Equality
The Equality Act 2010 replaced previous anti-discriminatory laws with a single act. Within this Act the public sector Equality Duty came into force on 5th April 2011. The Equality Duty applies to public bodies and others carrying out public functions such as schools. It supports good decision making by ensuring public bodies consider how different people will be affected by their activities, helping them to deliver policies and services which are efficient and effective; accessible to all; and which meet different people's needs.
The Equality Duty is supported by specific duties which require require public bodies to publish relevant information demonstrating their compliance with the Equality Duty and to set and publish equality objectives at least every four years.
Chappel School must publish information to show our compliance with the Equality Duty in three ways
- eliminate unlawful discrimination, harassment and victimisation and any other conduct prohibited by the Act;
- advance equality of opportunity between people who share a protected characteristic and people who do not share it; and
- foster good relations between people who share a protected characteristic and people who do not share it.
This is demonstrated by our Accessibility Plan and our Equal Opportunities Policy
The specific duties require us to prepare and publish one or more specific and measurable equality objectives which will help us to further the aims of the Equality Duty.
At Chappel School we have been working on enhancing the children's knowledge and understanding of a range of cultures, as identified in our OfSTED Report (May 2010).
| Objective / Ref | Success / Impact | Action | Monitoring | Review Schedule | Led by |
|
To develop understanding of other cultures OfSTED Priority 4 |
The curriculum provides a number of opportunities for pupils to learn about other communities. Links with other communities both within the UK and globally ensure pupils are able to directly correspond to communities different from their own. Pupils have a good understanding of how communities and countries are both independent and inter-dependent. Children will have a greater understanding of other cultures, religions and backgrounds |
1. To identify and develop links within the curriculum to learn about other cultures. 2. To investigate links with other schools both nationally and internationally. 3. To provide evidence of other cultures around the school to enhance learning opportunities. |
Planning will make explicit any links to be taught through the topic being studied. Contact will be made with appropriate schools both nationally and internationally Climate walk will provide evidence of experience of other cultures. |
Planning to be monitored termly Climate walk to be undertaken termly by governors and staff. Twice yearly discussions with children will provide evidence of knowledge and understanding of other cultures. |
Head Teacher and Foundation Governors |
|
To develop understanding of other cultures OfSTED priority 4 |
The school evaluates its contribution to community cohesion and can identify clear impact but this may be uneven across the three strands. 1. Pupils will have a better understanding of other cultures, religions and backgrounds 2. The school will contribute to the local community. 3. The school will contribute to the national community 4. The school will contribute to the global community |
1. Delivery of the curriculum to highlight links with other cultures, religions and backgrounds. 2. Develop the role of the school council to have more impact on school life and impact on the local community 3. Develop links with other schools both nationally and internationally. 4. To record actions taken and impact they have on children's understanding of other cultures. |
Discussions with children to assess awareness and understanding of other cultures. Climate walks to evaluate evidence of cultural diversity. Monitoring of planning for identified cultural links |
Termly review of actions taken, Twice yearly discussions with children Termly climate walk Termly monitoring of planning |
Head Teacher and Community Cohesion Team |