Introduction 

Ethos 

At Co-op Academy Broadhurst, we are a learning community with the children very  much at the heart of everything that we do. Our main aim is to encourage the  children to develop a life-long love of learning whilst giving them the skills and values  to become positive citizens of the future.

We believe that a strong partnership between home and school is the foundation for  a successful education and we value the contributions that parents and carers make  to the life of the school. It is important to us that the children have an excellent start  in our Early Years Foundation Stage and we recognise the significant role of parents  in helping their child to progress.

Our ethos is inclusive and caring and we aim to support and nurture every child to  achieve their best. All our children have talents and strengths and we believe it is  vital to provide them with the opportunities to develop their strengths, behave well,  support each other and grow in confidence.

In order to do this we have developed an exciting and stimulating curriculum to fully  engage the children to enjoy learning and make excellent progress. We aim to adapt  our teaching and learning around the needs and abilities of all our pupils.

∙ We value each child as a unique individual

∙ Each child is supported and encouraged to achieve their best in a nurturing  and caring environment

∙ We have high expectations in a ‘can do’ culture where the children rise to the  challenge

∙ Our curriculum is stimulating and develops the children’s, enjoyment,  confidence, ability to think and reason, ability to co-operate and share ideas,  resilience and independence

∙ Our curriculum reflects the society in which we live, including, using the latest  technology, awareness of cultural diversity, developing tolerance and global  responsibility

∙ We develop the children’s experience of nature and outdoor spaces by using  it as a teaching resource

∙ We foster a sense of community amongst parents, staff, pupils and the local  area

∙ Every child has a voice and a feeling of ownership of the school

School Context 

Co-op Academy Broadhurst is a one form entry school situated in Moston, North  Manchester. The majority of pupils live in privately rented or council accommodation,  with very few from privately owned homes. Unemployment and depravation is high  within our catchment area and this is reflected in our families.  

Broadhurst is a multi-cultural school; our families come from many different ethnic  backgrounds including African, Eastern European, Chinese and Pakistani. Our staff  are mainly White British, with 5 members of staff who are from minority ethnic  backgrounds.

Pupil mobility is high as many family experience difficulties with housing and family  issues which cause them to have to move to other areas.  

Children who have English as an addition language or are new to English, receive  additional intervention support from a qualified teacher and in-class support with a  teaching assistant.

Racist issues are dealt with according to school policy and a record is kept of all  incidents.

The Legal and Local Framework for this Policy 

∙ Race Relations Act 1976 (as amended in 2000)

∙ Disability Discrimination Act 1995 (as amended in 2005)

∙ Equality Act 2010

What is Equality? 

Recent government legislation for schools covers issues of equality within society.  Broadly termed equality, the following areas are included within this legislation;  Gender, Race, Age, Disability, Religion or Belief, Sexual Orientation and Gender  Reassignment.

This policy focusses on the following areas:

1. Race Equality 

Race includes colour, nationality and ethnic or national origins.

2. Religion and Beliefs Equality 

Religion includes any religion. It also includes a lack of religion. Belief means  any religious or philosophical belief or lack of such belief.

3. Gender Equality 

Promoting equality of opportunity between males and females and eliminating  unlawful sex discrimination and harassment.

4. Disability Equality

A person is disabled if they have a physical or mental impairment, which has  a substantial and long term effect on their ability to carry out normal day to  day activities, which would include things such as, using a telephone, reading  a book or using public transport.

Principles 

It is a legal requirement that schools have an Equality Policy that encompasses the  aforementioned areas – race, religion/beliefs, gender and disability equality.

General Aims 

The policy has been written to ensure that the needs of all are recognised,  appreciated and met. Thus providing equality for all.

At Co-op Academy Broadhurst, we strive to ensure that the ethos of the school is  one in which, whatever the heritage and origins of members of the school  community, everyone is equally valued and treats one another with respect. We are  committed to the development of the whole person within a supported, secure and  creative environment. A broad, balanced and appropriate curriculum provides equal  opportunity for all pupils to maximise their potential regardless of age, sex, race,  colour, religion or disability. We endeavour to promote positive relationships with  parents, governors and members of the wider community.  

At Co-op Academy Broadhurst, we aim to promote equality and tackle any form of  discrimination and actively promote harmonious relationships in all areas of school  life.

We aim to:  

Provide an atmosphere of care, courtesy and consideration in which the individual  is appreciated and respected, in a happy and secure environment.  

Provide a secure environment in which all our children can flourish and achieve all  five outcomes of ‘Every Child Matters’ (be healthy, stay safe, enjoy and achieve,  make a positive contribution, and enjoy economic well-being.)  

