Equality and Diversity
Our equality objectives are:
To close the gap between boys and girls in English, Mathematics and Science at all key stages.
To close the gap in performance of all pupils with special educational needs or disabilities.
To promote cultural development and understanding through a rich range of experiences both in and beyond the curriculum.
To prevent and respond to all hate incidents and prejudice-based bullying.
Equality Act 2010
We believe that all of our pupils, staff and parents have equal rights and should be treated equally regardless of any differences. Barton Hill Primary Academy is committed to meeting its responsibilities in relation to the Equality Act of 2010 and aims to uphold the three main elements of the Act:
Eliminate discrimination and other conduct that is prohibited by the Act.
Advance equality of opportunity between people who share a protected characteristic and people who do not share it.
Foster good relations across all characteristics - between people who share a protected characteristic and people who do not share it.
Over the course of the academic year our pupils will have assemblies on a range of themes associated with raising the profile of equality and diversity. Not only do we as an academy have a legal duty to promote the ideals of equality and diversity in light of the Equality Act 2010 but we have a moral duty to prepare our students for a world that is far more diverse than the academy or its immediate locality.
Themes covered will include differences and perceptions based on race, religion, gender, class, sexuality and ability/disability.
Many of these topics are further explored in areas of the curriculum including Citizenship,English, History, Modern Foreign Languages, RE, PSHE and through our links with schools around the World. The main aim of this focus is to encourage discussion and to raise awareness and appreciation of our differences by educating our children and parents. We hope to improve our community relations and remove barriers of fear and ignorance that often cause discrimination to occur.
We hold a Silver Award from the Global Schools Alliance and are currently working towards the gold award. The award recognises that at Barton Hill Academy international dimension is impressive and firmly embedded in our curriculum and school ethos
Our school also holds the IQM Flagship status in recognition of our schools inclusive practice and approach to teaching and learning.
Staff Training on Equality Act 2010
Senior leaders have attended national training on the Equalities Act 2010.
All staff have received in school training regarding the Equalities Act 2010.
All policies and practices are reviewed regularly to ensure full commitment to equal opportunities.
As part of our induction training for new staff training is provided on the academies policies and guidance with regards to the Equality Act.
The Academy continues to do all it can to ensure that all members of the school community are treated fairly and with equality.
Roles and Responsibilities
It is the Head Teacher’s role to implement the school’s equal opportunities and anti-racist policy and they are fully supported by the Academy Trust in doing so. It is the Head Teacher’s role to ensure that all staff are aware of the school policy on equal opportunities, and that teachers apply these guidelines fairly in all situations.The Head Teacher ensures that all appointments panels give due regard to this policy, so that no-one is discriminated against when it comes to employment or training opportunities. The Head Teacher promotes the principle of equal opportunity when developing the curriculum, and promotes respect for other people in all aspects of school life, for example, in the assembly, where respect for other people is a regular theme, and in displays shown around the school. The Head Teacher treats all incidents of unfair treatment and any racist incidents with due seriousness and follows the academy complaints procedure as required.
The Trust has set out its commitment to equal opportunities in this policy statement, and it will continue to do all it can to ensure that all members of the school community are treated fairly and with equality. The Trust seeks to ensure that people with disabilities are not discriminated against when applying for jobs at our school. The Trust takes all reasonable steps to ensure that the school environment gives access to people with disabilities.
The Trust welcomes all applications to join the school, whatever background or disability a child may have. The Trust ensures that no child is discriminated against whilst in our school on account of their sex, religion or race. So, for example, all children have access to the full range of the curriculum, and regulations regarding school uniforms will be applied equally to boys and girls. If a child’s religion affects the school uniform, then the school will deal with each case sensitively and with respect for the child’s cultural traditions. In accordance with the Race Relations Amendment Act no pupil will be disciplined for not complying with a school uniform policy because of their particular cultural, race or religious dress code
The Class Teacher ensures that all pupils are treated fairly, equally and with respect. We do not discriminate against any child. When selecting classroom material, teachers pay due regard to the sensitivities of all members of the class and do not provide material that is racist or sexist in nature. Teachers strive to provide material that gives positive images of ethnic minorities and that challenges stereotypical images of minority groups. This is reflected in the books that the children have available in lessons and through the school library. When designing schemes of work, we use this policy to guide us, both in our choice of areas to study, and in how to approach sensitive issues. So, for example, geography topics the teacher attempts to counter stereotypical images of Africa and Asia and to show the true diversity of development in different parts of the world. All our teachers challenge any incidents of prejudice or racism. Teachers support the work of ancillary or support staff and encourage them to intervene in a positive way against any occurrence of discrimination.
Equality and the Curriculum
Focused attention is paid to the needs of specific groups of pupils, e.g. those who are learning English as an additional language, and there is extra or special provision for certain groups, as appropriate.
There is coverage in the curriculum of equalities issues, particularly with regard to tackling prejudice and promoting community cohesion and mutual understanding.
There are activities across the curriculum that promote pupils’ spiritual, moral, social and cultural development.
In curriculum materials in all subjects there are positive images of disabled people, women and men in non-stereotypical gender roles and of people from a wide range of ethnic, religious and cultural backgrounds.
As an academy we constantly review the curriculum and ensure that it reflects the needs of our community and our children.