ࡱ > a o bjbj:K:K q X!H\X!H\*z D 8 R 1 ! ! 4 &" &" &" n$ M r , 0 0 0 0 0 0 0 0 $ /3 5 0 H L$ " n$ H H 0 &" &" & 0 h h h H ^ &" &" 0 h H 0 h h ^ ! ! &" ZM[ ^ , h 0 0 0 1 ( 6 6 ! ! 6 T# , H H h H H H H H 0 0 H H H 1 H H H H 6 H H H H H H H H H > : Cwrt Rawlin Primary School Strategic Equality Plan- REVIEW (2012-2016) and NEXT ACTIONS (2016-2020) CWRT RAWLIN PRIMARY SCHOOL STRATEGIC EQUALITY PLAN Introduction Our mission: To establish a centre of excellence that excites, engages and challenges pupils to do their very best, in an environment where they develop a love of learning and a joy in what they do. School vision We aim to: create the type of ethos conducive to us all working and learning together encourage children to be actively involved in purposeful activities and for them to acquire the knowledge and relevant skills across the curriculum. encourage each child to utilise his/her talents to the full by the acquisition of the basic skills necessary, and for him/her to compute and understand mathematical processes, to communicate clearly with others both orally and in writing, to listen attentively with understanding, and to develop an appreciation of the world in which he/she lives. foster a love of home and parent, and to set good standards of behaviour and appearance. develop respect for religious and moral values, and sympathy with races and religion. encourage a sense of responsibility in caring for the school environment, the wider community, the local parks and garden areas. encourage participation in the school activities provided - art, music, sport, educational visits and experiences. to make the experience of school a happy experience. This is the schools Strategic Equalities Plan (SEP) - it builds upon the schools Disability Policy, Race Equality Scheme and Equality Policies. This policy belongs to everybody and is relevant to all pupils, teaching and administrative staff, parents, carers, supporters and the local community. The Equality Act 2010 gives us the framework for this plan. The Human Rights Act 1998, the Welsh Language Act 1993 and the Welsh Language (Wales) Measure 2011 are also relevant to this policy. This revised plan was approved by the Governing Body in November 2012 and a review and new plan will now be presented at the Governors meeting of June 2016. 1 Equality vision and equality objectives The Equality Act 2010 requires all schools to have equality objectives in place by April 2012. These objectives cover all following protected characteristics: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, sexual orientation, and include the Welsh language in Wales. Actions to achieve these objectives are in the action plan at the end of this document and have been included as an initiative or action in the School Improvement Plan. To choose objectives for Cwrt Rawlin Primary we: Listened to equality experts and Heads of schools in Caerphilly about their choice of equality objectives Discussed the objectives with schools council Drew up a long list with associated actions Asked parents Children / young people Approved at Governors These are the equality objectives we chose Develop pupils community involvement and decision-making Develop the provision for health and wellbeing, including spiritual, moral, social and cultural development Strengthening the meeting of the needs of learners with ALN Development of the physical environment to be appropriate for pupils needs The plan at the end of this document sets out our equality commitments. The Strategic Equality Plan will be evaluated through the School Improvement Plan. 2 School strategies and equalities Implementing the Strategic Equality Plan was one of the objectives of the School Improvement Plan in 2012. Equalities implications will be identified in each school improvement objective. Progress on this plan is reported to the Governors annually and included in the Schools Self Evaluation. The plan will be reviewed within 4 years of setting the equality objectives in 2016. 3 The national equality agenda The following pieces of legislation are at the heart of the equality agenda. 3.1 The Equality Act 2010 The 9 protected characteristics of the 2010 Equality Act include everybody: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. The Equality Act sets down Public Sector Duties that apply to all the schools functions:- Promoting equality of opportunity Promoting good community relations Eliminating discrimination Specific public sector duties for Wales are set out in the Equality Act 2010 (Statutory Duties) (Wales) Regulations 2011, as issued by the Welsh Assembly Government. 