Bishop Bewick Catholic Education Trust
Policy Title: Equality, Diversity & Inclusion Policy
Date of Approval: January 2024
Approved by: Trust Board
Date of next review: January 2027
Applies to: All school & Trust settings Change log:
Introduction
TheBishopBewickCatholicEducationTrustiscommittedtopromotingequalityand preventingdiscriminationatalllevels,bothasanemployerandinoureducationprovision. Ourschoolsareinclusiveandwelcoming,withafocusonthewellbeingandprogressofevery childandacknowledgementthatallmembersofourcommunityareofequalworth.
WebelievethattheEqualityActprovidesaframeworktosupportourcommitmenttovaluing diversity,tacklingdiscrimination,promotingequalityandfosteringgoodrelationships betweenpeople.Italsoensuresthatwecontinuetotackleissuesofdisadvantageand underachievementofdifferentgroupsofpupils
Werecognisethatthesedutiesreflectinternationalhumanrightsstandardsasexpressedinthe UNConventionontheRightsoftheChild,theUNConventionontheRightsofPeoplewith Disabilities,andtheHumanRightsAct1998.
1. Purpose of the policy
TheEqualityAct2010wasintroducedtoensureprotectionfromdiscrimination,harassment andvictimisationonthegroundsofspecificcharacteristics(referredtoasprotected characteristics).Thismeansthatschoolscannotdiscriminateagainstpupilsortreatthemless favourablybecauseoftheirsex(gender),race,disability,religionorbelief,gender reassignment,sexualorientationorpregnancyormaternity.Ageandmarriageandcivil partnershiparealso“protectedcharacteristics”butarenotpartoftheschoolprovisions relatedtopupils.TheActrequiresallpublicorganisations,includingschoolstocomplywith thePublicSectorEqualityDutyandtwospecificduties:
ThePublicSectorEqualityDutyor“generalduty”Thisrequiresallpublicorganisations, includingschoolsto:
▪ Eliminateunlawfuldiscrimination,harassmentandvictimisation
▪ Advanceequalityofopportunitybetweendifferentgroups
▪ Fostergoodrelationsbetweendifferentgroups
▪ PublishinformationtoshowcompliancewiththeEqualityDuty
▪ PublishEqualityobjectivesatleastevery4yearswhicharespecificandmeasurable
ThispolicydescribeshowBBCETschoolsaremeetingthesestatutorydutiesinlinewith nationalguidance.ItincludesinformationabouthowschoolscomplywiththePublicSector EqualityDutyandalsoprovidesguidancetoschoolstaffandoutsidevisitorsaboutour approachtopromotingequality,diversityandinclusion(EDI).
2. EDI Principles
Weactivelypromoteequality,diversityandinclusionthoughourschoolcurriculumsandby creatinganenvironmentwhichchampionsrespectforall.
Wedonotdiscriminateagainstourpupilsorstaffbytreatingthemlessfavourablyonthe groundsoftheirsex,race,disability,religionorbelief,sexualorientation,genderreassignment, pregnancyormaternity.
Weactivelypromoterespectandkindnesswithinourcommunity,celebratingdifferencesand strivingtocreateaninclusiveenvironmentforallwhostudyandworkhere.
Wealsoseektoeliminatealltypesofdiscriminationandharassmentsothateveryonewithin ourTrustcanachievetheirfullpotential.
3. What we are doing to eliminate discrimination, harassment and victimisation
Wetakeaccountofequalityissuesinthewayweprovideeducationtopupils,andintheway weprovideaccesstofacilitiesandservices.Ouradmissionsarrangementsarefairand transparent,andweconsiderissuesofequalityinrelationtoadmissionsandexclusionsof pupils WegiveconsiderationtotheReasonableAdjustmentdutyfordisabledpupils,designed toenhanceaccessandparticipationtothelevelofnon-disabledpupilsandstopdisabled childrenbeingplacedatadisadvantagecomparedtotheirnon-disabledpeers.
OurHeadteachersensurethatallstaffappointmentpanelsgivedueregardtothispolicysothat nooneisdiscriminatedagainstwhenitcomestoemployment,promotionortraining opportunities.
Weensurethatthosewhoareaffectedbyapolicyoractivityareinvolvedinthedesignofnew policies,andareconsultedinthereviewofexistingones.Wetakeseriouslytheneedto considertheEDIimplicationswhenwedevelop,adaptandreviewanypolicyorprocedure,and wheneverwemakesignificantdecisionsaboutthedaytodaylifeoftheTrustandourschools.
