You can download the Equalities Policy by clicking on the link below.
The Equality Act 2010 protects individuals from unfair treatment and promotes a more equal society. The Act encompasses legislation covered by:
- the Human Rights Act 1998
- the Disability Discrimination Act 1995/2005
- the Special Needs and Disability Act 2001
- the Sex Discrimination Act 1975 as amended 1982/2008
- the Race Relations Act 1976
- the Race Relations Amendment Act 2000
- the Equal Pay Act 1970/1975/1984
- the Employment Acts 1989/2002
- the Employment Equality (Religion or Belief) Regulations 2003
- the Employment Equality (Sexual Orientation) Regulations 2003/7
- the Employment Equality (Goods and Services) Regulations 2007
- the Equality Act 2004/2006/2010
- the Single Equality Act 2010
- the Employment Equality (Age) Regulations 2006
This policy covers the Federation’s duties and responsibilities to pupils and members of the public under the Act. Obligations to staff to receive fair and equal treatment are covered in more detail by the borough’s personnel procedures, which have been adopted by the governing body.
We believe that avoiding discrimination and promoting equality supports our aim of improving outcomes for all children and families. Good education and skills, and being part of a supportive community, are crucial for opening up opportunities and increasing the chance of a happy and successful life.
Our Guiding Principles:
Five Key Principles underpin the work of our federated governing body, and support the fundamental British Values of Democracy; Individual Liberty; Rule of Law and Mutual Respect and Tolerance of those with different faiths and beliefs.
Principle 1: Learning – Learning is important for the whole community and throughout life. Supporting Individual Liberty
Principle 2: Growth – Strong roots and a secure foundation enable new growth. Supporting Rule of Law
Principle 3: Community – We value the diversity and contribution of the community we serve. Supporting Democracy
Principle 4: Friendship – Good outcomes come from good relationships. Supporting Mutual Respect and Tolerance
Principle 5: Respect – We promote positive, caring and respectful attitudes. Supporting Mutual Respect and Tolerance
Our commitment to equal opportunities is reflected through our Principles and the fundamental British values in the following ways:
Democracy – Making decisions together
Children generate new ideas about the world that deserve to be valued. These are based on their experiences of how the world works and may be challenged, tested and developed, but not dismissed or belittled. We encourage creative thinking and a solution focused approach, working with children as individuals and in groups. Children are taught how to make decisions as a group, and to value the views of others. The cycle of ‘planning, doing and reviewing’ with children is integral to the way we engage them in their learning.
By showing children that the world can be a peaceful, well ordered place where everyone uses words not blows and respects each other, children can become assertive, responsible, caring individuals, able to make a positive contribution to society and develop a sense of belonging. We believe that our work with young children and their families should benefit our local community by fostering greater social cohesion and participation in public life.
Our Early Years curriculum emphasises self esteem, self awareness, emotional well being and respect for oneself and others as the building blocks of all learning. We encourage and support children to share ideas and resources, listen to others, take turns and understand their own feelings and those of others. Learning and growing is a shared activity.
Through our community drop in, Parents’ Forum, feedback questionnaires, parent governors, staff meetings and discussions with children we seek to consult and involve those affected by our activities, including:
- Disabled people as well as non-disabled
- People from a range of ethnic, cultural, social and religious backgrounds
- Girls and boys, men and women, and those of differing sexual orientation
- Children as well as adults of all ages in our community
Individual Liberty – The freedom to question and explore, promoting autonomy and a sense of self
We encourage all members of our community – children, parents, staff and colleagues – to acquire new knowledge, experience and skills that will enhance their lives and their life chances. We give our children the tools to develop an enquiring mind and love of learning.
We see all learners and potential learners as of equal value. Staff teach our children to be confident learners, able to learn from their mistakes and keep trying. We provide challenges so that children can have a go and take risks in their learning. We encourage children to actively make and communicate their choices, enabling them to do so in their preferred mode of communication.
We provide a range of experiences that allow children to explore the language of feelings and responsibility, reflecting on their differences and understanding we are free to have different opinions, for example discussing in a small group how they feel about transition to Reception class.