3.2 The Human Rights Act 1998 Human Rights and equality are inextricably linked. Equality is treated as a fundamental human right, from the principle of equal respect for the inherent dignity of all people. Article 14 of the Human Rights Act prohibits discrimination on any grounds such as sex, race, colour, language, religion, political or other opinion, national or social origin, association with a national minority, property, birth or other status. The words other status have been held to cover, amongst other things, sexual orientation, illegitimacy, marital status, trade union membership, transsexualism, disability, carers and imprisonment. Article 14 can only be used when attached to a complaint relating to another article of the Convention such as Article 3: right to life, liberty and security of person or Article 8: right to a private and family life, home and correspondence. In some instances the Human Rights Act 1998 gives greater rights to people than other equalities legislation because it judges treatment against a fixed standard and does not rely on comparison between treatment of one group of people and another. 3.3 The Welsh Language Act 1993 & the Welsh Language (Wales) Measure 2011 The Welsh language has official status and belongs to all the people of Wales. The Welsh Language Measure puts the Welsh and English language on a basis of equality. The Welsh Education Scheme was approved by Caerphilly Council in 2009 and applies to all schools. The principles of the Scheme and this Plan are similar- in promoting equality of opportunity and good relations and we will take the Welsh language into account alongside all the protected characteristics. 4 Pupils 4.1 A school for everyone Our school is open to everyone We will not discriminate in our admissions criteria, in providing education and access to any benefit, service or facility either directly or indirectly, against anyone with a protected characteristic. We will not discriminate on the grounds of: disability gender reassignment marriage and civil partnership pregnancy and maternity race religion or belief sex sexual orientation and the Welsh language in Wales. Age is the 9th protected characteristic. In a school context it applies to everybody except pupils. Opportunities in our school will be of equally high standard for everyone. The schools duty to our pupils goes beyond just the formal education. It covers all school activities such as extra-curricular and leisure activities, after-school and homework clubs, sports activities and school trips, as well as school facilities such as libraries and IT facilities etc. The school has a duty to make reasonable adjustments for disabled pupils. The duty is anticipatory. The school will ask disabled pupils whether they need any support or adjustments so that we are ready for them e.g. produce the lesson notes in large print or in an electronic format before the lesson. In some cases a disabled pupil may receive support under the special educational needs (SEN) framework under Part 4 of the Education Act 1993. 4.2 How we deliver equality We will mainstream equality in providing education, access to benefits, service or facilities by making sure that people: Know the equality duties and the schools equality commitments Can access all the benefits of being at the school Know how to ask for help Are offered suitable support e.g. translation and interpretation, transport, technology, adaptations etc. where the lack of these services would place a person at a disadvantage on the grounds of a protected characteristic to meet a need, not only a preference The impact upon the person involved is of great importance in determining what is reasonable 4.3 What support can you expect? The school can only refuse to deliver support or adaptation if the school can prove that service is unreasonable or impractical. However this can only apply to particular and unforeseen circumstances. 4.4 Positive Action The school can take proportionate positive action to address disadvantages faced by pupils of a protected characteristic, or where it would enable or encourage participation by an under represented group. An example of this is engaging male role models to work with all children (as well as small groups of boys) in order to engage boys in developing better reading and writing skills. We will gather evidence before taking positive action. 4.5 Communication The school will communicate with people a way that is suitable for them. We will: Design materials that are easy to read- clear language and clear layout Use images that reflect the school and our local community Ask people of their preferred method of communication, where we can record it and use it e.g. email rather than letters to parents and carers Provide information in a variety of formats including large print, Braille, local languages etc. where needed Attach full contact details to make it easy for people to contact us Train and support employees in communication The school recognises British Sign Language as a language in its own right. The school will promote the deaf culture and identity and make use of suitable BSL interpretation and recordings with pupils and within the school setting e.g. assembly. We will train relevant staff in deaf equality and BSL skills and make it known to all staff that have the relevant skills to deal with pupils, visitors, parents and governors. 