4. Behaviour, Exclusions and Attendance
OurschoolbehaviourpoliciestakefullaccountofthedutiesundertheEqualityAct.Wemake reasonable,appropriateandflexibleadjustmentforpupilswithadisability.Wecloselymonitor dataonexclusionsandabsencefromschoolforevidenceofover-representationofdifferent groupsandtakeactionpromptlytoaddressconcerns.
TheTrust’sschoolschallengeallformsofprejudiceandprejudice-basedbullying,whichstand inthewayoffulfillingourcommitmenttoinclusionandequality:
– prejudicesarounddisabilityandspecialeducationalneeds
– prejudicesaroundrace,religionorbelief,forexampleanti-SemitismandIslamophobia, Travellers,migrants,refugeesandpeopleseekingasylum
– prejudicesaroundgenderandsexualorientation,includinghomophobicand transphobicattitudes.
TheTrustandourschoolstreatallbullyingincidentsequallyseriously.Ourschoolskeepa recordofdifferentprejudice-relatedincidentsandprovideareporttotheirgovernorsabout thenumbers,typesandseriousnessofprejudice-relatedincidentsandhowtheseweredealt with. Thisdataisreviewedandactionsaretakentoreducetheriskoffutureincidents.
5. What are we doing to advance equality of opportunity between different groups
Weknowtheneedsofourschoolpopulationswell.Wecollectandanalysedata,monitoring progressandoutcomesofdifferentgroupsofpupils,inordertoinformourplanningand identifytargetstosupportimprovement.Wetakeactiontocloseanygaps,forexample,for thosemakingslowerprogressinacquiringappropriateliteracyandnumeracyskills.Working inpartnershipwithparentsandcarers,weidentifychildrenwhohaveadisabilitythroughour pupiladmissionprocedures
Ourschoolscollect,analyseandpublishdata:
▪ Ontheschoolpopulationbygenderandethnicity
▪ Onthe%ofpupilsidentifiedashavingaspecialeducationalneedand/ordisabilityand bytheirprincipleneedordisability
▪ Byyeargroup–intermsofethnicity,genderandproficiencyinEnglish;
▪ Oninequalitiesofoutcomeandparticipation,relatedtoethnicity,genderanddisability andproficiencyinEnglish
Ourschoolsalsocollect,analyseanduseEDIdatainrelationtoattendanceandexclusionsof differentgroups.
Weanalysestandardsreachedbydifferentgroupsattheendofeachkeystage:
▪ WhiteBritishFSMandnonFSM
▪ BlackAfrican
▪ BlackCarribean
▪ WhiteNonBritish
▪ EAL
▪ AllSEN
▪ SENSchoolActionandSENstatement
▪ SENStatement
▪ Traveller/GypsyRoma
▪ LookedAfterChildren
▪ GiftedandTalented
▪ Refugee
Ourstaffavoidlanguagethatriskslimitinganypupils’achievementorthatseekstodefinetheir potentialaslearners,suchas“lessable”.Weusearangeofteachingstrategiesthatensurewe meettheneedsofallpupils,andweprovidesupporttopupilsatriskofunderachieving
Ourstaffarealsoalertandproactiveaboutthepotentiallydamagingimpactofnegative languageinmatterssuchasrace,gender,disabilityandsexuality.
Inadditiontoavoidingorminimisingpossiblenegativeimpactsofourpolicies,wetake opportunitiestomaximisepositiveimpactsbyreducingandremovinginequalitiesand barriersthatmayalreadyexistbetween,forexample:
– disabledandnon-disabledpeople
– peopleofdifferentethnic,culturalandreligiousbackgrounds
– girlsandboys
Weensureequalityofaccessforallpupilstoabroadandbalancedcurriculum,removing barrierstoparticipationwherenecessary.
6. Positive Action
Ourschoolswilltakepositiveandproportionateactiontoaddressthedisadvantagefacedby groupsofpupilswithparticularprotectedcharacteristics,suchastargetedsupport.
7. What our schools are doing to foster good relations
▪ Weprepareourpupilsforlifeinadiversesocietyandensurethatthereare activitiesacrossthecurriculumthatpromotethespiritual,moral,socialandcultural developmentofourpupils.
▪ Weteachaboutdifferenceanddiversityandtheimpactofstereotyping,prejudice anddiscriminationthroughPSHEandcitizenshipandacrossthecurriculum.
▪ Weusematerialsandresourcesthatreflectthediversityoftheschoolpopulation andlocalcommunityintermsofrace,gender,sexualidentityanddisability,avoiding stereotyping.
▪ Wepromoteanethosandvaluesthatchallengeprejudice-baseddiscriminatory language,attitudesandbehaviour.
▪ Weprovideopportunitiesforpupilstoappreciatetheirowncultureandcelebrate thediversityofothercultures.
