Clarborough Primary School

Be the best you can be!

Diversity, equality, inclusion and belonging

Diversity, Equality, Inclusion and Belonging

 

School Mission and ethos

 

At Clarborough, we have many minds but one mission: be the best you can be.

The importance of health, well-being, family and a love of learning permeate through our Golden Rule: We look after ourselves, others, our school and our planet.

Our staff and governors will work together to ensure that all those in our school community support our values: Clarborough values respect, resilience, learning.

These values will ensure our pupils are successful learners, safe and nurtured, included and respected, effective contributors, active and healthy, confident citizens who are globally aware and the best they can be!

 

It is a primary aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. The school behaviour policy is therefore designed to support that way in which all members of the school can live and work together in a supportive way. It aims to promote an environment where everyone feels happy, safe and secure.

 

The Equality Act 2010

To fulfil our legal obligations, Clarborough Primary School is guided by seven principles:

 

Principle 1: All learners are of equal value.

Principle 2: We recognise and respect difference.

Principle 3: We foster positive attitudes and relationships, and a shared sense of cohesion and belonging.

Principle 4: We observe good equalities practice in staff recruitment, retention and development

Principle 5: We aim to reduce and remove inequalities and barriers that already exist

Principle 6: We consult and involve widely

Principle 7: Society as a whole should benefit 

 

Staff and governors demonstrate our values and commitment to equality by:

  •          ensuring acceptable behaviour,
  •          responding to incidents and complaints in a proactive way,
  •          providing access to services, facilities and information,
  •          recruiting and employing people fairly,
  •          meeting specific needs.

 

Roles and Responsibilities

  •          Our governing body will ensure that the school complies with statutory requirements in respect of this policy and action plan
  •          The head teacher is responsible for the implementation of this policy, and will ensure that staff are aware of their responsibilities, that they are given necessary training and support and report progress to the governing body
  •          The head teacher has day-to-day responsibility for co-ordinating the implementation of this policy
  •          Our staff will promote an inclusive and collaborative ethos in the school, challenge inappropriate language and behaviour, respond appropriately to incidents of discrimination and harassment, ensure appropriate support for children with additional needs and maintain a good level of awareness of equalities issues
  •          All members of the school community have a responsibility to treat each other and staff with respect, to feel valued, and to speak out if they witness or are subject to any inappropriate language or behaviour
  •          We will take steps to ensure all visitors to the school adhere to our commitment to equality

Ethos and Atmosphere

At Clarborough Primary School, the leadership of the school community demonstrates mutual respect between all members of the school community

  •          There is an openness of atmosphere which welcomes everyone to the school
  •          All within the school community are prepared to challenge any type of discriminatory and/or bullying behaviour, e.g. through unwanted attentions (verbal or physical) and unwelcome or offensive remarks or suggestions
  •          All pupils are encouraged to greet visitors to the school with friendliness and respect.

 

Language

We recognise that it is important at Clarborough Primary School that all members of the school community use appropriate language which:

  •          Does not transmit or confirm stereotypes
  •          Does not offend
  •          Creates and enhances positive images of particular groups identified at the beginning of this document
  •          Creates the conditions for all people to develop their self esteem
  •          Uses accurate language in referring to particular groups or individuals and challenges in instances where this is not the case

 

Resources and Materials

The provision of good quality resources and materials within St Anne's C of E (A) Primary School is a high priority but also an area for ongoing development. These resources should:

  •          Reflect the reality of an ethnically, culturally and sexually diverse society
  •          Reflect a variety of viewpoints
  •          Show positive images of males and females in society
  •          Include non-stereotypical images of all groups in a global context
  •          Be accessible to all members of the school community

 

Curriculum

At Clarborough Primary School, we aim to ensure that:

  •          Planning reflects our commitment to equality in all subject areas and cross curricular themes promoting positive attitudes to equality and diversity
  •          Pupils will have opportunities to explore concepts and issues relating to identity and equality
  •          Steps are taken to ensure that all pupils have access to the mainstream curriculum by taking into account their cultural, backgrounds, linguistic needs and learning styles

 

Learning Environment

There is a consistently high expectation of all pupils regardless of their gender, ethnicity, disability, religion or belief, sexual orientation, age or any other recognised area of discrimination. All pupils are encouraged to improve on their own achievements, 'to be the best they can be' and not to measure themselves against others. Parents/Carers are also encouraged to view their own children’s achievements in this light.

