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.
Through commitment, determination and a willingness to embrace change we aim:
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:
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:
We intend that our policies, procedures and activities should promote:
Policies and procedures should benefit all employees and potential employees, for example in recruitment and promotion, and in continuing professional development:
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:
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:
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:
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.
We ensure that the principles listed above apply also to the full range of our policies and practices, including those that are concerned with:
The school is opposed to all forms of prejudice which stand in the way of fulfilling legal duties for all aspects of equality:
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:
We respect the religious beliefs and practice of all staff, pupils and parents, and comply with reasonable requests relating to religious observance and practice.
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.
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:
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:
We ensure that we provide:
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.
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: