Appendix 9 - How good is our school? (HGIOS4) Key Theme: Promoting Equality and Diversity Quality Indicators: 1.3 (Leadership of Change), 1.4 (Leadership and Management of Staff) Highly Effective Practice Challenge Questions Questions based on Level 5 illustration Evidence of current practice Next Steps/Points for further discussion 1.3 Leadership of Change All staff have a very clear understanding of the social, and cultural context of the local community of current educational policy. They use this knowledge well to shape the vision for the school. What range of data and information do we utilise to understand the social, economic and cultural context of the local community? To what extent do staff at all levels take responsibility for implementing change and promoting equality and social justice across all their work? Use of SMD data Current vision, values and aims developed with staff, parents, pupils, community Staff know the context of the community well . Developing partnerships. 1.4 Leadership and Management of Staff Equalities legislation is adhered to and explicit in recruitment practices. The school community is proactive in tackling prejudice-based discrimination so all staff feel able to be themselves in the workplace. How well do we promote staff rights and responsibilities? To what extent do you actively promote equalities for all, so staff feel confident in the workplace? Equalities and Diversity Policy Promoting Positive Behaviour Policy Evidence of recent recruitment practices
Quality Indicators: 2.1 (Safeguarding and Child Protection), 2.2 (Curriculum) Highly Effective Practice Challenge Questions Questions based on Level 5 illustration Evidence of current practice Next Steps/Points for further discussion 2.1 Safeguarding and Child Protection Robust arrangements are in place to ensure that all staff (including volunteers and partners) are aware of their responsibilities in relation to child protection and equality policies and procedures. How effectively are incidents related to equalities acted upon to prevent future occurrences? How well do staff take account of the views and experiences of children and young people, particularly where decisions are to be made that may impact on life choices? To what extent does the ethos and vision of the school strongly promote equality, challenging all forms of discrimination? Equalities and Diversity Policy Child Protection Policy Promoting Positive Behaviour Policy Up –to-date Child Protection certificates HT and Staff to attend further Equalities and Diversity training as provided by Authority (April 2018) 2.2 Curriculum All stakeholders are able to talk about how the unique features of the school community inform the design of the curriculum. To what extent do we take account of all the factors that make our school unique? Within your curriculum, to what extent do you take very good account of equality as a cross cutting theme? Curriculum Rationale Shared Vision, Values and Aims Parent/Pupil questionnaires Highly Effective Practice Challenge Questions Questions based on Level 5 illustration Evidence of current practice Next Steps/Points for further discussion
3.1 Ensuring Wellbeing, Equality and Inclusion All staff and partners take due account of the legislative framework related to wellbeing, equality and inclusion. The curriculum provides children and young people with well-planned and progressive opportunities to explore diversity and multi-faith issues, and to challenge racism and religious intolerance. Children and young people are knowledgeable about equalities and inclusion. They feel able to challenge discrimination, xenophobia and intolerance when they come across it. To what extent does our school celebrate diversity? How well does our school ensure that the curriculum is designed to develop and promote equality and diversity and eliminate discrimination? How do you ensure that equality leads to improved outcomes for all learners? To what extent do you value and celebrate diversity? How do you challenge discrimination? How do you ensure that age, disability, gender reassignment, marriage and civil partnership, pregnancy, race, religion or belief, sex and sexual orientation are not barriers to participation and achievement? Use of Resilient Kids Strong pupil voice Further development of RME curriculum, with use of Authority Progression Framework Seek out more learning and teaching opportunities for E & D within IDL