▪ Weincludethecontributionofdifferentculturestoworldhistoryandpromote positiveimagesofpeople
▪ Weprovideopportunitiesforpupilstolistentoarangeofopinionsandempathise withdifferentexperiences.
▪ Wepromotepositivemessagesaboutequalityanddiversitythroughdisplays, assemblies,visitorsandwholeschoolevents.
8. Other ways we address equality issues
▪ WemaintainrecordsofalltrainingrelatingtotheEqualityAct.
▪ OurmonitoringrecordsincludeevaluationsofaspectsofEqualityAct.
▪ Wekeepminutesofmeetingswhereequalityissuesarediscussed.
▪ Wehavearollingprogrammeforreviewingourpoliciesinrelationtoequality, diversityandinclusion,consideringtheirimpactontheprogress,safetyand wellbeingofourpupils.
▪ WeconsidertheEDIimplications ofnewpoliciesandpracticesbeforetheyare introduced.
InordertoensurethattheworkwearedoingonEDImeetstheneedsofourschool communitiesweensureourschools:
▪ Reviewrelevantfeedbackfromtheannualparentquestionnaire,parents’evening, focusmeetingsandGovernorsmeetings;
▪ Secureandanalyseresponsesfromstaffsurveys,staffmeetingsandtrainingevents;
▪ ReviewfeedbackandresponsesfromtheschoolcouncilandPSHElessons;
▪ Analyseissuesraisedinannualreviewsorreviewsofprogressonindividual educationplans/personalisedprovisionmaps,mentoringandsupport;
▪ EnsurethatwesecureresponsesandfeedbackatLocalGoverningCommittees
9. Publishing Equality Objectives (see BBCET Equality Objectives)
Theobjectiveswhichweidentifyrepresentourschools’prioritiesandaretheoutcomeofa carefulreviewandanalysisofdataandotherevidence.Theyalsotakeintoaccountnational andlocalprioritiesandissues.
WeevaluateoursuccessinmeetingthePublicServiceEqualityDutiesbytheextenttowhich weachieveimprovedoutcomesfordifferentgroups.Weproduceequalitydataanalysiswhich informsourdiscussionsabouttheequalityobjectives.
Ourschoolspaydueregardtothesettingofequalityobjectivesviatheirschooldevelopment plans.
10. Monitoring and reviewing objectives
SchoolsreviewandupdateequalityobjectivesandreportprogresstowardsthesetotheirLocal GoverningCommittees.Ourschoolsinvolveandconsultstaff,pupilsandgovernors,aswellas parentsandcarers.
Wepublishanevaluationofthesuccessinmeetingtheseobjectivesonschoolwebsites
11. Roles and Responsibilities
Weexpectallmembersofourschoolcommunitiesandtheirvisitorstosupportour commitmenttopromotingequality,diversityandinclusionandmeetingtherequirementso
oftheEqualityAct.Wewillprovidetraining,guidanceandinformationwherenecessaryto enablethemtodothis.
Local Governing Committee
TheLocalGoverningCommittee(LGC)isresponsibleforensuringthattheschoolcomplies withlegislation,andthatthispolicyanditsrelatedproceduresandobjectivesare implemented.
EveryLGCkeepsaspectsoftheschool’scommitmenttotheEqualityDutyunderreview,for example,intermsofstandards,curriculum,admissions,exclusions,personnelissuesandthe schoolenvironment.Governorsannuallyreviewtheirschool’sEqualityPolicyandevaluatethe successoftheschool’sEDIactivity,takingaccountofquantitativeevidence(e.g.data)and qualitativeevidence(e.g.surveys)
Headteachers and Leadership teams
Headteachersareresponsibleforimplementingthepolicy,forensuringthatallstaffareaware oftheirresponsibilitiesandaregivenappropriatetrainingandsupport,andfortaking appropriateactioninanycasesofunlawfuldiscrimination. Aseniormemberofschoolstaff musthaveday-to-dayresponsibilityforco-coordinatingimplementationofthepolicyandfor monitoringoutcomes.
Teaching and Support Staff
Allteachingandsupportstaffwill:
▪ promoteaninclusiveandcollaborativeethosintheirclassroom;
▪ challengeprejudiceanddiscrimination;
▪ dealfairlyandprofessionallywithanyprejudice-relatedincidentsthatmayoccur;
▪ plananddelivercurriculaandlessonsthatreflecttheschool’sprinciples,for example,inprovidingmaterialsthatgivepositiveimagesintermsofrace,gender anddisability;
▪ maintainthehighestexpectationsofsuccessforallpupils;
▪ supportdifferentgroupsofpupilsintheirclassthroughdifferentiatedplanningand teaching,especiallythosewhomay(sometimestemporarily)findaspectsof academiclearningdifficult;
▪ keepup-to-datewithEDIlegislationrelevanttotheirwork
TheTrustandschoolleaderswillprovideEDItrainingandguidanceforallstaffnewtothe Trust/schoolaspartoftheinductionprocedure.Trainingwillcovertheprincipalexpectations anddutiesoftheEqualityAct.AllstaffwillberemindedoftheEqualityActatthestartofa schoolyear.