4.6 Curriculum, resources and involvement We will mainstream equality through the curriculum in our choice of diverse and challenging materials and activities. We will support children and young people examine their lives and personal identity in the light of peoples experiences which are both similar and different to them. The images we use will reflect the diversity of society in a positive way so to meet the third duty of the Equality Act - to promote good relations between people. We will not omit or avoid certain equality issues because to do so would be to promote a false picture of the people of Newport. We will welcome people across the protected characteristics to our school to share their skills and experience. We will make sure that we make all people feel welcome. 4.7 Buying goods and services and working in partnership The school will pass on its equalities duties to any person or body who: works for us or with us, delivers goods for us, whether they are paid, voluntary or partners. All school contracts will state that they have to meet the equalities standards as set out in this Plan. The impact of this is that school related activities will be fair and equal for all employees, pupils and parents. 4.8 Engagement The school consults and involves all the schools stakeholders on matters that concern them, including this Plan and Equality Objectives. Engaging people will give us evidence to work out how well we are doing in delivering equality. The school has procedures for finding out how pupils think and feel about the school. 4.9 Training Well make sure that all people involved with the school know our equality commitments and their personal duty under it. Well provide suitable training for all staff and pupils. Where there are issues or potential issues e.g. social tensions, well continue to address matters through the curriculum and where its needed use targeted external interventions, for example Show Racism the Red Card. We will encourage employees and governors to continually develop their learning and experience of equality matters through a range of methods including study, shadowing and partnerships. 4.10 Complaints and comments We like getting feedback about the school. We need people to tell us how we are doing. If you have a concern or complaint please let us know. You can tell a teacher or school employee, telephone, write or email us. If youd like to make an appointment with a relevant person, well arrange it and feel free to bring along a friend or colleague for support. When we deal with a concern or complaint we will do our best to keep people involved informed of whats happening and check that everyone is happy with the process. Advocacy and personal support is available for children and young people who need it. 5. Discrimination, victimisation and harassment 5.1 Discrimination The Equality Act 2010 protects people from discrimination. The school will make sure that nothing we do discriminates against any person or people on the grounds of a protected characteristic. Human Rights are applicable to all people in relation to the school. There are four kind of illegal discrimination defined in the Equality Act 2010, they apply to service delivery and employment across the protected characteristics: Direct discrimination where a person treats another less favourably because of a protected characteristic e.g. refused to admit a child because they are Roma. Combined direct (dual) discrimination - where a person is treated less favourably because of a combination of protected characteristics e.g. a school excludes a pupil because they are black and male. Discrimination based on association is now illegal. Direct discrimination occurs when you treat a pupil less favourably because of their association with another person who has a protected characteristic e.g. their brother is a disabled person. Discrimination based on perception is now illegal. Direct discrimination also occurs when you treat a pupil less favourably because you mistakenly think that they have a protected characteristic e.g. discrimination against a young person who is believed to be gay, even if theyre not. Indirect discrimination when a policy or practice is apparently neutral but the effect places a group of people at a significant disadvantage e.g. a rigid school dress code which does not account for items of clothing linked to religion. Discrimination arising from disability where a person is treated less favourably because of something related to their impairment e.g. a pupil with a learning disability disciplined for not obeying a rule that they hadnt understood because they didnt understand the sign. 5.2 Harassment including bullying The schools work around personal and social education will help build a school community that understands and enjoys equality and diversity. The Equality Act 2010 protects people from harassment. Harassment is unwanted behaviour that has the purpose or effect of violating a person's dignity or creating an intimidating, hostile, degrading, humiliating or offensive environment for that person. The school has responsibility to protect pupils, prospective pupils, former pupils, employees etc. from harassment. The school will be pro-active on protecting people by raising awareness, training teachers and pupils, encouraging people to report harassment and will deal with problems as they arise. Harassment now includes harassment based on association i.e. a friend of a disabled person, or perception i.e. mistakenly believed to be a Muslim. Where there are instances of bullying in and associated with the school we will deal with instances promptly and sensitively. We recognise that instances that are motivated by prejudice against people of a particular characteristic, or bullying that affects one group of people in particular, has a greater negative effect, both for the people involved and for the school community. 