Roselyn House School
Single Equality Policy
This Policy should be read in conjunction with other Roselyn House School policies, particularly;
Anti-Bullying Policy, Race Policy, Special Educational Needs Policy and DDA.
We welcome our duties under the Equality Act 2010 to ensure protection from discrimination, harassment and victimisation on the grounds of specific characteristics (referred to as protected characteristics) and advance equality of opportunity and foster good relations in relation to age (as appropriate), sex, race (including ethnicity), religion and belief, sexual orientation and transgender, pregnancy and maternity, gender reassignment, marriage and civil partnership.
We follow Ofsted Criteria in that Roselyn House School is ‘an inclusive community in which the students all feel safe and valued. The school actively advances equality of opportunity, tackles discrimination and fosters good relations’.
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.
The Equality Act 2010 requires all public organisations, including schools to comply with the Public Sector Equality Duty and two specific duties:
The Public Sector Equality Duty or “general duty”
This requires all public organisations, including schools to:
· eliminate unlawful discrimination, harassment and victimisation
· advance equality of opportunity between different groups
· foster good relations between different groups
We aim to promote respect and equality across all protected characteristics, including sexual orientation and gender identity, and preparing students for life in diverse 21st Century Britain. We challenge discrimination and aim to provide positive information about different groups of people that is non-stereotyping, this includes LGBT people.
In fulfilling the legal obligations cited above, at Roselyn House School, we are guided by nine principles:
Principle 1: All learners are of equal value.
It is unacceptable for educational attainment to be affected by gender, disability, race, social class, sexual orientation or any other factor unrelated to ability. Every child deserves a good education and every child should achieve high standards. (The Education Act 2011 Equalities Impact Assessment).
We see all learners and potential learners, and their parents and carers, as of
· 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 orientation.
Principle 2: We recognise and respect difference and understand that diversity is a strength.
Treating people equally (Principle 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 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, so that the different needs and experiences of girls and boys, and
women and men, are recognised
· religion, belief or faith background
· sexual orientation.
We believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here.
Principle 3: We foster positive attitudes and relationships, and a shared
sense of cohesion and belonging.
Roselyn House School actively promotes positive attitudes and mutual respect between groups and communities different from each other. We foster a shared sense of cohesion and belonging. We want all members of our school community to feel a sense of belonging within the school and wider community and to feel that they are respected and able to participate fully in school life.
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 all young people, and adults and an absence of sexual, homophobic, biphobic and transphobic harassment
Principle 4: 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:
· whatever their age
· whether or not they are disabled
· whatever their ethnicity, culture, religious affiliation, national origin or national status
· whatever their gender and sexual orientation, and with full respect for legal rights relating to pregnancy and maternity.
Principle 5: We aim to reduce and remove inequalities and barriers that
We expect that all students can make good progress and achieve to their highest potential
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
· Hetrosexual and LGBT people
Principle 6: 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 consult and involve:
· disabled people as well as non-disabled
· people from a range of ethnic, cultural and religious backgrounds
Principle 7: 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
· Hetrosexual and LGBT people
Principle 8: We base our policies and practices on sound evidence.
We utilise the services of Penninusula Business Services in order to keep Employment Policy and Guidance up to date.
We follow guidance from the Department of Education and Ofsted Inspection criteria.
We are Stonewall School Champions.
Principle 9: Measurable objectives
We integrate equality objectives within Roselyn House School’s improvement plan and DDA (3 Year Accessibility plan).
These are reviewed annually and progress is monitored towards achieving them.
We keep each curriculum subject or area under review in order to ensure that teaching and learning reflect the principles set out in principle 4 above.
We actively promote equality and diversity though all areas of the curriculum by creating an environment which supports respect for all. The school monitors and evaluates its effectiveness in providing an appropriate curriculum for all students. The allocation of students to teaching groups and therapeutic subjects is fair and equitable to students. We take action to close any gaps, for example, for those making slow progress in acquiring age-appropriate literacy and number skills through classroom work and during morning workshops. We offer a nurture provision for those young people who may need a more flexible approach to learning along with our RHISE Programmes. Resources that promote equality are used across the curriculum. As part of the personal well-being programme all students attend lessons on equality issues such as sexual bullying and stereotyping within the PSHE curriculum.
(See Schemes of Work, Lesson Planning, SMSC Policy, Curriculum Policy)
Examination access arrangements and reasonable adjustments
Roselyn House School’s Exams Officer ensures that all students requiring an examination arrangement are catered for. Guidance is taken from the JCQ booklet Adjustments for candidates with disabilities and learning difficulties. This booklet is available as a hardcopy from the exam’s officer or via:
Race includes colour, nationality and ethnic or national origins.
Disability – the Equality Act changes the definition of disability. The definition is almost the same as that under the Disability Discrimination Act (DDA), with two main exceptions:
· There is now no longer a requirement that a mental impairment must be a clinically well-recognised illness.
· There is no longer an exhaustive list of what constitutes day-to-day activities.
The consequence of the relaxation of the definition of disability is that more students are now legally disabled. It follows that more SEN children will now also be classed as disabled to a greater extent than before. As before, as soon as a child is legally disabled and the school either know or could reasonably have been expected to know that they are disabled, discrimination provisions kick in to protect the student.
Sex- students and employees of one sex must not be singled out for different or less favourable treatment. Gender equality must still be promoted.
