GLEN HILLS PRIMARY SCHOOL
EQUALITY DUTY – COMPLIANCE WITH SINGLE EQUALITY ACT (SEA)
REPORT TO GOVERNORS 2018
1. How we eliminate discrimination and other conduct that is prohibited by the Act;
As a matter of course, GlenHills staff are reminded about the compliance and importance of the Equality Act and ensure that all work undertaken complies and promotes equality of access and participation for all.
LIST OF GLEN HILLS POLICIES WHICH DEMONSTRATE COMPLIANCE WITH SEA AND RELEVANT LINKS IN ITALICS;
NB; all aspects of Equality covered refers to disability, race, gender, anti-homophobic, faith, cultural
Document Name - Management and Finance |
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Capability procedures (teaching and non-teaching staff) – all aspects of Equality covered |
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Leave of Absence Policy all aspects of Equality covered |
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Continence Policy – disability |
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Safeguarding Policy all aspects of Equality covered |
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Admissions Policy all aspects of Equality covered |
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Risk Assessment – disability |
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Asthma Policy – disability |
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Policy Statement all aspects of Equality covered |
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Food Statement / Food Policy – disability |
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Statement of Aims - all aspects of Equality covered |
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Complaints / RW Procedure - all aspects of Equality covered |
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Payment for music lessons - all aspects of Equality covered |
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Care and Control and Physical Restraint of Pupils Policy – disability |
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Safer recruitment and selection all aspects of Equality covered |
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Charging for School Activities all aspects of Equality covered |
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Maternity Provisions Policy all aspects of Equality covered |
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Disciplinary Procedures all aspects of Equality covered |
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Disability Equality Scheme – disability |
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Revised Job Evaluation appeal Procedure all aspects of Equality covered |
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Gender Equality Scheme - gender |
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Inclusion Policy all aspects of Equality covered |
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Physical examination in first-aid guidelines - disability |
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Management of attendance procedures all aspects of Equality covered |
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Restructuring and Redundancy Policy- all aspects of Equality covered |
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2. Advancing equality of opportunity between people who share a protected characteristic and people who do not share it;
Our policies and procedures outlined above articulate how we remove or minimise disadvantages that could be suffered by particular groups (for example, our Anti-Bullying Policy outlines measures to approach homophobic bullying and our Charging for School Activities Policy outlines how financially-disadvantaged families can be assisted with payments etc).
Below are the Gender, Race and Disability Schedules for targeted work / Equality Objectives throughout Glen Hills;
Race Equality;
Action |
By whom |
By when |
Expected Outcomes |
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TS / RW |
Ongoing |
Ensure provision and achievement for all groups is at expected or beyond standard. Ensure attendance of ethnic minority groups is monitored and is equal to or above whole school percentage |
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All staff |
Ongoing |
Ensure children continue to develop their levels of tolerance and understanding of all cultures and races. |
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All staff Monitored by RE coord in scrutiny of work / pupil interviews |
Ongoing |
Ensure children continue to develop their understanding of all cultures and religions |
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All staff Community cohesion coord |
Ongoing – review in June 2018 |
Ensure children continue to develop their understanding of all cultures and religions |
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All staff |
Ongoing- review September 2018 |
Continued excellent levels of racial tolerance and understanding |
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RE. PSHE and Community cohesion Coords |
To be conducted and reviewed by June 2018 |
To continue to monitor the level of cultural awareness |
Gender Equality;
Action |
By whom |
By when |
Expected Outcomes |
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TS / RW |
Ongoing |
Ensure provision and achievement for all groups is at expected or beyond standard. Ensure attendance of both genders is monitored and is equal to or above whole school percentage |
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All staff |
Ongoing |
Ensure children continue to develop their levels of tolerance and understanding of all cultures and races. |
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Monitored by all staff – specifics include having a girls football team and ensuring both genders are involved in teams such as netball etc. |
Ongoing |
Ensure both genders have equal access and promotion to all areas of the curriculum and extended curriculum. |
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All staff |
Ongoing- review September 2018 |
Continued excellent levels of gender tolerance and understanding |
Disability Equality;
Action |
By whom |
By when |
Expected Outcomes |
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TS / RW and SLT |
Ongoing |
Ensure provision and achievement for all groups is at expected or beyond standard. Ensure attendance of all SEN children is monitored and is at least at expected levels. |
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All staff |
Ongoing |
Ensure children continue to develop their levels of tolerance and understanding of all cultures and races. |
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Monitored by all staff – |
Ongoing |
Ensure all abilities have equal access and promotion to all areas of the curriculum and extended curriculum. |
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All staff |
Ongoing- review September 2018 |
Continued excellent levels of disability inclusion awareness |
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TS / RW / All Staff |
Ongoing |
Displays and work in school portray persons with disabilities in a positive light |
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TS / RW / Governing Body |
Ongoing |
Health and safety governor annual inspection / School survey conducted by LA |
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TS / RW / relevant staff |
By July 2018 |
Ensure any persons with a disability recognise they have the right to state any issues they may have and indeed witness that the Head, SLT, Governing Body will act upon any issues to best resolve them. |
As is highlighted above, our data tracking and target setting ensures that all ‘groups’ (eg gender, free-school meals, race etc) are examined as a matter of course. Any discrepancies are highlighted and appropriate measures are put into place to minimise and/or improve the academic achievement of any ‘group’ (for example, one-to-one tuition is currently being provided to FSM children to assist in narrowing the gap).
3. Fostering good relations across all characteristics - between people who share a protected characteristic and people who do not share it;
As highlighted in the schedules above, and particularly within curriculum policies, our thorough work in promoting tolerance, respect and understanding of those people with disabilities, those with differing cultures etc is effective in fostering good relationships.
Our work with neighbouring schools, multi-faith approaches, PSHE work and links with schools from other cultures and countries provides the pupils with experiences to help them develop these relationships.