  •          Teacher enthusiasm is a vital factor in achieving a high level of motivation and good results from all pupils
  •          Adults in the school will provide good, positive role models in their approach to all issues relating to equality of opportunity
  •          The school places a very high priority on the provision for special educational needs and disability. We will meet all pupils’ learning needs including the more able by carefully assessed and administered programmes of work
  •          The school provides an environment in which all pupils have equal access to all facilities and resources
  •          All pupils are encouraged to be actively involved in their own learning
  •          A range of teaching methods are to be used throughout the school to ensure that effective learning takes place at all stages for all pupils
  •          Consideration will be given to the physical learning environment – both internal and external, including displays and signage when appropriate.

 

Teaching and learning

We will ensure that all teaching staff are considerate of the following and will:

  •          Provide equality of access for all pupils and prepare them for life in a diverse society
  •          Use materials that reflect a range of cultural backgrounds, without stereotyping
  •          Use materials to promote a positive image of and attitude towards disability and disabled people
  •          Promote attitudes and values that will challenge discriminatory behaviour
  •          Provide opportunities for pupils to appreciate their own culture and religions and celebrate the diversity of other cultures
  •          Use a range of sensitive teaching strategies when teaching about different cultural and religious traditions
  •          Develop pupils advocacy skills so that they can detect bias, challenge discrimination, leading to justice and equality
  •          Ensure that the whole curriculum covers issues of equality and diversity;
  •          All subject leaders, where appropriate, promote and celebrate the contribution of different cultures to the subject matter
  •          Seek to involve all parents/carers in supporting their child’s education
  •          Provide educational visits and extended learning opportunities that involve all pupil groups
  •          Take account of the performance of all pupils when planning for future learning and setting challenging targets
  •          Make best use of all available resources to support the learning of all groups of pupils
  •          Identify resources and training that support staff development

 

All Learners

Ensuring Equality of Opportunity for All

We ensure the curriculum is accessible to all pupils with special educational needs and disabilities (SEND). Auxiliary aids and support are provided where needed and reasonable adjustments are made across the curriculum. By planning ahead, we ensure that all pupils are able to take part in extra-curricular activities and school visits.

In line with LA policy and local agreement, a graduated response is followed to address learning needs. Structured conversations, identifying targets and areas for development take place in partnership with parents/carers and in consultation with external services where appropriate.

Fostering good relations and promoting community cohesion

The school ensures that the curriculum supports positive images of disabled people. Pupils and visitors are fully included in all aspects of school life - regardless of any disability.

Impact of provision in school

All pupils are seen as individuals here Clarborough. We value the relationships that we build. Pupils have appropriate access to the curriculum working well with a range of external agencies. Children with SEND are valued members of our school community and make good or better progress against their personal targets playing a full and active part in all elements of busy school life.

 

Ethnicity & Race (Including EAL Learners)

Equality of Opportunity

We employ Bulgarian and Turkish speaking staff member who supports staff in developing the children’s acquisition of English, supports access to the curriculum and liaises with parents.  We also released a teaching assistant to attend the LA EAL training and network meetings to enable the school to use a recommended assessment tool for all EAL learners to identify next steps. Our groups may include:

  •          Pupils for whom English is an additional language
  •          Pupils who are new to the United Kingdom
  •          Gypsy, Roma and Traveller Children
  •          Advanced bi-lingual learners

Fostering good relations and promoting community cohesion

The school is excellent at promoting the spiritual, moral, social and cultural development. We ensure that the curriculum has positive images of people from a range of ethnic backgrounds and interweave within our LTP. We celebrate the acquisition of a second language and also encourage pupils’ pride in their ability to use their first language. Impact of provision in school

There have been minimal incidents of racism over several years. Strong relationships are established between school and our EAL families and we offer support and sign post to a range of organisations.

 

Gender

Equality of opportunity

As with all groups in school, we track the attainment and progress of all groups including gender. In some classes we have higher proportions of one gender to another and there is an expectation for all staff to take action when an area is identified to ensure that there is no negative impact. All staff are encouraged to challenge any stereotypical bias through the curriculum.

Fostering good relations and promoting community cohesion

The school ensures communication is shared with all key contacts and as such ensures positive engagement with fathers and male carers. Ensuring our children are encouraged to be 'the best that they can be' instils aspiration based on interests, strengths, skills & talent not gender.
Impact of provision
Pupils are regularly encountering positive male and female role models and equality is encouraged.

 

Religion and Belief

We are committed to working for equality for people of all religions, or those without. We celebrate and value differences amongst the children.

Equality of opportunity

From joining our Reception class, the school supports our pupils to build their sense of identity and belonging, which helps them to flourish within their communities and build a sense of self within the wider world.

