149 Public sector equality duty
(1)A public authority must, in the exercise of its functions, have due regard to the need to—
(a)eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under this Act;
We work hard to ensure all our policies and procedures are fully inclusive. Any racist and homophobic incidents are recording internally, with racist incidents being reported to the local authority. We have a clear code of conduct for all staff which includes behaviour and language, this is shared with all staff annually and copies are displayed in key areas around the buildings. The school also sets clear expectations on the conduct and behaviour of visitors and parents and will not tolerate any behaviour, which is deemed offensive. The school is a Stonewall school and as such is proactive in educating the staff and children about LGBTQ issues and the discrimination and hate crime associated with it.
(b) Advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it;
The school works hard to ensure all stakeholders are treated with respect; in particular persons are not discriminated by age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership, and pregnancy and maternity. The school has a comprehensive PSHE and RE curriculum that includes the major 5 faiths as well as Sikhism. Assemblies are used to celebrate key dates and festivals in all of the religions followed y our families, children and local community. The school is working with national organisations such as Stonewall to educate all its stakeholders about gender reassignment and sexual orientation. The school has an action plan that includes non- gender specific uniforms and sport teams. The PSHE curriculum celebrates differences and diversity and was recognised by OFSTED as strength of the school. Displays in the hall reflect our diversity and differences. The school provide healthy school lunches to allow children with different dietary requirements assess to a hot school lunch. The school uses gender neutral, non-stereotypical books throughout its curriculum to show a diverse range of people and families.
(c) foster good relations between persons who share a relevant protected characteristic and persons who do not share it.
The governors and school have worked hard over the last 3 years to build strong relations with the local Jewish community, with children visiting the local Jewish school and staff working collaboratively together. In addition, each class selects a role model from a community in our school to learning about and from; these include Alan Turring in Year 6 to Mo Farah in Year 4. The school also focused on homophobic language and bullying last year in its anti-bullying week. Our community is diverse, with children and their families coming from over 30 different countries, as such each race, ethnic origin and language is treated as equal. The children are encouraged to celebrate festivals and national holidays with the school celebrating international day and a wide range of religious festivals. The school’s website allows documents and information to be translated into numerous languages. The school also employs multi-lingual staff and has access to translators when and where necessary.
(2) A person who is not a public authority but who exercises public functions must, in the exercise of those functions, have due regard to the matters mentioned in subsection (1).
The school has a clear code of conduct for visitors and non-staff members. Standards of conduct are the same as expect from members of staff.
(3) Having due regard to the need to advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it involves having due regard, in particular, to the need to—
(a) Remove or minimise disadvantages suffered by persons who share a relevant protected characteristic that are connected to that characteristic;
The school monitors persons who share a relevant protected characteristic and endeavours to predict disadvantages that may occur and remove them or minimise them. The policies and procedures are written after consultation with persons who share a relevant protected characteristic or organisations that represent them.
(b) Take steps to meet the needs of persons who share a relevant protected characteristic that are different from the needs of persons who do not share it;
The school is mindful of its responsibilities and puts in place action plans and procedures to meet the needs of persons who share a relevant protected characteristic for example, non-gender specific school uniform, curriculum books that include same sex families.
(c) encourage persons who share a relevant protected characteristic to participate in public life or in any other activity in which participation by such persons is disproportionately low.
The governors and staff at the school include persons who share a relevant protected characteristic and as such act as role models to others.
(4) The steps involved in meeting the needs of disabled persons that are different from the needs of persons who are not disabled include, in particular, steps to take account of disabled persons’ disabilities.
The school has an accessibility plan, which is annually evaluated with new targets set accordingly. The action plan is reviewed by the governors annually. The school has a dedicated governor for disability.
(5) Having due regard to the need to foster good relations between persons who share a relevant protected characteristic and persons who do not share it involves having due regard, in particular, to the need to—
(a) tackle prejudice, and
(b) promote understanding.
The school is proud of its diverse and inclusive nature. Prejudice is tackle immediately and staff has received training on dealing with racist and homophobic language. The school teaches British values and celebrates tolerance ad respect. Our curriculum, policies and procedures recognise and celebrate diversity and children are actively encouraged to share their differences with others.
(6) Compliance with the duties in this section may involve treating some persons more favourably than others; but that is not to be taken as permitting conduct that would otherwise be prohibited by or under this Act.
(7) The relevant protected characteristics are—
- age;
- disability;
- gender reassignment;
- pregnancy and maternity;
- race;
- religion or belief;
- sex;
- sexual orientation.
(8)A reference to conduct that is prohibited by or under this Act includes a reference to—
(a)a breach of an equality clause or rule;
(b)a breach of a non-discrimination rule.
(9)Schedule 18 (exceptions) has effect.