5.3 Victimisation The Equality Act 2010 protects people from victimisation on the grounds of any of the protected characteristics. Victimisation is when a person subjects another person to detriment because they have done, or believed that they will do, a protected act. A protected act are acts that include giving information or evidence under the Equality Act 2010, bringing proceedings, or making an allegation in relation to the Act, as long as they have done so in good faith- that is they thought they were being honest. 5.4 Discrimination Name calling, physical attacks, threats, the spreading of false rumours in person and on-line are all made more serious where a person is victimised for who they are. We know that discrimination and prejudice are particularly damaging to the individual and to family, friends and the school community. The school will take incidents of discrimination seriously and sensitively. False allegations are also taken seriously. We will take an active role where discrimination is identified and it involves our employees, pupils or premises. Incidents on the bus or outside school negatively affect our pupils as much as incidents in school and we will tackle it where it is known. Discrimination involving adults are treated differently to those involving children and young people. All adults are fully responsible for their actions. Children and young people may need support and education in matters to do with prejudice and discrimination and as such we will try to find solutions that involve the whole group and avoid criminalising individuals because of their actions. We will work will partners to find solutions, in particular where incidents are complicated or involve a wide group of people. 6 Performance/ standards - how we deliver the policy 6.1 Leadership and Management The Governing Body is responsible for ensuring that the school fulfils its legal equalities responsibilities. A member of the Governing Body has a watching brief for equalities matters, Mrs Carol Bailey. With assistance from the Headteacher, the Governing Body will ensure that this plan is implemented. The Governing Body has equalities issues as regular items on the agenda of Governing Body meetings and there is a governor with responsibility for equalities. The named persons with responsibility for dealing with reported incidents of discrimination or bullying are Mrs T Lloyd (Head teacher) and Mrs Perkins (Equality Coordinator). The school will make sure that all incidents of discrimination relating to the school, its pupils and staff are reported and recorded in a register. The register will be shared with the local authority to help it plan anti-discrimination work. Neither the school nor the local authority will ever publicly identify individuals involved in incidents. The Equality Coordinator is a senior member of staff with special responsibility for implementing and promoting equalities matters and this plan. 6.2 Taking decisions and Equality Impact Assessments Impact assessment refers to the review of all current and proposed plans and policies in order to help us act to promote equality and to ensure no person is disadvantaged by school activities through discrimination. Impact assessments are an on-going process to ensure that the schools plans and policies are developed in an increasingly inclusive and equitable way. As part or this schools compliance of the specific duties of the Act, we will continue to undertake impact assessment of all new policies and plans prior to them being implemented. Similarly, we will impact assess our existing policies and plans whenever they are reviewed. As such, impact assessments are incorporated into the schools planned review and revision of every policy. 6.3 Identifying and publishing equality information The school will identify, publish and use equalities information each year to show how we are delivering the equality duty. The information we publish will be easy to find and easy to understand. For pupils and school performance we will be publishing information on: Composition broken down by year group, ethnicity and gender and by proficiency in English / Welsh Composition broken down by types of disability and special educational needs Inequality of outcome and participation connected with ethnicity, gender and disability, and with proficiency in English / Welsh Instances of discrimination Complaints. We will be sensible in producing information. We realise that if the data group is very small then a breakdown of that data will not give us and useful information e.g. looking at the academic achievement of two individuals in a year group cannot tell us about the performance of Chinese pupils in general. No data published that will identify any individual. Other matters including