Equality & Diversity

Equality & Diversity Culture, compliance and the governors’ role Welcome

Aims of this session To look at the governance role in monitoring the Equality and Diversity culture of the school and in ensuring compliance with the law. To discuss how we can ‘add value’ in our governance role, to ensure and promote Equality and Diversity in our school.

Equality… Diversity… What do these mean to you? When - and how - are they discussed at your governing board meetings? ?

Equality… Diversity… discrimination Equality Act 2010 give due regard... protected characteristics Public Sector Equality Duty SEND Code of Practice Equality Objectives reasonable adjustments Diversity: recognising and appreciating difference Equality: - ensuring equality of opportunity - fair treatment - legal framework

The bigger picture… ? ? ? ? ? ? ? ? What aspects of school activity directly relate to ensuring equality of opportunity for the pupils? ? ? Every Child Matters

The bigger picture… ethos& values curriculum safeguarding co-curricularactivities health & safety schooltrips welfare resourcedeployment recruitment SEND provision school environment careers advice Every Child Matters

Schools – equality and diversity remit: Inclusivity and equal opportunity of learning:Equal value given to the learning, well-being and outcomes of every child. Recognising diverse needs, life experiences, and challenges/barriers to learning. Preparation for life in modern Britain:Learning opportunities and support to ensure pupils’ understanding and acceptance of equality, diversity and British values, and readiness for the next stage. As an organisation and an employer:Public sector equality duty and fair treatment.

Inclusivity and equal opportunity of learning Access to the curriculum(differentiation and Quality First teaching) Environment for learning(accessibility, reasonable adjustments) Extended learning (outside the classroom)(clubs, events, school trips) How – in your school – is the governing board informed, and involved ?

Inclusivity and equal opportunity of learning Meeting the needs of vulnerable pupils, and narrowing the gap between these pupils’ outcomes and those of their peers. How does your governing board know – and monitor – the school’s vulnerable groups, their achievement and the barriers to achievement?

Inclusivity and equal opportunity of learning Meeting the needs of vulnerable pupils, and narrowing the gap between these pupils’ outcomes and those of their peers. How does your governing board know – and monitor – the school’s vulnerable groups, their achievement and the barriers to achievement? How does your governing board monitor the school’s use of resources in terms of theimpact this is having on pupil outcomes?

Preparation for life in modern Britain How does your school use the curriculum to promote equality and recognise diversity? How does the school prepare its pupils for the next stage of education / transition to working life? How does the school foster good relationships with the wider community? How does your governing board engagewith the wider community?

Preparation for life in modern Britain Ofsted 2019 framework: “Our intention is to ensure that inspection is better able to play its part in advancing equality, diversity and inclusion. Given the proposed framework’s focus on high-quality education for all, we believe that it will have a positive impact on all learners, including those with protected characteristics.”Ofsted draft Equality, Diversity & Inclusion statement Jan ‘19

Ofsted’s key judgement areas Quality of Education Behaviour and Attitudes Personal Development Leadership & Management Each area has a remit directly relating to equality and diversity:

Quality of Education “…a curriculum that is ambitious and designed to give all learners, particularly the most disadvantaged and those with special educational needs and/or disabilities (SEND) or high needs, the knowledge and cultural capital they need to succeed in life” What does this look like in your school – and how do you know?

Behaviour and Attitudes “Relationships among learners and staff reflect a positive and respectful culture. Leaders, teachers and learners create an environment where bullying, peer-on-peer abuse or discrimination are not tolerated. If they do occur, staff deal with issues quickly and effectively, and do not allow them to spread.” What does this look like in your school – and how do you know?

Personal Development “…prepares learners for life in modern Britain by: equipping them to be responsible, respectful, active citizens who contribute positively to society developing their understanding of fundamental British values, and understanding & appreciation of diversity celebrating what we have in common and promoting respect for the different protected characteristics as defined in law.” What does this look like in your school – and how do you know?

Leadership and Management “Those responsible for governance ensure that the provider fulfils its statutory duties, for example under the Equality Act 2010” “Leaders protect their staff from bullying and harassment”What does this look like in your school – and how do you know?

Equality Act 2010 Replaced 9 Acts of Parliament and nearly a hundred sets of regulations – consolidating and strengthening Makes it unlawful to discriminate against, harass or victimise a pupil or potential pupil in relation to:- admissions- the way the school provides education- access to any benefit, facility or service- exclusion, or subjection to any other detriment Relates to actions carried out by agents of the school (staff and governors)

Public Sector Equality Duty Schools must have due regard to the need to: Eliminate discrimination Advance equality of opportunity Foster good relations between different people when carrying out their activities

Public Sector Equality Duty Schools must have due regard to the need to: Eliminate discrimination Advance equality of opportunity Foster good relations between different people when carrying out their activities … includes encouraging participation when it is disproportionately low. What is your governing board’s involvement with this?

Governance roles – equality focus Strategic planning & policy setting Monitoring impact of school’s strategies and provision Panels- Admissions- Exclusions- Complaints Engagement and communication with stakeholders (including via website)

Communications Schools must: Publish information to demonstrate how they are complying with the Equality Duty Prepare and publish Equality Objectives (at least once every 4 years) Have an accessibility plan (can be integrated into the school development plan) What is your governing board’s involvement? And how do you monitor the impact?

Next steps Any questions? What will you do differently from now on?

Equality & Diversity