Allvisitorstoourschools,includingparentsandcarers,areexpectedtosupportour commitmenttoEDIandcomplywiththedutiessetoutinthispolicy.Wewillprovideguidance andinformationwherenecessarytoenablethemtodothis.
12. Equal Opportunities for staff
Thissectiondealswithaspectsofequalopportunitiesrelatingtostaff.Wearecommittedtothe implementationofEDIprinciplesandthemonitoringandactivepromotionofequalityinall aspectsofstaffingandemployment.
Allstaffappointmentsandpromotionsaremadeonthebasisofmeritandabilityandin compliancewiththelaw.Weensurewhereverpossiblethatthestaffingofourschoolsreflects thediversityofourcommunity.Asanemployerwestrivetoensurethatweeliminate discriminationandharassmentinouremploymentpracticeandactivelypromoteequality, diversityandinclusionacrossallgroupswithinourworkforce.
Werespectthereligiousbeliefsandpracticeofallstaff,pupilsandparents,andcomplywith reasonablerequestsrelatingtoreligiousobservanceandpractice.
Weensurethatallstaff,includingsupportandadministrativestaff,receiveappropriate trainingandopportunitiesforprofessionaldevelopment,bothasindividualsandasgroupsor teams.
13. Monitoring and reviewing the policy
WereviewEDIinformationannuallyandmakeadjustmentsasappropriate.Ourreview involvespupils,staffandgovernorsaswellasparentsandcarers.OurEDIpolicyisformally reviewedeverythreeyears.
APPENDIX
Checklist for school staff and governors
▪ Theschoolcollectsinformationonrace,disabilityandgenderwithregardstoboth pupilsandstaff,e.g.pupilachievement,attendance,exclusionsandstafftraining.
▪ Thisinformationisusedtoinformpolicies,plans,strategies,lessons,additional support,trainingandactivitiesthattheschoolprovides.
▪ TheEqualityPolicyandPlanandObjectiveshavebeenshapedbytheviews,input andinvolvementofstaff,parents,governors,pupilsandotherstakeholders.
▪ Theschoolpublishesinformationtodemonstratepurposefulactiononthegeneral duties.
▪ Theschoolanalysespupilachievementintermsofprogressandstandardsfor differentgroupsandtakesactionwhentrendsorpatternsindicateanissue.
▪ Theschoolsetsequalityobjectivestoimproveoutcomesforvulnerablepupilsand monitorsprogressonreachingtheseobjectives.
▪ Aseniormemberofstaffhasresponsibilityforcoordinatingtheimplementationof thepolicyandmonitoringoutcomes
▪ Theschoolensuresthatallstaffunderstandandimplementthekeyrequirementsof theEqualityPolicy.
▪ Theschoolensuresthatvisitorstotheschoolunderstandandfollowthekey requirementsoftheEqualityPolicy
▪ Thecurriculumincludesopportunitiesforallpupilstounderstandandcelebrate diversityanddifference.
▪ Allgroupsofpupilsareencouragedtoparticipateinschoollifeandmakeapositive contribution,e.g.throughclassassembliesandtheschoolcouncil
▪ Theschoolmonitorsbullyingandharassmentofpupilsintermsofdifferenceand diversity(i.e.differentgroups)andtakesactionifthereisacauseforconcern.
▪ Visualdisplaysreflectthediversityoftheschoolcommunity.
▪ Minorityethnic,disabledandbothmaleandfemalerolemodelsandthoseof vulnerablegroupsarepromotedpositivelyinlessons,displays,discussionsandclass assemblies.
▪ Theschooltakespartineventssuchasawarenessofissuesaroundrace,disability andgender.
▪ Theschoolenvironmentisincreasinglyasaccessibleaspossibletopupils,staffand visitorstotheschool.
▪ Openeveningsandothereventswhichparents,carersandthecommunityattend areheldinanaccessiblepartoftheschoolandissuessuchaslanguagebarriersare considered.
▪ Theaccessibilityneedsofparents,pupilsandstaffareconsideredinthepublishing andsendingoutofinformation
▪ TheLocalGoverningCommitteeisrepresentativeofthecommunityitserves.
▪ Proceduresfortheelectionofparentgovernorsareopentoallcandidatesand votersincludingthosewithdisabilities.