language needs, behavioural needs, poverty, schooling history etc. will be taken into account in analysing data and developing strategies to address equality differences 7 Employment 7.1 Employment The school aims to be a fair employer and promote a friendly working culture. Without committed enthusiastic, skilled and empowered people the school cannot succeed. Well create a healthy, safe and supportive work environment where people are respected for who they are and employees can perform at their best. We want our workforce to reflect society in Caerphilly and Wales. It is illegal to discriminate either directly of indirectly against people in selecting and employing people, in the terms of employment, access to training, promotion, transfers, retirement, dismissal, and other benefits on the grounds of any of the protected characteristics. School employees are covered by the schools Pay Policy which ensures that we have robust pay scales, performance management and commitment to continual professional development for employees through all employment levels. 7.3 Requests in relation to a protected characteristic We will make every reasonable endeavour to meet employees requests relating to a protected characteristic, including dress, food, holidays, prayer times, work patterns, leave, support, physical adaptations etc. in order not to discriminate. 7.4 Positive action in employment Positive action measures can be used to counteract the effects of past discrimination so that people in such groups can achieve their potential. We will evidence that we believe such disadvantages or underrepresentation exists before taking action. 7.5 Monitoring and publishing information on employment We will monitor and publish equality information on our workforce in line with Caerphilly Councils Strategic Equality Plan. This includes monitoring recruitment, employee development and retention. The councils payroll service supports us in this. We will publish data in a way that does not identify individuals. Figures on employment will not inform us of the reason for any differentials. For the causes of any differentials and actions to address them well ask current and prospective employees their opinions and experiences. 8 Action Plan 2012-2016 Evaluated Equality and diversity is a normal part of the schools everyday business. This action plan sets out the schools main equality projects. There may be more or different work needed as opportunities arise. What we are going to doHow we monitor itWhat is a successful outcomePerson responsibleEvaluation March 2016Equality objectives 1 CIF 1.2.3develop pupils community involvement and decision-making Monitor against the plan set for the schools Councils involvement this yearSchools Council continue to lead school improvement initiatives including reporting back to StakeholdersHT Headteacher Mrs Lennon Schools council have undertaken a variety of decision making with regards fund raising and some school improvement.Equality objectives 2 CIF 2.3.1Develop the provision for health and wellbeing, including spiritual, moral, social and cultural development Pupil questionnaires Listening to LearnersFurther engagement in extra sporting activities Increase of pupils feeling safe in schoolHeadteacher SLTAnalysis of pupil questionnaires Anti-bullying code has been developed by SC. A healthy schools group has been set up who drive the school in developing this area More sports clubs have been introduced.Equality objectives 3 CIF 2.3.4 Strengthening meeting the needs of learners with ALNAchievement of targets set on IEPs Tracking of level attainment using SIMsALN pupils making progress against set targets ALNCo Support Teachers LSAsIEPs regularly reviewed by HT/Parents and ALNCo SIMS and IEP reviews show progress Inclusion have provided hours support for pupils which has impacted upon attainmentEquality objectives 4 CIF 2.4.2 Development of the physical environment is appropriate for pupils needsHealth and safety monitoring Risk assessments Listening to learnersBuilding fit for purpose within school budget allowances Headteacher SLT GovernorsNew classroom being used. CCTV system set up and used. Risk assessments undertaken for all activities. R.Davies being trained as EVC coordinator.Monitoring and reporting on equality progress Equality will be on the agenda and it will be reported on in the HT report once a yearEvidence of HT reports and agenda itemsReporting completed to GovernorsHeadteacher GovernorsJune 2016Communication Plan communicated via newsletter, on website and at Stakeholders meetingFeedback from all StakeholdersParents clear as to aims of the schoolHeadteacher GovernorsPlan available on website and in school entrance way.Access plan Review accessibility plan with governors and staffReviewed annuallyAccessibility plan updated and in placeHeadteacher GovernorsAccess plan has been reviewed and discussed with staff and governors.Buying goods and services The school will pass on its equalities duties to any person or body who: works for us or with us, delivers goods for us, whether they are paid, voluntary or partners. All school contracts will state that they have to meet the equalities