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Equality and Diversity Policy Statement

VISION AND VALUES

 

At Lane End Primary we are committed to providing a caring, friendly and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere. We believe every pupil should be able to participate in all school activities in an enjoyable and safe environment and be protected from harm.

 

This is the responsibility of every adult employed by or invited to deliver services at Lane End Primary. We recognise our responsibility to safeguard and promote the welfare of all our pupils by protecting them from physical, sexual or emotional abuse, neglect and bullying.

 

We also exercise this responsibility by educating our children so that they grow in their understanding of their rights and responsibilities to themselves and others, in safety consciousness, and, in their maturity and abilities to keep themselves and others safe.

 

We perceive this to be part of our role in promoting British values.

 

SCHOOL AIMS

 

Through commitment, determination and a willingness to embrace change we aim:

 

  • To develop independent, effective learners who enjoy school
  • To create a cohesive school community in which there is mutual understanding, trust and respect
  • To empower the whole school community by raising confidence, self-esteem and self-belief
  • Equip children with the attitudes, qualities, skills and understanding they need for success in our ever-changing, diverse world
  • To bring about optimum achievement for every child
  • To become an excellent school

 

WHAT WE MEAN BY EQUALITY?

 

At Lane End Primary School we understand equality to mean treating everyone with equal dignity and worth valuing their particular characteristics such as their age, disability, gender, ethnicity, religion or belief, sexual orientation and socio-economic circumstances.

 

We further understand that people have different needs, situations and goals and therefore achieving equality requires the removal of discriminatory barriers that limit what people, especially children and young people can do and can be.  We recognise that inequality can be experienced in a variety of ways such as through outcomes, access to services, the degree of independence to make decisions affecting lives and inequality of treatment, including in relation to employment, through direct and indirect discrimination or disadvantage imposed by other individuals, groups , institutions or systems intentionally or inadvertently.

 

OUR GUIDING PRINCIPLES

 

In fulfilling the legal obligations outlined further on in this scheme, we at Lane End Primary School are guided by seven principles.

 

Principle 1: All members of the school and wider community are of equal value

 

We see all members of the school and wider community of equal value:

 

  • whether or not they are disabled
  • whatever their ethnicity, culture, religious affiliation, national origin or socio- economic circumstances
  • whichever their gender and sexual orientation
  • whatever their age

 

Principle 2: We recognise and respect diversity

 

Treating people equally does not necessarily involve treating them all the same. Our policies, procedures and activities must not discriminate, but are differentiated, as appropriate, to 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 and sexual orientation so that the different needs and experiences of girls and boys, women and men are recognised.
  • age

 

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 socio-economic circumstances, and an absence of prejudice-related bullying and incidents
  • mutual respect and good relations between boys and girls, women and men, and an absence of sexual harassment
  • promote positive intergenerational attitudes and relationships.

 

Principle 4: We will ensure that the recruitment, retention and ongoing development of staff is undertaken in a fair and equitable manner to support our school’s vision and values

 

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 socio-economic circumstance
  • whichever their gender and sexual orientation
  • whatever their age

 

 

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

 

In addition to avoiding or minimising possible negative impacts, 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 and socio-economic backgrounds
  • girls and boys, women and men
  • Lesbian, Gay, Bisexual and Transgender
  • Age (where appropriate)

 

Principle 6: We consult widely

 

Where people are likely to beaffected by a policy or activity, they should be consulted and involved in the design of new policies, and in the review of existing ones. We involve:

 

  • disabled people as well as non-disabled
  • people from a range of ethnic, cultural and religious and socio-economic backgrounds
  • both women and men, and girls and boys.
  • Lesbian, Gay, Bisexual and Transgender
  • Age

 

Principle 7: We feel that the community 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 and socio- economic backgrounds
  • both women and men, girls and boys.
  • Lesbian, Gay, Bisexual and Transgender
  • People of different ages and between generations

 

 

THE CURRICULUM

 

We will actively seek opportunities to review the curriculum and curriculum subject or areas in order to ensure that teaching and learning support and reflect the seven principles outlined above.

 

 

 

ETHOS AND ORGANISATION

 

We ensure that the principles listed above apply also to the full range of our policies and practices, including those that are concerned with:

 

  • learners' progress, attainment and assessment
  • learners' and staff personal development, welfare and well-being
  • teaching styles and strategies
  • admissions and attendance
  • staff and governor 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.
  • Participation of groups in wider school activities
  • Preparing all members of the learning community for  positively contributing to a diverse society

 

ADDRESSING PREJUDICE AND PREJUDICE-RELATED BULLYING

 

The school is opposed to all forms of prejudice which stand in the way of fulfilling legal duties for all aspects of equality:

 

  • 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, refugees and people seeking asylum
  • prejudices reflecting sexism and homophobia.

