Equalities

 

The Public Sector Equality Act 2010 has 3 main elements:

  • Eliminating discrimination and other conduct prohibited by the Equality Act
  • Advancing equality of opportunity between people who share a protected characteristic and people who do not share it
  • Foster good relations between people who share a protected characteristic and those who do not

We are committed to ensuring that equality of opportunity is inherent for all members of our school community. This means that we ensure that individuals or groups of individuals are treated fairly and equally and no less favourably, specific to their needs, including areas of race, gender, disability, religion or belief, sexual orientation and age.

Equality at College Hall permeates all aspects of school life and is the responsibility of every member of the school and wider community. Every member of the school community should feel safe, secure, valued and of equal worth. We want to provide an environment which is free from unlawful discrimination, harassment or victimization of any kind. We want to educate our pupils in an environment which recognizes, celebrates and draws upon the diversity of our community and offers equal respect, appropriate support and fair rewards for all our pupils.

The Equality Act 2010 applies to all schools and provides a single, consolidated source of discrimination law, covering all the types of discrimination that are unlawful.

The Act covers the following protected characteristics:

  • Sex
  • Race
  • Disability
  • Religion or belief
  • Sexual orientation
  • Gender reassignment
  • Pregnancy and maternity
  • Age

We welcome our specific duties to publish information every year about our school population; to explain how we have due regard for equality; and to publish equality objectives which show how we plan to tackle particular inequalities, and reduce or remove them.

Information about our pupil population can be found here.

Our Main Equality Challenges

This is a summary of the issues that we are most concerned about. We are already developing strategies and interventions to tackle some of these concerns.

For some of these issues we have also set and published equality objectives

  • Creating a climate of understanding and acceptance by all pupils of those with differences - special educational needs, emotional needs, range of backgrounds and family circumstances
  • Progress for pupils who have poor emotional regulation skills and low frustration tolerance

 

How we have due regard for equality

The information provided here aims to show that we give careful consideration to equality issues in everything that we do.

Schools are required to have due regard to the need to eliminate discrimination, harassment and victimisation and other conduct that is prohibited by the Equality Act 2010.

The information below is a summary of how we are aware of this particular requirement and how we respond to it. Please contact us if you would like to see copies of any of our school policies.

  • We are aware of the requirements of the Equality Act 2010, that it is unlawful to discriminate, treat some people less fairly or put them at a disadvantage
  • We try to keep an accurate record, when possible and appropriate, of the protected characteristics of our pupils and employees
  • We have a school behaviour policy that treats all children fairly and takes into account their many differences, including culture, ethnicity and ability
  • We deal promptly and effectively with all incidents and complaints of bullying and harassment that may include cyber-bullying and prejudice-based bullying related to disability or special educational need, ethnicity and race, gender, gender reassignment, pregnancy or maternity, religion and belief and sexual orientation. We keep a record of all such incidents and notify those affected of what action we have taken. We provide training to all staff in relation to dealing with bullying and harassment incidents
  • We have a special educational needs policy that outlines the provision the school makes for pupils with special educational needs
  • Our complaints procedure sets out how we deal with any complaints relating to the school
  • We aim to observe and implement the principles of equal opportunities and non­ discrimination in our employment practices
  • We have procedures for addressing staff discipline, conduct and grievances
  • We have a staff code of conduct that states clearly that discrimination or prejudice of any kind will not be tolerated.

 Under the Equality Act 2010, we are also required to have due regard to the need to advance equality of opportunity and foster good relations. This includes steps we are taking to tackle disadvantages and meet the needs of particular individuals and groups of pupils.

Consultation and Engagement

We aim to engage and consult with pupils, staff, parents and carers, and the local community so we can develop our awareness and information, learn about the impact of our policies, set equality objectives and improve what we do.

Our main priorities for the future are to develop consultation and engagement through:

  • inviting parents, carers and pupils to engage with us about equality issues
  • SMT and Governors to be involved in reviewing equality objectives

 

Our Equality Objectives

The Equality Act 2010 requires us to publish specific and measurable equality objectives. Our equality objectives are based on our analysis of data and other information. Our equality objectives focus on those areas where we have agreed to take action to improve equality and tackle disadvantages.

We will regularly review the progress we are making to meet our equality objectives.

Equality objective 1: To reduce the incidence of the use of homophobic, racist or other discriminatory language by pupils from ‘heard often’ to ‘heard rarely’ by July 2018

Why we have chosen this objective:

Analysis of behaviour and exclusion records shows that there have been a number of incidents of homophobic behaviour and use of racist language or other discriminatory language in school.

A repeat issue that occurs frequently is the use of homophobic language. The language tends to be used in two distinct ways: either it is used as verbal bullying against staff or students because of their perceived sexual orientation, or it is used in a pejorative as a generic offensive insult (eg this school is gay). This casual use of homophobic language is too often seen by pupils as harmless banter instead of the offensive insult it really represents which could cause distress amongst pupils and staff.

Less frequently pupils will use racist or other discriminatory language either as verbal bullying against staff or students or generally use derogatory terms within their day to day conversations.

 Equality objective 2: Improve the participation and engagement in the curriculum for pupils who have emotional dysregulation issues and poor frustration tolerance by developing an emotional regulation curriculum by July 2018.

Why we have chosen this objective:

We want to ensure that an identified cohort of students maximize their potential, attend regularly and contribute fully to school life

Analysis of the current pupil cohort shows that there are a number of students who present with significant emotional dysregulation difficulties which impact on their ability to: access the curriculum; form relationships and contribute positively to the life of the school and which may present a barrier during transition.

Pupils need opportunities to practice relaxation and mindfulness and to talk about how to deal with different situations.