Rule of Law – Clear and consistent expectations and boundaries allow children to understand appropriate behaviour and how it enables us to live together in harmony
We promote the principles of fairness and justice for all to create a happy and productive environment in which everyone’s human rights are upheld. We model appropriate language and behaviour to children and their families and give clear explanations for the reasons behind our policies and procedures. We do not tolerate bullying or negative attitudes towards people of different ethnicities, faiths or cultures by either adults or children in the centre. We work together, share information and seek to understand each other. Unacceptable behaviour is always challenged and the consequences of it made clear, but individuals are not labelled in a negative way. Staff support children to understand their own and others behaviour, the consequences of their behaviours, and how to distinguish right from wrong.
Children are introduced to our Golden Rules, and supported to understand what these mean. They are shown that the Golden Rules are consistently applied to everyone.
1) “Use your words” – Children will learn to express themselves in an appropriate way, using words or an alternative form of communication that is appropriate for their stage of development, without harming others. They will learn to express their needs, views, interests and opinions.
2) “Stay safe – and tell an adult if you’re not safe” – Children will learn how to keep themselves and others safe; what it means to be “safe”, and that they must tell an adult if they do not feel safe.
3) “Make a good choice” – Children will develop the confidence to make their own choices, and with guidance will develop understanding of the consequences of their own actions so they can make good choices.
4) “We are all friends at Golborne and Maxilla” – Children will develop positive relationships with children and adults, and will learn to share, take turns and help others.
5) “We are all different, and that is good!” – Children will understand that they are unique, and will celebrate their differences. Every child is enabled to be included in all activities.
(See Appendix 1 for more information about how our Golden Rules link to the Principles of the Early Years Foundation Stage and British Values)
Mutual Respect and Tolerance of those with different faiths and beliefs – Breaking down barriers by welcoming all members of the community and involving them in the shared life of the centre.
We encourage positive interactions, good relations and dialogue between different groups through providing learning opportunities, events and activities that are fun and meaningful. We respect the needs and preferences of the individual, allowing them to engage in the life of the centre at their own pace and in a way that meets their needs.
We celebrate the cultural diversity of our community and promote understanding and respect for all its members. We believe that prejudice and stereotyping is caused by lack of awareness and can be broken down by involving diverse individuals in shared activities that are interesting and enjoyable. We respect the religious beliefs and practices of staff and families and comply with all reasonable requests relating to religious observance and practice, including requests to be excused from religious observances.
Our Principles of Friendship and Respect emphasise the way we work with children and adults in order to embed the values and the ethos of our organisation. Relationships between children, families, the centre and the community are built on trust and understanding. We strive to learn from each other, keeping a positive, open minded, non-judgemental approach and treating people with friendship and with equal concern. All staff are expected to represent responsible role models for children, showing children how to listen to others and respect their thoughts.
Our policies and procedures do not discriminate but take account of the differences of life experience, outlook and background and the barriers that people may face in relation to:
- Disability – so that reasonable adjustments are made
- Ethnicity, race and religion – so that different cultural backgrounds are recognised, language barriers are transcended and prejudicial attitudes are challenged
- Gender and sexual orientation – so that the different needs and experiences of girls and boys, men and women and transgender people are recognised
- Any other factors such as the needs of pregnant or nursing mothers or differing family partnerships.
We are committed to reducing and removing inequalities and barriers that may exist between these groups of people
This includes access to the curriculum for all pupils (see SEND and Inclusion Policy and School Admissions policy) and fair recruitment, retention, promotion and professional development opportunities for all staff and potential staff (see Personnel policies)
Our environment reflects this commitment by displaying images that celebrate and promote our diverse community and foster a sense of belonging. Books and learning materials are used to promote positive images and are selected after consideration of bias, discrimination and stereotyping. Extending children’s experiences and understanding of the world is supported through role play and through sharing festivals and celebrations from a variety of cultures.