 

We take seriously our obligation to report regularly to the local authority about the numbers, types and seriousness of prejudice-related incidents at our school and how they were dealt with in line with existing and future legal requirements.

 

ROLES AND RESPONSIBILITIES

 

The governing body is responsible for ensuring that the school complies with current legislation, and that this policy and its related procedures and strategies are implemented.

 

The head teacher is responsible for implementing the policy; for ensuring that all staff, governors and visitors 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
  • challenge and deal with any prejudice-related incidents that may occur

 

  • identify and challenge bias and stereotyping in the curriculum
  • support pupils in their class for whom English is an additional language
  • keep up-to-date with equalities legislation relevant to their work.
  • Pupil’s have the opportunity to have their voices heard with regards to equality issues

 

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 and governors, receive appropriate training and opportunities for professional development, both as individuals and as groups or teams.

 

BREACHES OF THE POLICY

 

Breaches of this scheme will be dealt with in the same ways that breaches of other school policies are dealt with, as determined by the head teacher and governing body.

 

LEGAL DUTIES

 

  • We welcome our duties under the Race Relations 1976 as amended by the Race Relations Amendment Act 2000; the Disability Discrimination Acts 1995 and 2005; and the Sex Discrimination Act 1975 as amended by the Equality Act 2006 and the Equalities Act 2010.

 

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

 

  • We recognise that these four sets of duties are essential for achieving the five outcomes of the Every Child Matters framework, and that they 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.

 

COMMUNITY COHESION

 

All schools have had a duty to contribute to working towards a society in which there is a common vision and sense of belonging by all communities; a society in which the diversity of people’s backgrounds and circumstances is appreciated and valued; a society in which similar life opportunities are available to all; and a society in which strong and positive relationships exist and continue to be developed in the work place, in schools and in the wider community.

 

We at Lane End Primary make this contribution by creating opportunities, through the curriculum and otherwise, for pupils to interact with those from different backgrounds to themselves to enrich their understanding of community and diversity.

 

We recognise that a school’s community is defined in 4 dimensions:

 

  • the school community,
  • the community within which the school is located,
  • the UK community,
  • the global community

 

We at Lane End Primary school understand that there are links between this duty and the duty to promote equality, although each has a distinctive focus.

 

We recognise that our school’s contribution to community cohesion should be organised under three main headings:

 

  1. Teaching, learning and curriculum

 

  • helping children and young people to learn to understand others
  • to value diversity whilst also promoting shared values
  • to promote awareness of human rights and to apply and defend them
  • to develop the skills of participation and responsible action
  •  

We ensure that we provide:

  • lessons across the curriculum that help pupils to value differences and to challenge prejudice and stereotyping
  • curriculum based activities whereby pupils’ understanding of community and diversity is enriched through visits and meetings with members of different communities.
  • support for pupils for whom English is an additional language (EAL) to enable them to achieve across the curriculum
  • an effective voice and involvement of pupils through school and class council and discussion
  • opportunities for discussing issues of identity and diversity across the curriculum
  • an international dimension to our curriculum planning and delivery

 

  1. Equity and excellence

 

  • to ensure equal opportunities for all to succeed at the highest level possible
  • striving to remove barriers to access and participation in learning and wider activities
  • working to eliminate variations in outcomes for different groups

 

Our school has a commitment to securing high standards of attainment for all pupils from all ethnic backgrounds and of different socio-economic statuses, ensuring that pupils are supported to achieve their full potential.

 

The school tracking systems enables us to evaluate progress of different groups and to tackle underperformance by any particular group.

 

Our school monitors incidents of prejudice, bullying and harassment.

 

Our school admissions criteria, adopted from Leeds Local Authority, emphasises the importance of admission arrangements that promote community cohesion and social equity.

 

  1. Engagement and extended services

 

    • to provide reasonable means for children, young people, their friends and families to interact with people from different backgrounds
    • build positive relations
    • receive services which build positive interaction and achievement for all groups

We seek to broaden the ways that we work in partnership and collaboration with other schools. Sharing facilities also provides a means for pupils to interact, and give opportunities for meaningful intercultural activities.

 

We run a range of after school activities being careful to ensure equal opportunity and equal access to boys, girls and pupils with a range of needs and disabilities.

 

As part of our visits and visitors programme children have the opportunity to visit a broad range of sites and events, to engage with the wider community. Children also have the opportunity to join events alongside other children across the city.

 

 

Lane End Primary School Equality Objectives:

 

  1. Continue to improve boys attainment in reading, so that any differences are diminishing
  2. Improve girls attainment in extracurricular clubs, particularly those involving physical activity
  3. To improve the accessibility to, and then more fully participation with, age related curriculum content for Upper Key Stage 2 multilingual pupils
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