UNITED SCHOOLS FEDERATION 

St. Michael’s C. of E. Nursery & Primary School   St. Catherine’s C. of E. VA Nursery & Primary School 

St. Mary’s C. of E. VA Primary School   Marldon C. of E. VA Primary School  Ipplepen Primary School 

Equality Policy Statement 

(Includes Disability, Access, Gender and Race) 

Legal Framework  

1. As a federation of schools, 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.  

2. We welcome our duty under the Education and Inspections Act 2006 to promote community cohesion.  

3. 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  

4. In fulfilling the legal obligations cited above, we are guided by the following principles (P):  

P1: All learners are of equal value.  We see all 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  
•  P2: We recognise and respect difference. Treating people equally (P 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 the kinds of barriers 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  
• P3: 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.  

P4:    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.

•  P5: 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.  
• P6: 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 aim to 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 girls and boys  
• homosexual people as well as heterosexual.  
•   P7: 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  
• homosexual people as well as heterosexual.  
• P8: We base our practices on sound evidence. We maintain and publish quantitative and qualitative information about our progress towards greater equality in relation to:  

• disability  
• ethnicity, religion and culture  
• gender  

Accessibility   

We are fully inclusive and aim to provide everyone with clear and distinct opportunities to access both the school building and all areas of the school curriculum (See Accessibility Plan).  

5. We recognise that the actions resulting from a policy statement such as this are what make a difference. We keep our equality objectives under review .

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 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  
• pupils’ accessibility of both the school building and the curriculum  
• 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 prevent it from fulfilling the legal duties referred to in 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 Islam phobia, and those that are  directed against Travellers, migrants, refugees and people seeking asylum  

• prejudices reflecting sexism and homophobia  

Staff are aware how prejudice-related incidents should be identified, assessed, recorded and dealt with. We take seriously our obligation to report regularly to the governing body about the numbers, types and seriousness of prejudice-related incidents at our school and how they are dealt with.  

Roles and Responsibilities  

The United Schools Trust is responsible for ensuring that the school complies with legislation, and that this policy and its related procedures and action plans are implemented.  

The Principal 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.  

All staff are expected to:  

• promote an inclusive and collaborative ethos in their classroom  
• deal with any prejudice-related incidents that may occur (completing forms in Equality  Incidents)
• plan and deliver curricula and lessons that reflect the principles  
• support pupils in their class for whom English is an additional language  

• keep up-to-date with equalities legislation relevant to their work  
• enable all children to fully access all areas of school (both the building and the curriculum) in a  safe and inclusive manner.  

Information and Resources  

• We ensure that the content of this policy is known to all staff and trustees and, as appropriate, to all pupils and their parents and carers. All staff and trustees 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 Executive Headteacher and governing body.

Monitoring and Evaluation   

• 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.  
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