Barnsole Junior School is committed to achieving equal opportunities and combating discrimination through

No member of the school or its community will be discriminated against, harassed or receive less favourable treatment on the grounds of gender, race, colour, ethnic or national origin, disability, marital status, family commitments, sexual orientation, age, religious or political beliefs or social class.

RACE EQUALITY

This policy updates the 2005 guidelines which were produced following Medway and National advice. It continues to reflect the school's aim to work towards racial equality and to combat racial discrimination and racial harassment

The ethnic mix of the school continues to be overwhelmingly White European with a small mixture of other ethnicities. Against this background, we need to ensure that everyone is committed to combating racism and working towards racial equality

Racism can be defined as:
"conduct or words which advantage or disadvantage people because of their colour, culture or ethnic origin. In its more subtle form it is as damaging as it is in its more overt form."
(The Stephen Lawrence Inquiry report)

Racism in any form is damaging to society in general and more specifically to those groups against which it is directed. It has a harmful effect on pupils in our school, it lowers their self-esteem, has a detrimental effect on them as learners and leads to disaffection and low achievement

This policy and our approach covers members of all ethnic and national groups represented in our school community

The creation and regular updating of policy and practice is written in consultation with all relevant stakeholders

CURRICULUM

When teachers plan they will take account of the ethnicity, background and general needs of all pupils

All schemes of work will be appropriate for all pupils and take account of individual needs

Wherever possible, EAL learners are placed in groups that can provide good models of English language

Extra-curricular activities are planned so as to allow all children to participate

Homework tasks can be achieved without parental support

Teachers have high expectations and provide opportunities for the success of all ethnic groups

Teachers have high expectations and provide opportunities for the success of all ethnic groups

Teachers use a range of methods and styles to take account of the different needs of pupils

Teachers take every opportunity to encourage positive attitudes to ethnic difference, cultural diversity and racial equality

Steps are taken to ensure that the curriculum draws on areas of interest and relevance to pupils from all ethnic groups

Different languages and cultural backgrounds are celebrated through regular displays

Racial equality and ethnic diversity are promoted and racism and discrimination are challenged in all areas of the curriculum. Children are encouraged and equipped to identify, challenge and deal with racism, bias, prejudice and stereotyping

Resources aim to present a positive non-culturally biased image of all groups. All those who order materials have the responsibility of promoting a greater understanding of cultural diversity and racial equality

When selecting art forms (music, paintings etc) we seek to present a balanced selection from around the world and across different cultures
Resources may be found on the RE, PSHE shelves or in the Music/Languages Room that meet specific needs of pupils from minority ethnic groups

UNIFORM

The uniform has been chosen so as to provide a sense of identity and belonging that is affordable and may be worn by all ethnic groups. Any difficulties that may arise are considered individually at the discretion of the governors

RACIST INCIDENTS

The following are not acceptable in school:

All children who suffer from any of the above are encouraged to report the incident to the nearest adult who will then pass this on the the Headteacher for recording

The following guidelines apply:

1. support the child at once and reassure them that action is going to be taken

2. speak to the offender as soon as possible and let them know why such behaviour is unacceptable

3. inform the Headteacher so that the incident can be logged

4. inform the class teacher who will provide structured support for the victim on a regular basis

5. repeated incidents will result in the parents of offending children being contacted and requested to come in and discuss the incident

6. in this case the parents of the victim should be contacted and informed of the action taken. They should be given the opportunity to come into school to discuss the incident

7. repeated incidents will result in the offender being excluded form school

EVERY CHILD MATTERS / NATIONAL HEALTHY SCHOOLS

Barnsole Junior School actively promotes the Every Child Matters Agenda. All pupils are encouraged to lead an enjoyable and successful life that is both healthy and safe. They are given chances to contribute to their community and learn the life skills that will help them achieve economic well-being

ADMISSIONS

All pupils are admitted following the Medway criteria. Any who experience difficulty with the process as a reslut of speaking another language will receive help either from the school or from Medway LA

DISCIPLINE

The behaviour system rewards or disciplines the behaviour rather than the pupil and therefore should treat all children fairly. All data is analysed according to ethnicity to ensure that the system is effective in this aim

SPORTS

All pupils have equal opportunities to participate in a wide range of sports. This participation is monitored regularly to ensure fairness

STAFF RECRUITMENT AND SELECTION PROCEDURES

The school will not use publications for advertisements which could exclude or reduce Educational Visits Policy number of applicants of a particular racial group