Religion or belief - is defined by the Act as being any religion or belief including philosophical belief. The lack of religion or belief is also a protected characteristic. Religions include all major faith groups and denominations or sects. Belief includes non-religious world views such as humanism but not political beliefs such as communism.
Sexual orientation- refers not only to the students’ and employee’s sexual orientation but also to the children and partners of gay, lesbian, bi-sexual or trans parents. It is recognised that many people’s views on sexual orientation and sexual activity are grounded in their religious beliefs but this is not accepted as an excuse for allowing discrimination to continue.
Pregnancy and maternity – the Act applies to students and is a new area of equality legislation.
Gender reassignment –If a student chooses gender reassignment, it is acknowledged that a number of issues will arise which will need to be sensitively handled. We work closely with Stonewall and have adopted certain practices within school which supports a trans young person. We have non gender specific toilets, mixed PE, Library containing LGBT themes, displays in school to celebrate diversity, opportunities to discuss gender stereotypes and gender identities within PSHE, SEAL, CCC Curriculum and a Policy on Sex and Relationship Guidance which includes LGBT relationships.
Protected characteristics - is used as a term to refer to the categories to which the law applies e.g. sexual orientation.
Direct discrimination occurs when one person treats another less favourably, because of a protected characteristic, than they treat – or would treat – other people. This describes the most clear-cut and obvious examples of discrimination – for example if a school were to refuse to let a student be a ‘head girl’ because she is a lesbian.
Ethos and organisation
We ensure the principles listed in principle 4 above apply to the full range of
our policies and practices, including those that are concerned with: students' progress, attainment and achievement (See Assessment and Marking Policy and Curriculum Policy).
· students' personal development, welfare and well-being
· 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
Roselyn House School is opposed to all forms of prejudice which stand in the way of fulfilling the legal duties referred to in principles 1–3:
· prejudices around disability and special educational needs
· prejudices around racism and xenophobia, including those that are directed towards religious groups and communities, for example antisemitism and Islamophobia, and those that are directed against Travellers, migrants, refugees and people seeking asylum
· prejudices reflecting sexism, homophobia, biphobic and transphobic attitudes
(See Anti-Bullying Policy, SEN Policy, PSHE Policy)
There is guidance in the staff handbook on how prejudice-related incidents should be identified, assessed, recorded and dealt with.
We keep a record of prejudice-related incidents and, if requested, provide a report to the local authority about the numbers, types and seriousness of prejudice-related incidents at our school and how they are dealt with. Bullying and prejudice- based incident reporting form.
It is important to record, monitor and report all incidents that are motivated by prejudice, including those that fall below the definition of bullying. A prejudiced incident is a one-off incident of unkind or hurtful behaviour that is motivated by a prejudice or negative attitudes, beliefs or views towards a protected characteristic or minority group. It can be targeted towards an individual or group of people. Recording and monitoring prejudice- based incidents helps to prevent bullying as it helps Roselyn House School to target anti-bullying interventions.
(See Race Policy, Behaviour Policy, Anti- Bullying Policy Care and Control Policy, Safeguarding/Child Protection Policy)
Roles and responsibilities
KS Education Limited is responsible for ensuring that the school complies with legislation, and that this policy and its related procedures and action plans are implemented.
The Headteacher 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.
Senior staff have day-to-day responsibility for co-ordinating implementation of the policy.
All staff are expected to:
· promote an inclusive and collaborative ethos in their classroom
· deal with any prejudice-related incidents that may occur
· plan and deliver curricula and lessons that reflect the principles in principle 4 above
· support students in their class for whom English is an additional language and BSL
· keep up-to-date with equalities legislation relevant to their work.
Information and resources
KS Education Limited ensure that the content of this policy is known to all staff and as appropriate, to all students and their parents and carers.
All staff have access to a selection of resources which discuss and explain concepts of equality, diversity and community cohesion in appropriate detail.
Roselyn House School is a Stonewall Champion and is working towards the Bronze/Silver Award.
Information is reflected through PSHE Programmes of Study and SMSC content of lessons.
(See SMSC Policy, PSHE and CCC Policy)
We respect the religious beliefs and practice of all staff, students and parents/ carers, and comply with reasonable requests relating to religious observance and practice.
Staff development and training
We ensure that all staff, including Learning 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 Headteacher and Roselyn House School’s Disciplinary Procedures will apply.
Monitoring and review
This Policy is reviewed annually and adjustments made as appropriate.
Revised objectives are reviewed within Roselyn House School’s action plan and the DDA.
Background and acknowledgements
1. In its overall framework this model policy on all equalities in education is based on
the race equality policy that Derbyshire developed in response to the Race Relations Act 2000, and that was included in Here, There and Everywhere: belonging, identity and equality in schools published by Trentham Books in 2004.
2. The list in principle 4 is adapted slightly from material in Equality Impact Analysis: a workbook, the most recent version of which was published by
the Department for Education in April 2012.
3. Technical Education Reform: assessment of equalities impacts- July 2016
4. Equality Act 2010
Dissemination of the Policy
This policy is available on the school website, on request to parents and carers, the LA and Ofsted through the Headteacher.
Reviewed November 2018
We have recognised the need for a flexible and creative approach to the education we deliver to our young people. This has developed into a comprehensive system of individualised packages which includes one to one learning, off-site learning, e-learning, therapeutic and vocational packages / programmes.Please click for more information.