PRIORY SCHOOL HOME ABOUT US LEARNING PROVISION POLICIES & STATUTORY INFORMATION EQUALITY INFORMATION Priory School Equality Policy December 2018 to December 2021 Priory School Equality Action Plan December 2020 - December 2021 Download our Equality Policy Documents above Policy Statement Priory School is a maintained Community Special School for students aged 11-19 with Severe Learning Difficulties and/or Disabilities as well as students with Autistic Spectrum Disorder. The School is committed to maximising the opportunities for its students and other young people with Learning Disabilities, both within School and the wider community. We welcome our duties under: the Equality Act 2010 to eliminate discrimination, advance equality of opportunity and foster good relations in relation to age (as appropriate), disability, ethnicity, gender (including issues of transgender, and of maternity and pregnancy), religion and belief, and sexual identity. the Education and Inspections Act 2006 to promote community cohesion. We recognize that these duties reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998. Guiding principles In fulfilling the legal obligations cited above, we are guided by nine principles: 1. All learners are of equal value. We see all learners and potential learners, and their parents and carers, as of equal value: Regardless of ability or disability Whatever their ethnicity, culture, national origin or national status Whatever their gender or gender identity Whatever their religious or non-religious affiliation or faith background Whatever their sexual identity 2. We recognize and respect difference. Treating people equally does not necessarily mean treating them all the same. Our policies, procedures and activities must not discriminate but must nevertheless take account of differences of life-experience, outlook and background, and in the kinds of barrier and disadvantage which people may face in relation to: Disability, so that reasonable adjustments are made Ethnicity, so that different cultural backgrounds and experiences of prejudice are recognized Gender, so that the different needs and experiences of girls and boys, and women and men, are recognised Religion, belief or faith background Sexual identity 3. We foster positive attitudes and relationships, and a shared sense of cohesion and belonging We intend that our policies, procedures and activities should promote: Positive attitudes towards disabled people, good relations between disabled and non-disabled people, and an absence of harassment of disabled people Positive interaction, good relations and dialogue between groups and communities different from each other in terms of ethnicity, culture, religious affiliation, national origin or national status, and an absence of prejudice-related bullying and incidents Mutual respect and good relations between boys and girls, and women and men, and an absence of sexual or homophobic harassment. 4. We observe good equalities practice in staff recruitment, retention and employment We ensure that policies and procedures should benefit all employees and potential employees, for example, in recruitment and promotion, and in continuing professional development: Whether or not they are disabled Whatever their ethnicity, culture, religious affiliation, national origin or national status Whatever their gender and sexual identity, and with full respect for legal rights relating pregnancy and maternity. 5. We aim to reduce and remove equalities and barriers that already exist In addition to avoiding or minimizing possible negative impacts of our policies, we take opportunities to maximise positive impacts by reducing and removing inequalities and barriers that already exist between: Disabled and non-disabled people People of different ethnic, cultural and religious backgrounds Girls and boys, women and men 6. We consult and involve widely We engage with a range of groups and individuals to ensure that those who are affected by policy or activity are consulted and involved in the design of new policies, and in the review of existing ones. We consult and involve: Disabled and non-disabled people People from a range of ethnic, cultural and religious backgrounds Both men and women, girls and boys People of differing sexual orientations 7. Society as a whole should benefit We intend that our policies and activities should benefit society as a whole, both locally and nationally, by fostering greater social cohesion, and greater participation in public life of: Disabled and non-disabled people A wide range people from differing ethnic, cultural and religious backgrounds People of differing sexual orientations 8. We base our practices on sound evidence We maintain and publish qualitative information showing our compliance with the public sector equality duty (PSED) set out in clause 149 of the Equality Act 2010. 9. Objectives We formulate and publish specific and measurable objectives, based on the evidence we have collected published (as per 8 above) and the engagement in which we have been involved (as per 7 above). The objectives which we identify take into account national and local priorities and issues as appropriate. We continually review our equality objectives and report annually on progress towards achieving them. 9.i) The curriculum We keep each curriculum subject or area under review in order to ensure that teaching and learning reflect the principles set out above. 9.ii) Ethos and organization We ensure that principles listed in paragraph 4 above apply to the full range of policies and practices, including those concerned with: Pupils’ progress, attainment and achievement Pupils’ personal development, welfare and well-being Teaching styles and strategies Admissions and attendance Staff recruitment, retention and professional development Care, guidance and support Behaviour, disciplines and exclusions Working in partnership with parents, carers and guardians Working with the wider community 9.iii) Addressing prejudice and prejudice-related bullying The school is opposed to all forms of prejudice which stand in the way of fulfilling the legal duties referred to in paragraphs 1-3: Prejudices around disability and special educational needs Prejudices around racism and xenophobia, including those that are directed towards religious groups and communities for example anti-Semitism and Islamophobia, and those that are directed against Travellers, migrants, refugees and people seeking asylum Prejudices reflecting sexism and homophobia There is guidance available to all at the school on how prejudice related incidents should be identified, assessed and dealt with. We keep a record of prejudice related incidents if any and provide a report to the local authority about the numbers, types and seriousness of prejudice related incidents at our school and how they are dealt with. Roles and responsibilities The governing body is responsible for ensuring that the school complies with legislation, and that this policy and related procedures and action plans are implemented. A member of the governing body has a watching brief regarding the implementation of this policy. The headteacher is responsible for implementing the policy: for ensuring that all staff are aware of their responsibilities and are given appropriate training and support; and for taking appropriate action in cases of unlawful discrimination. The School Leadership Team have day-to-day responsibility for coordinating implementation of the policy. All staff are expected to: Promote an inclusive and collaborative ethos in their classroom Deal with any prejudice related incidents that may occur Plan and deliver curricula and lessons that reflect the principle sin paragraph 4 above Support pupils in their class for whom English is an additional language Keep up to date with equalities legislation relevant to their work. Information and resources We ensure that the content of this policy is known to all staff and governors and, as appropriate, to all pupils and their parent and carers. All staff and governors have access to a selection of resources which discuss and explain concepts of quality, diversity and community cohesion in appropriate detail. Religious observance We respect the religious beliefs and practice of all staff, pupils and parents, and comply with reasonable requests relating to religious observance and practice. Staff development and training We ensure that all staff, including support and administrative staff, receive appropriate training and opportunities for professional development, both as individuals and as groups or teams. Breaches of policy Breaches of this policy will be dealt with in the same ways that breaches of other school policies are dealt with, as determined by the Headteacher and governing body Monitoring and review We collect, study and use quantitative and qualitative data relating to the implementation of this policy, and make adjustments as appropriate. In particular we collect, analyse and use data in relation to achievement, broken down as appropriate according to disabilities and special educational needs; ethnicity, culture, language, religious affiliation, national origin and national status; and gender. Priory School | Hosted by New Era Technology | DB Primary | DB Learning Library Click here to find out more. X