respect is shown to everyone and to everything, whatever differences we may have. Children learn that their behaviour choices have an effect on their own rights and those of others. All members of the academy community are encouraged to treat each other with respect.

Specific examples of how we at Co-op Academy Woodslee  enhance pupils’ understanding

and respect for different faiths and beliefs are:

• Our RE curriculum learns about Islam, Sikhism, Christianity and other faiths as a global faith and focus on respect and reconciliation between people.

• Through Religious Education, PSHE and other lessons where we develop

awareness and appreciation of other cultures; in English through fiction and in art

and music by considering cultures from other parts of the world.

• By celebrating cultural differences through assemblies, themed weeks, weekly No Outsiders Assemblies, notice boards and displays.

Whilst instances contrary to our values are relatively rare, no academy can guarantee that there will never be instances which are contrary to our values. Each is treated seriously in line with our policies and expectations.

The following sections relate to Ofsted inspection’s equality, diversity and inclusion

expectations.

8. Assessment, Pupil Achievement and Progress

Pupil performance is monitored by formal and informal procedures and is analysed by ethnicity and gender. Monitoring is carried out by members of the Senior Leadership Team (SLT), at regular intervals. Any pattern of under achievement of a particular group is addressed through targeted curriculum planning, teaching and support. The academy ensures, where possible, that assessment is free of gender, cultural and social bias. Staff use a range of methods and strategies to assess pupil progress, applying strategies that are appropriate to individual children. Staff have very high expectations of all pupils and they continually challenge them to reach higher standards. The academy recognises and values all forms of achievement. Self Assessment provides all pupils with opportunities to take responsibility for their own learning through regular reflection and feedback on their progress.

9. Behaviour, Discipline and Exclusion

The academy expects high standards of behaviour from all its pupils. The academy’s procedures for disciplining pupils and managing behaviour are fair and applied equally to all. It is recognised that cultural background may affect behaviour. The academy takes this into account when dealing with incidents of unacceptable behaviour. All staff operate consistent systems of rewards and discipline. Pupils, staff and parents are aware of policies and procedures for dealing with harassment. They know that any language or behaviour, which is racist, sexist or potentially damaging to any minority group, is always unacceptable.

10. Admissions and Attendance

Steps are taken to ensure that the academy’s admissions process is fair and equitable to all

pupils. Comprehensive information about pupil’s ethnicity, first language, religion, physical

needs, diet etc. is included in all admissions forms. The academy and families are aware of their rights and responsibilities in relation to pupil attendance. Absence is always followed up by appropriate personnel who are aware of community issues. Provision is made for leave of absence for religious observation which includes staff, as well as pupils. Attendance is monitored by gender, ethnicity, special educational need and background. Action is taken in order to address any disparities between different groups of pupils.

11. Partnership with Parents

All parents / carers are encouraged to participate at all levels in the full life of the academy. The academy takes steps to encourage the involvement and participation of under-represented groups of parents and sections of the community. Information and meetings for parents are made accessible to all. Support is given to read and interpret newsletters, reports and other documents when this is required. Progress reports to parents / carers are accessible and appropriate, in order that all parents/ carers have the opportunity to participate fully. Information material for parents/ carers is easily accessible in user-friendly language and could be made available in languages and formats other than English, if appropriate. The academy works in partnership with the parents to address specific incidents and to develop positive attitudes to difference.

12. Responsibilities

Responsibilities under this policy are as follows:

12.1 Academy Governing Council

• Ensure that the academy complies with equality-related legislation.

• Ensure that the policy and its procedures are implemented by the Headteacher.

• Ensure all other academy policies promote equality.

• Give due regard to the Personal Social and Emotional Development when making decisions.

12.2 Headteacher

• Implement the policy and its related procedures.

• Make all staff aware of their responsibilities and provide training, as appropriate, to

enable them to deliver this policy effectively.

• Take appropriate action in any case of actual or potential discrimination.

• Ensure that all staff understand their duties regarding recruitment and providing

reasonable adjustments to staff. It is unlawful for an employer to enquire about the

health of an applicant for a job until a job offer has been made, unless the questions are

specifically related to an intrinsic function of the work - for example ensuring that

applicants for a PE teaching post have the physical capability to carry out the duties.

Academies should no longer require job applicants to complete a generic health

questionnaire. Neither should an academy seek out past sickness records until they have

made a job offer.

• Ensure that all staff and pupils are aware of the process for reporting and following up

bullying and prejudice-related incidents.

12.3 All staff

• Enact this policy, its commitments and procedures, and their responsibilities associated

with this policy.

• Deal with bullying and discriminatory incidents, and know how to identify and challenge

prejudice and stereotyping.

• Promote equality and good relations and not discriminate on any grounds.

• Attend such training and information opportunities, as necessary, to enact this policy and

keep up to date with equality legislation.

• To be models of equal opportunities through their words and actions.

12.4 SENDCo

• Enact this policy, its commitments and procedures, and their responsibilities associated

with this policy.

• Ensure quality provision for all SEND pupils is based on need.

12.5 Pupils

• Refrain from engaging in discriminatory behaviour or any other behaviour that

contravenes this policy.

12.6 Visitors (e.g. parent helpers, contractors)

• To be aware of, and comply with, the academy’s Equality, Diversity and Inclusion Policy.

• To refrain from engaging in discriminatory behaviour (for example, racist language) on

academy premises.

13. Supporting Policies

This policy and all associated procedures apply to all staff (including volunteers and students on placement), young people and visitors and should be read in conjunction with the following policies:

• Behaviour and Anti-Bullying Policy

• Complaints Policy

• Online Safety Policy

• Health and Safety Policy

• Behaviour Policy

• Educational Visits Policy

• Confidentiality Policy

• Safer Recruitment Policy

• Safe Working Practices Policy

• Safeguarding and Child Protection Policy

• Whistle Blowing Policy

14. For more information download guidance from the DfE:

http://www.education.gov.uk/aboutdfe/policiesandprocedures/equalityanddiversity/a0064570/th e-equalityact-2010 and Equality Human Rights website: which includes the guidance for education providers (academies)

The Education and Inspections Act 2006 introduced a duty on all maintained academys in

England to promote community cohesion.

Aspects of educational legislation have also promoted equal opportunities, for example the

Education Act includes a duty for local authorities to educate children with special educational needs in mainstream academies, wherever possible.

15. Appendix 1

Definitions:

Equality This is more clearly defined as equality of opportunity and outcome, rather than equality of treatment. This means treating people fairly and according to their needs as some people may need to be treated differently in order to achieve an equal outcome.

Inclusion Making sure everyone can participate, whatever their background or

circumstances.

Diversity Recognising that we are all different. Diversity is an outcome of equality

and inclusion.

Cohesion People from different backgrounds getting on well together (good

community relations). There is a shared vision and sense of purpose or belonging. Diversity is valued. Relationships are strong, supportive and sustainable. Cohesion is an outcome of equality and inclusion.

Community From the academy’s perspective, the term “community” has a number of

meanings:

• academy community – the children we serve, their families and the academy’s staff.

• Community within which the academy is located – in its geographical community, and the people who live and/or work in that area.

• Community of Britain – all schools/academies by definition are part of it.

• Global community – formed by European and international links.

Gender Dysphoria Gender dysphoria is a recognised condition in which a person feels that

there is a mismatch between their biological sex and their gender

identity. Biological sex is assigned at birth, depending on the appearance of the infant. Gender identity is the gender that a person

“identifies” with, or feels themselves to be.