Fostering good relations and promoting community cohesion

The school is excellent at promoting the spiritual, moral, social and culture development
The RE curriculum makes provision for the teaching of other faiths across the school, including the opportunity for Faith Experience Days. Children in school are encouraged to talk about their faith journey.

Impact of our provision

Pupils understand and respect the value of the beliefs of others.

 

 

Personal Development and Pastoral Guidance

  •          Staff take account of gender, ethnicity, disability, religion or belief, sexual orientation, age or any other recognised area of discrimination and the experience and needs of particular groups such as Gypsy, Roma and Traveller, refugee and asylum seeker pupils
  •          All pupils are encouraged to consider the full range of career opportunities available to them with no discriminatory boundaries placed on them due to their disability, gender, race or sexual orientation (whilst acknowledging that a disability may impose some practical boundaries to some career aspirations)
  •          All pupils/staff/parents/carers are given support, as appropriate, when they experience discrimination
  •          We recognise that perpetrators may also be victims and require support.
  •          Positive role models are used throughout the school to ensure that different groups of pupils can see themselves reflected in the school community
  •          Emphasis is placed on the value that diversity brings to the school community rather than the challenges.

 

Staffing and Staff Development

We recognise the need for positive role models and distribution of responsibility among staff.

  •          This must include pupils' access to male and female staff at all key stages where possible. At present, the only male member of staff is the school caretaker who is in school at the start and the end of each day. We also have a male peripatetic music teacher who comes into school each week. The Vicar at St John the Baptist’s Church, Clarborough is male and is a regular visitor into school.
  •          We encourage the career development and aspirations of all school staff
  •          It is our policy to provide staff with training and development, which will increase awareness of the needs of different groups of pupils
  •          Access to opportunities for professional development is monitored on equality grounds

 

Staff Recruitment

  •          All those involved in recruitment and selection are trained and aware of what they should do to avoid discrimination and ensure equality good practice through the recruitment and selection process
  •          Equalities policies and practices are covered in all staff inductions
  •          All temporary staff are made aware of policies and practices
  •          Employment policy and procedures are reviewed regularly to check conformity with legislation and impact

 

Commissioning and Procurement

Clarborough Primary School will ensure that we buy services from organisations that comply with equality legislation. This will be a significant factor in any tendering process. All contractors will be provided with relevant information on expectations while on school property.

 

Monitoring and Review

Clarborough Primary School is an inclusive school, working towards greater equality in the whole school community. We use the curriculum and teaching to enhance the self-esteem of all those it serves and to provide a learning environment in which each individual is encouraged to fulfil their potential. In order to evaluate our practice and self-evaluation we engage and consult with pupils, staff, parents and carers, and the local community so we can develop our awareness and information, learn about the impact of our policies, set equality objectives and improve what we do.

We do this through a range of methods such as:

  •          Staff and Senior leaders being accessible to all children and parents/carers.
  •          Regular newsletters/class specific letters/ Parentmail and Seesaw messages to ensure information is shared on a regular basis.
  •          Evaluation/ Feedback forms are used following events/workshops in school.
  •          Consultation within the community takes place eg. provision of after school club
  •          The Annual surveys of parent voice are published
  •          Parent workshops

As well as monitoring pupil performance information, we also regularly monitor a range of other information. This relates to:

  •          Attendance
  •          Exclusions and truancy
  •          Racism, disablism, sexism, homophobia and all forms of bullying
  •          Parental involvement
  •          Participation in After School Activities

 

Our monitoring activities enable us to identify any differences in pupil performance and provide specific support as required, including pastoral support. This allows us to take appropriate action to meet the needs of specific groups in order to make necessary improvements.

 

Clarborough Primary School is also committed to providing a working environment free from discrimination, bullying, harassment and victimisation. We aim to recruit an appropriately qualified workforce and establish a governing body that is representative of all sections of the community in order to respect and respond to the diverse needs of our population.

 

Our Equality Objectives

 We are committed to ensuring that our school meets the varied and individual needs of all pupils, that our employment practices are fair and promote equality and that we value and respect the diversity within our school, our community and beyond, so that:

  •          Pupils meet and exceed their potential, academically and spiritually, in a happy, safe and inclusive environment
  •          Pupils know their rights and respect the rights of others
  •          Pupils are prepared to live and engage positively in a diverse world, secure in their own identity and willing to challenge discriminatory behaviour and attitudes.

 

Information about our employees

If we have more than 150 employees we are required to publish information about them. The school currently has approximately 30 employees and is therefore not required to do so.