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New Scotland Hill Primary School and Nursery

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Equality Principles

At New Scotland Hill, 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.

 

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

 

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.

 

In fulfilling the legal obligations cited above, we are guided by nine principles which apply to all within our community:

 

Principle 1: All learners are of equal value

We see all learners and potential learners, and their parents and carers, as of equal value.

 

Principle 2: We recognise and respect difference

Treating people equally 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 of the kinds of barriers and disadvantages which people may face.

 

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 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.

 

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

We ensure that policies and procedures benefit all employees and potential employees in recruitment, promotion and in continuing professional development.

 

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

We recognize and identify inequalities and barriers which become evident from monitoring activities. These will be addressed and will form part of the equality plan which is reviewed annually.

 

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.

 

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 by all groups of people.

 

Principle 8: We base our practices on sound evidence

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, more able, gender and vulnerability.

 

Principle 9: Objectives

We formulate and publish specific, measurable objectives, based on the evidence we have collected, in our Single Equality Plan. The plan is agreed by the Governing Body. The Single Equality Plan, in line with legislative requirements, will be entirely reviewed and re-published every four years.

 

The Curriculum

The curriculum will be reviewed, at the planning stage, in order to ensure that learning and teaching reflect the first of the seven principles.

 

Ethos and Organisation

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

  • admissions and attendance
  • pupils' personal development, welfare and well-being
  • pupils' progress, attainment and achievement
  • staff recruitment, retention and professional development
  • teaching styles and strategies
  • 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 stand in the way of fulfilling our legal duties including:

  • prejudices around disability and special educational needs
  • prejudices around racism and xenophobia, including those that are directed towards religious groups and communities, and those that are directed against travellers, migrants, 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 are dealt with.

 

 

Roles and Responsibilities

 

Governors:

The governors as a whole are responsible for:

  • Making sure the school complies with the relevant equality legislation
  • Monitoring progress towards the equality objectives and reviewing annually.

 

 

The Headteacher will:

  • Implement the school’s stated equality objectives
  • Ensure that equality objectives and access plans are written, and that they are readily available to governors, staff, pupils and parents
  • Ensure all staff know their responsibilities and receive training and support in carrying these out
  • Take appropriate action in cases of harassment and discrimination, including prejudice-related incident
  • Enable reasonable adjustments to be made in relation to disability with regard to students, staff, parents/carers and visitors to the school.

 

All staff within the school will:

  • promote an inclusive and collaborative ethos in their classroom
  • plan and deliver curricula and lessons that reflect the principles of this policy
  • deal with any prejudice-related incidents that may occur
  • Be able to recognise and tackle bias and stereotyping
  • support pupils in their class for whom English is an additional language
  • keep up-to-date with equalities legislation relevant to their work.

 

Information and resources:

We ensure that our inclusion principles are known to all staff and governors and, as appropriate, to all pupils and their parents and carers.

 

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

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