The school will make clear that a DfES recognised qualification, obtained overseas, could be acceptable as a UK qualification

The school will, in advance, define clearly the success criteria for selection and not have one person carrying out short-listing and interviewing

The school will give guidance to all those involved in recruiting staff of the effects, generalised assumptions and prejudices that race can have on selection decisions

All selection and recruitment decisions are recorded in writing and these are maintained for three months

The school's commitment to Equal Opportunities and Ant-Racist issues will be emphasised in information give to candidates

The Staffing Committee will annually monitor and review the match between the nature of the local/national community and the staffing pattern

MONITORING

Pupils' attainment and progress in English and Maths is monitored by ethnic group and trends and patterns are identified where possible. These are then reviewed by Senior Management and fed into the School Improvement cycle

Targets are set for individual children and allow us to monitor progress and help pupils reach their full potential

Schemes of work are monitored every two years by the Headteacher and Curriculum Manager, Similarly medium term plans are reviewed by the Headteacher/SMT once a term. This ensures that curriculum planning is taking account of the need for ensuring that racial equality and ethnic diversity are promoted and that racism and discrimination are challenged

Similarly all assessment materials are selected to ensure that there is no cultural bias

Resources are reviewed once a year as part of the annual subject audit. This will include consideration of how these resources reflect a broad range of groups in society and provide positive role models promoting an anti-racist message. Such resources should be in regular use

Staffing and recruitment procedures are reviewed annually at the first Governors' Staffing Committee of the year. This will include ensuring that everyone is aware of the procedure outlined in this policy

All Racist incidents are recorded and reported to the Governing Body and the LA. The management of the children's behaviour is reviewed at the start of the term and this includes measures to combat racism in the school

The SEN register is reviewed annually in order to determine the needs of EAL pupils who may have SEN

The annual needs analysis for EAL pupils is conducted to ensure support through specialist provision

DISABILITY DISCRIMINATION

This policy replaces previous documents which were limited to challenging discrimination through refurbishment of the building. From 2007 there is a much wider brief fro us as a school

The 1995 Disability Discrimination Act defines a disable person as someone who has:
"a physical or mental impairment which has a substantial and long-term adverse effect on his/her ability to carry out normal day-to-day activities"
This means that we have a significant number of pupils who have not previously been regarded as disabled. The SEN register contains up to date details of this group and their needs

The creation and regular updating of policy and practice is written in consultation with all relevan stakeholders

CURRICULUM

When teachers plan they will take account of the disabled pupils in the class and ensure as far as possible that they will have full access to the curriculum

All schemes of work will be appropriate for all pupils and take account of individual needs

Extra-curricular activities are planned so as to allow all children to participate

Homework tasks will take account of individual needs

Teachers have high expectations and provide opportunities for the success of all pupils irrespective of any disability

Teachers use a range of methods and styles to take account of the different needs of pupils

Teachers take every opportunity to encourage positive attitudes to disability

Steps are take to ensure that the curriculum is of interest and relevant to all pupils

Disability discrimination is challenged in all areas of the curriculum. Children are encouraged and equipped to identify, challenge and deal with bias, prejudice and stereotyping

Resources aim to present a positive image of all groups. All those who order materials have the responsibility of promoting a greater understanding of disability equality

DISCIPLINE

The behaviour system rewards of disciplines the behaviour rather that the pupil and therefore should treat all children fairly. All data is analysed to identify circumstances and recurring patterns. This will therefore isolate any part disability may play in behaviour

SPORT

All pupils have equal opportunities to participate in a wide range of sports. Individual circumstances may affect this provision, but participation is monitored regularly to ensure fairness

STAFF RECRUITMENT AND SELECTION PROCEDURES

Applicants for a post are offered an interview on the basis of their meeting the criteria for the position

There will be more than one person carrying out short-listing and interviewing

The school will give guidance to all those involved in recruiting staff on the effects, generalised assumptions and prejudices that disability can have on selection decisions

All selection and recruitment decisions are recorded in writing and these are maintained for three months

The school's commitment to Disability Equality will be emphasised in information given to the candidates

The Staffing Committee will annually monitor and review the match between the local community and the staffing pattern

BUILDING

At present there is limited access for wheelchairs in our Victorian building and the school is therefore unsuitable for pupils who must spend all their time in a wheelchair. However we are happy to discuss each individual case. The ICT Suite and Library are on the top floor and at present there are no plans to build a lift to enable access