The governing body has identified the following objectives to take forward its work in promoting equality:
Children and families may be disadvantaged for social or economic reasons or because of other factors such as race, disability, gender or sexual orientation. Our key objective is to take positive action to tackle any particular disadvantage, different needs or disproportionately low participation of particular individuals or groups by:
- Giving priority within our Admissions Policy to children who would particularly benefit from full time early years education provision due to their educational, medical or social needs. Monitoring the characteristics of the children on roll to identify whether target groups are being reached.
- Providing funded education places for 2yr olds
- Identifying families using our centres who would particularly benefit from targeted services such as Early Help or learning support (children or adults). Signposting / supporting those families to access appropriate services and tracking their progress where appropriate/possible.
- Ensuring that children with identified indicators of disadvantage make equal or enhanced progress in comparison to their peers. This includes our use of the Early Years Pupil Premium for 3 and 4 year olds to raise the quality of our provision.
- Aiming to achieve a diverse workforce that reflects the characteristics of our local community and includes some staff or volunteers with the ability to speak community languages.
Roles and Responsibilities:
The Governing Body is responsible for ensuring that the centre complies with legislation, and that this policy and its related procedures and strategies are implemented.
A member of the governing body has a watching brief regarding the implementation of this policy.
The Head Teacher 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 any cases of racism, sexism or unlawful discrimination
All Staff are expected to:
- Promote an inclusive and collaborative ethos
- Deal with any prejudice-related incidents that may occur
- Ensure that displays and learning materials reflect positive images
- Report to the Head Teacher any aspects of the environment or organisation that conflict with the principles of this policy
- Support members of the community for whom English is an additional language
- Promote the Golden Rules and ensure that children understand them
Regular staff training about equality of opportunity is undertaken.
Monitoring and Evaluation:
It is the responsibility of the Governing Body and Head Teacher to monitor the effectiveness of this Equal Opportunities policy. They do this by:
- Monitoring progress towards meeting the objectives of the policy and reporting on them annually
- Ensuring that the content of this policy is known to all staff, governors and colleagues working at the centre and to all pupils and parents.
- Monitoring the staff appointment process, so that no-one applying for a post with the Federation is discriminated against;
- Taking into serious consideration any complaints or incidents regarding equal opportunity issues from parents, staff or children. Should any member of the staff or public be subject to any harassment or victimisation as a result of raising such a concern, whether from staff members or other centre users the matter must be immediately referred to the Chair of Governors
- Seeking feedback from centre users, staff and colleagues and implementing improvements as appropriate
- Keeping up to date with relevant equalities legislation
Approved and adopted by the Governing Body
Signed: __________________________ Date: ________________
Claudia Mendias, Chair of Governors
Date for Review:
5 Golden Rules for children at Golborne and Maxilla
Linked to the EYFS principles:
– Every child is a unique child
– Children learn through positive relationships
– Children learn and develop in enabling environments
– Children learn and develop in different ways and at different rates
Linked to “British Values
Democracy; Rule of Law; Individual Liberty; Mutual Respect; Tolerance
1) “Use your words” (Democracy) (Positive relationships) – Children will learn to express themselves in an appropriate way, using words or an alternative form of communication that is appropriate for their stage of development, without harming others. They will learn to express their needs, views, interests and opinions.
2) “Stay safe – and tell an adult if you’re not safe” (Rule of Law) (Enabling environments) – Children will learn how to keep themselves and others safe; what it means to be “safe”, and that they must tell an adult if they do not feel safe.
3) “Make a good choice” (Individual Liberty) (Unique child) – Children will develop the confidence to make their own choices, and with guidance will develop understanding of the consequences of their own actions so they can make good choices.
4) “We are all friends at Golborne and Maxilla” (Mutual Respect) (Positive relationships) – Children will develop positive relationships with children and adults, and will learn to share, take turns and help others.
5) “We are all different, and that is good!” (Tolerance) (Children learn and develop in different ways) – Children will understand that they are unique, and will celebrate their differences. Every child is enabled to be included in all activities
 Racism includes prejudice or discrimination directed towards religious groups and communities, for example anti semitism and Islamophobia, and those that are directed against Travellers, refugees and people seeking asylum.