Equalities Training for Schools and Governing Bodies

1. Equalities Trainingfor Schools and Governing Bodies Velia Hartland Adviser for Vulnerable Pupils & Ethnic Minority Achievement

2. The Equality Act 2006 brings together all recent equality legislation in six key areas: • Age 4. Race • 2. Disability 5. Religion & Belief • 3. Gender 6. Sexual Orientation

3. The implementation of the Equality Act will be overseen by the new Commission for Equality and Human Rights (CEHR) For more information on the CEHR, please visit: www.equalityhumanrights.com

4. What are the duties on schools? • Race (obligatory): • Since the introduction of the Race Relations Act, 1976 (amended 2000), schools have to have due regard to • promote the elimination of unlawful racial discrimination • to promote equality of opportunity • to promote good relations between persons of different racial groups.

5. Race (obligatory): • In order to meet the requirements of this duty, schools must: • Maintain a race quality policy with an action plan • Assess the impact on pupils, staff and parents of different racial groups • Report on progress annually (to Governing Body) • Review and revise the policy every three years

6. Disability Discrimination Act (obligatory): • Since September 2002/2005 it has been unlawful for any school to discriminate against disabled pupils in: • Admissions • Education and associated services • Exclusions

7. Disability (obligatory): The Disability Equality Duty (DED), came into force for schools in December 2006. This was brought in to ensure the elimination of unlawful discrimination on the grounds of disability and to promote equality of opportunity for disabled people, including accessibility to buildings, resources and publications.

8. Disability (obligatory): • The specific duty on schools means they must: • Publish a disability equality scheme and action plan and involve disabled people, where possible, in producing these • Demonstrate actions and outcomes • Report on progress and review every three years

9. Gender (obligatory): • The Gender Equality Duty (GED), came into force in March 2007. It requires all public authorities, including schools, to: • Promote gender equality • Eliminate sex discrimination

10. Gender (obligatory): • The specific duty on schools means they must: • Publish a gender equality scheme and action plan and involve stakeholders in producing these • Demonstrate actions and outcomes • Report on progress and review every three years

11. The remaining 3 equality duties, although not yet obligatory, should be monitored through: • anti-bullying reporting and the implementation of the school’s anti-bullying policy • recruitment procedures and protection of staff:

12. Sexual Orientation The Equality Act (Sexual Orientation) Regulations 2007 outlaw discrimination on the grounds of sexual orientation in relation to employment and in the provision of goods and services.

13. Religion & Belief: Parliament approved a bill on 31 January 2006 (Racial and Religious Hatred Act, 2006) that made it a criminal offence to use threatening words or behaviour with the intention of stirring up hatred against any group of people defined by their religious beliefs or lack of religious beliefs.

14. Age : The Equality Act in 2006 (Employment Equality (Age) Regulations 2006) prohibits unlawful discrimination on the grounds of age. This is in place to protect staff.

15. Community Cohesion: From September 2007 schools have been under a new duty to promote Community Cohesion From September 2008 OFSTED will inspect this. “The curriculum for all maintained schools should promote the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, andprepare pupils at the school for the opportunities, responsibilities and experiences of later life” (Education Act 2002, Section 78) Most schools already consider this part of their role.

16. By community cohesion, the DCSF means working towards a society in which there is a common vision and sense of belonging. A society in which the diversity of people’s backgrounds and circumstances is appreciated and valued. A society in which similar life opportunities are available to all.

17. For schools, the term ‘community’ has a number of dimensions: • the school community – the pupils, their families and the school’s staff • the community around the school –the local community of people who live and work there • the wider community of Britain • the global community – formed by EU and international links.

18. Must schools have an equality policy and action plans? • Yes - it is obligatory for Race, Disability & Gender and we recommend an overall Equalities Policy for all 6 equality strands as this will soon become statutory

19. Who in my school is responsible for the equality policy? • The Governing Body • The Head teacher All staff are responsible for ensuring all aspects of the policy are carried out in practice.

20. What should my school’s equality policy look like? • This is up to each school, however, when drawing up the policy, you should consider the age and understanding of your pupils and any particular needs in your school community

21. How can my school use the data collected to assess and monitor our equality policy? • The data your school collects will help prioritise the most important issues in disability, gender and race equality, e.g. to see whether any group is at a disproportionate risk of exclusion, or to measure attainment gaps, or to monitor incidents of bullying

22. Must organisations allow the pupils, the staff and the public to see their equality policy? • Yes. It is a legal obligation on schools to ensure that parents and others can have access to their equality policy. Schools must also monitor the impact of its policies on pupils, parents and staff from different groups and in particular on pupil attainment levels.

23. What inspectors look for: • How inclusive is the school and how does it meet the needs of individual pupils, including those with disabilities and international new arrivals? • Is there equality of opportunity for disabled people, including accessibility to buildings and publications? • What is the level of pupil mobility?

24. What inspectors look for: • What is the profile of pupils & the proportion of ethnic minority groups represented in the school, including pupils from refugee, Traveller or Gypsy families? • What are the numbers of pupils for whom English is an additional language? • How is equality of opportunity promoted through teaching and the curriculum?

25. What inspectors look for: • Are pupils treated with respect & are their contributions valued and encouraged? • Are teaching styles and resources free from stereotyping and matched to the needs of individual pupils? • Is sensitivity shown to pupils’ individual circumstances, beliefs & cultures?

26. What can your school do to effectively monitor that it is compliant to the duties? • Check that policies are in place • Check that action plans are in place • Check that they are being monitored

27. Know who monitors them • Ensure that reviewing your Equality Policy is part of your school’s self review • Let it be know where you will publish either your single equality policy or your individual policies. • Make sure all staff and visitors to school are aware of the policies and the General Duties

28. Where can my school get help and advice? http://www.equalityhumanrights.com/en/forbusinessesandorganisation/educationandtrainingproviders/Pages/default.aspx http://www.teachernet.gov.uk/wholeschool/equality/ http://www.teachernet.gov.uk/wholeschool/sen/disabilityandthedda/guidancedisabilityequalityinschools/ http://www.teachernet.gov.uk/wholeschool/equality/race/ http://www.standards.dfes.gov.uk/ethnicminorities/raising_achievement/ http://www.teachernet.gov.uk/wholeschool/equality/genderequalityduty/

29. Contact: Velia Hartland (Adviser for Vulnerable Pupils & Ethnic Minority Achievement) 020 8891 7700 v.hartland@richmond.gov.uk