standards as set out in this Plan. The impact of this is that school related activities will be fair and equal for all employees, pupils and parentHeadteacher ongoingTraining Book training with the LA in 2012.Included on the Twilight agenda in 2012-2013All staff receive trainingGovernors Headteacher SC and RG undertaken training- Feb 2013Complaints and comments Report and follow procedure if complaint madeGovernors Headteacher Complaints procedure followed by Governors.Anti-bullying and good relations Work on new anti-bullying policy with schools council and staffLog bullying incidents reported to HTFewer number of bullying incidents over the yearMrs Davies Acting DHT Headteacher Less bullying incidents reported to the Caerphilly. New behaviour system and antibullying code effective.Leadership A member of the Governing Body has a watching brief for equalities mattersEnsure position is filled each year and reports made to the GBDesignated Governor Headteacher Chair of governors- equality linkPublishing equality informationA copy of the plan will be available on the schools website It will also be cited in a newsletter each year. Zero tolerance.Fewer reports from parents regarding equality issues Plan is on the schools website and in the schools entrance hall. Cwrt Rawlin Primary School Strategic Equality Plan- REVIEW (2012-2016) and NEXT ACTIONS (2016-2020) Equality Objectives 2016-2020 (yet to be discussed/agreed by Governors- June 2016 meeting) CWRT RAWLIN PRIMARY STRATEGIC EQUALITY OBJECTIVE 1 2016-2020 ObjectiveTo reduce the number of discriminatory bullying incidents in the school by 50% over the 4 years of this plan. OutcomePupils and staff are able to go about their daily lives in school, whether in the classroom, free from discriminatory language, abuse and bullying. Protected Characteristics / Other Equalities Issues covered Ethnic origin, sex, age, marital status, sexual orientation, disability, gender reassignment, religious beliefs or non-belief, language, nationality, responsibility for any dependants.Links to other Strategies and Plans Anti-bullying policy Anti-bullying code ( schools council)Evidence BaseAnnual parent questionnaires Annual pupil questionnaires Bullying returns to CountySuccess Measure / Performance IndicatorsInitial increase in reporting of incidents Increase in satisfaction levels (by pupils and parents) of how issues were handled Reduction in levels of reported bullying in schools TimetableTermly reporting using CCBC reporting form - annual report to show figures, trends and actions. StakeholdersPupils, school staff, governing body and CCBC Education. ObjectiveC.I.F 2.2.2 Raise pupils achievement through assessment of and for learningOutcomeAnnual reports are clear concise and informative They set out key areas for improvement Parents understand the assessment procedures for all pupils in school and the impact they have on progressProtected Characteristics / Other Equalities Issues covered Ethnic origin, sex, age, marital status, sexual orientation, disability, gender reassignment, religious beliefs or non-belief, language, nationality, responsibility for any dependants.Links to other Strategies and Plans Learning and Teaching policy Equality policy ALN policyEvidence BaseQuestionnaires Book scrutiny Listening to learners Success Measure / Performance IndicatorsFeedback from pupils on their own progress, self-evaluation Feedback from parents through a questionnaire Increased satisfaction on regular feedback from teachers to parents on their pupilTimetableReview in line with review of the SIP Report back to the GB annuallyStakeholdersParents Pupils Governors Teachers CWRT RAWLIN PRIMARY STRATEGIC EQUALITY OBJECTIVE 2 2016-2020 CWRT RAWLIN PRIMARY STRATEGIC EQUALITY OBJECTIVE 3 2016-2020 ObjectivePartnerships To hold a stakeholder meeting in line with timings of writing the SIP and SER to enable full consultation on all matters of equality (Parents, local and wider community, pupils, governors)OutcomeFeedback and ideas from all stakeholders to be written into the SIP/SER planProtected Characteristics / Other Equalities Issues covered Ethnic origin, sex, age, marital status, sexual orientation, disability, gender reassignment, religious beliefs or non-belief, language, nationality, responsibility for any dependants.Links to other Strategies and Plans Equality policy, Accessibility planEvidence BaseIdeas from meeting Questionnaire analysis Listening to LearnersSuccess Measure / Performance IndicatorsSIP and SER are reflective of all stakeholders views All matters of equality are highlighted within the documents The documents are shared with all stakeholders and then reviewed.TimetableAcademic year 2016-2017 Stakeholder meeting Autumn 2016, Review of 15-16 and actions for 16-17StakeholdersParents, local and wider community, pupils, governors PAGE PAGE 14 PAGE \* MERGEFORMAT 1 $ ; = C D I L kZI8 hL 56CJ( OJ QJ ^J aJ( h 56CJ( OJ QJ ^J aJ( hpw 56CJ( OJ QJ ^J aJ( &hL hpw 56CJ( OJ QJ ^J aJ( hh 5CJ( OJ QJ ^J aJ( #h8 hT 5CJ( OJ QJ ^J aJ( #h8 hO/ 5CJ( OJ QJ ^J aJ( h> 5CJ( OJ QJ ^J aJ( h 5CJ( OJ QJ ^J aJ( hR CJ aJ hR &j h CJ UaJ mH nH tH u h/q ^J aJ h9 ^J aJ $ m n o p q r s t u v w x y z { $a$gdo