A toilet for the disabled and a hearing loop have both been introduced in recent years

MONITORING / IMPACT ASSESSMENT

Schemes of work are monitored every two years by the Headteacher and Curriculum Manger. Similarly Medium Term plans are reviews by the Headteacher/SMT once a term. This ensures that curriculum planning is taking account of the need for ensuring that disability equality is promoted and discrimination challenged

Similarly all assessment materials are selected to ensure that there is no disability bias

Resources are reviewed once a year as part of the annual subject audit. This will include consideration of how these resources reflect a broad range of groups in society and provide positive role models. Such resources should be in regular use

Staffing and recruitment procedures are reviewed annually at the first Governors' Staffing Committee of the year. This will include ensuring that everyone is aware of the procedure outlined in this policy

All school decisions are therefore taken in the light of this policy of equal opportunities

GENDER EQUALITY

The Equality Act of 2006 places a statutory duty on all public authorities to have due regard to the need:

The school employs approximately 40 staff of whom the caretaker is male; 3 teachers are male; the Headteacher is male. No TAs and no Midday Mealtime Supervisors are male

In June 2007 there were 158 girls and 149 boys in the school

The creation and regular updating of policy and practice is written in consultation with all relevant stakeholders.

CURRICULUM

When teachers plan they will take account of the gender of pupils

All schemes of work will be appropriate for all pupils and take account of individual needs

Unless there is a specific intention otherwise, pupils work in mixed groups

All extra-curricular activities have mixed groups

Teachers have high expectations for both genders and seek to provide a curriculum that interests and allows for success for both males and females

The teaching style takes account of preferred leaning needs associated with boys and girls

Displays highlighting achievement feature both girls and boys, and seek to challenge stereotypes

Resources aim to present positive images of both sexes. All those who order materials have the responsibility of promoting sexual equality

When selecting art forms (music, paintings etc) we seek to present a balance selection of male and female artists

UNIFORM

The uniform has been chosen so as to provide a sense of identity and belonging that is affordable. It is similar for boys and girls with both being allowed to wear trousers

SEXIST AND SEXUAL BULLYING

Sexual bullying affects both genders. It is broadly defined as any bullying behaviour, physical or non-physical, that is based on a person's sexuality or gender

All children who suffer from this form of bullying are encouraged to report the incident to the nearest adult who will then pass this on to the Headteacher for recording

EVERY CHILD MATTERS / NATIONAL HEALTHY SCHOOLS

All pupils are encourage to lead an enjoyable and successful life that is both healthy and safe. Boys and girls are encouraged to participate in a wide range of activities and contribute to their own community regardless of gender

ADMISSIONS

All pupils are admitted following the Medway criteria which makes no distinction between boys and girls

DISCIPLINE

The behaviour system rewards or disciplines the behaviour rather than the pupil and therefore should treat all children fairly irrespective of gender

SPORTS

All pupils have equal opportunities to participate in a wide range of sports. The school follows the guidance set out by each sport in how it addresses the participation of boys and girls either separately or in the same team

STAFF RECRUITMENT AND SELECTION PROCEDURES

The school will, in advance, define clearly the success criteria for selection and not have one person carrying out short-listing and interviewing. There will normally be both male and female represented on the interviewing panel

The school will give guidance to all those involved in recruiting staff on the effects, generalised assumptions and prejudices that gender can have on selection decisions

All selection and recruitment decisions are recorded in writing and these are maintained for three months

The school's commitment to Equal Opportunities will be emphasised in information given to candidates

The Staffing Committee will annually monitor and review the gender quota of the staff

MONITORING

Pupils' attainment and progress in English and Maths is monitored throughout the school (and in Y6, Science is included) by gender, and trends and patterns are identified where possible. These are then reviewed by senior management and fed into the School Improvement cycle

Targets are set for individual children and allow progress to be monitored

Schemes of work are monitored every two years and medium term plans are reviewed. This ensures that curriculum planning allows equal opportunities for both sexes

Similarly all assessment materials are selected to ensure that there is no gender bias

Resources are reviewed once a year in the annual audit. This will include consideration of how these resources reflect all people in society and provide positive role models

Staffing and recruitment procedures are reviewed annually at the first Governors' Staffing Committee of the year

All sexist and sexual bullying will be part of the review of children's behaviour held at the start of the term