Equality & Diversity
Across the AET 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. Lea Forest 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, Literacy, History, RE, Sociology, PSHE and Topic work. 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 communities relations and remove barriers of fear and ignorance that often cause discrimination to occur.
We are a Unicef Rights Respecting School and are currently working towards the gold award.
Children's rights play a huge part in the daily life of our school with our children, staff and parents learning about the rights of the child via UNICEF Articles of the Week and we regularly recognise our Duty Bearers in our school celebration assemblies and in our displays around school.
In October 2020 we were awarded the IQM Centre of Excellence Award in recognition of our schools inclusive practice and approach to teaching and learning.
Staff Training on Equality Act 2010
We provide all staff with training regarding our Equalities and Community Cohesion Policies at the start of each academic year, staff also attend INSET sessions on issues that deal with equality, social integration and community cohesion as part of their own professional development. As part of our induction training for new staff training is provided on the academies policies and guidance is given by the Senior Leadership Team with regards to the Equality Act.
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 governing body in so doing. 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 governing body 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 governing body seeks to ensure that people with disabilities are not discriminated against when applying for jobs at our school. The governors take all reasonable steps to ensure that the school environment gives access to people with disabilities. The governing body will, in its annual report, make reference to arrangements for disabled pupils.
The governors welcome all applications to join the school, whatever background or disability a child may have. The governing body 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 uniform 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. When designing schemes of work, we use this policy to guide us, both in our choice of topics to study, and in how to approach sensitive issues. So, for example, history topics in our school include examples of the significant contributions women have made to developments in this country’s history. In 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.
It is the responsibility of our governing body to monitor the effectiveness of the Equal Opportunities policy. The governing body does this by:
a. Monitoring the progress of pupils of minority groups and comparing it to the progress made by other pupils in the school;
b. Monitoring the staff appointment process, so that no-one applying for a post at this school is discriminated against;
c. Requiring the Head Teacher to report to governors on an annual basis on the effectiveness of this policy;
d. Taking into serious consideration any complaints regarding equal opportunity issues from parents, staff or pupils;
e. Monitoring the school behaviour and exclusions policy, so those pupils from minority groups are not unfairly treated.
Complaints should be made in line with the academies complaints procedure.
Equality and the Curriculum
Our curriculum reflects the attitudes, values and respect that we have for all ethnic groups that make up the diverse community of our academy. So, for example, the history curriculum gives due emphasis to ancient African traditions and cultures in the work that the children do on the Ancient Egyptians. In the religious education curriculum topics focus on religious festivals, the children study the importance of Diwali to Hindus and Vaisakhi to Sikhs. We also celebrate Eid, Diwali, Chinese New Year, Christmas, Easter and Harvest through a range of whole school assemblies and topics that are researched and produced by different year groups. Teachers often celebrate other religious festivals if they have a child in their class from a particular religious background
As an academy we constantly review the curriculum and ensure that it reflects the needs of our community and our children.
Updated November 2020