Model a reflective community, within which individuals can participate, make  mistakes, achieve their potential and learn and grow.  

Race, Religion and Belief Equality – we aim to:  

Build an ethos in our school of respect and inclusion that embraces all ethnic and  religious groups within the school.  

Prepare children for life in a diverse society in which children are able to see their  place in the local, regional, national and international community.  

Do our best to ensure understanding and respect for different ethnic and religious  groups within the local and national community.

Include and value the contribution of all families to our understanding of equality  and diversity.  

Provide positive non-stereotyping information about different groups of people  regardless of gender, ethnicity, disability, sexual orientation, religion and age.  

Gender Equality – we aim to:  

Ensure that all groups within our school are given equal access to opportunities  now and in the future.  

Ensure that every child within school is supported and enabled to achieve.  Eliminate all unlawful sex discrimination and harassment.  

Disability Equality – we aim to:  

Promote equality of opportunity between all people.  

Eliminate discrimination that is unlawful under the Disability Discrimination Act  1995.  

Promote positive attitudes towards disabled people.  

Create an ethos and culture, which is open and welcoming so that parents and  pupils feel comfortable about sharing information about the disability.  

Ensure there are special arrangements in place for disabled pupils who are taking  Statutory Assessment Tests (SATS.)  

Ensuring our policies and procedures for bullying cover issues of disability.  

Work closely with parents and disabled pupils to identify potential barriers to  participation and devising reasonable adjustments to overcome them.  

How will we achieve these aims? – Education provision 

As part of its work to promote Equality, Co-op Academy Broadhurst aims to ensure  that within its educational provision children are offered opportunities to:  

Understand and celebrate diversity  

Learn about race, gender, disability and religious equality in a variety of curriculum  areas  

Develop an understanding of global citizenship  

Develop relationships with children from other countries and communities  

Understand the power of language, particularly relating to the verbal abuse of  someone because of their race and/or ethnicity

Develop an understanding of their rights, the rights of others, and their  responsibilities to each other  

Develop an understanding and appreciation of religious beliefs and cultures  Recognise and challenge racist attitudes and behaviour  

Develop emotionally and intellectually  

How else will we achieve these aims?  

Involve stakeholders in the development, review, evaluation, and impact  assessment of all relevant improvement plans, policies and procedures;  

Publish and share our policies and impact assessments with the whole community;  

Collect and analyse data to ensure all groups are progressing well and no group is  subject to disadvantage;  

Use all available information to set suitable learning challenges for all, respond to  pupils’ diverse needs and overcome any potential barriers to learning;  

Ensure that the wider school curriculum makes explicit and implicit provision to  promote and celebrate diversity;  

Have high expectations of behaviour, which demonstrates respect to others.  

Practice  

Curriculum Content.  

Equality is not planned as a discrete subject. It is a cross-curricular strand, which is  implicit throughout all aspects of teaching and learning and school ethos.  

Explicit planning in the following areas ensures differentiation of approach and  content for specific aspects of equality.  

Sex and Relationship Education  

Circle Time  

PSHE  

Themed Days  

SEN – mobility/access  

RE – comparative religions  

PE – gender/race/mobility  

ICT – gender

Playtimes – Extra curricular  

Residential trips

Teaching and Learning Styles  

Pupils and staff adopt a range of teaching and learning styles which are built on a  knowledge and understanding of Mind Friendly Learning and Emotional Intelligence  which we believe underpins a positive understanding of Equality issues and  proactive strategies.

First hand experiences and visits support the pupils understanding of cultural  diversity in increasingly complex and social communities.

Assessment and Monitoring  

Assessment and monitoring carried out through:  

- Classroom observation  

- Perception questionnaires  

- Transforming learning feedback  

- Pupil data analysis

- SEN documents  

- Pupil target setting  

- Behaviour records/monitoring  

- Visual displays  

- Recruitment and retention  

- OFSTED/LA visits  

- Resource audits  

Health and Safety/Risk analysis  

- Health and Safety audits  

- Key Stage liaison  

- School council meetings

The majority of the above form the basis of formal written records  

This form of self-evaluation will ensure that areas for equality development are  identified and included in future planning for further improvement.  

Progression and continuity  

Progression and continuity are achieved through careful whole school planning not  only in national curriculum subjects but also through the hidden curriculum.  

For example:  

- Residential visits intrapersonal, interpersonal and social development.  

- PHSE - working with charities, citizenship issues, circle times and healthy school  issues.  

- Assemblies - cultural and religious diversity and spiritual experiences  - Behaviour curriculum - Learning to live with and respect others.  - Emotional literacy - Having the skills to express emotions  

- Investing in excellence - Developing an ‘I can do’ culture for all learners.  - Transforming learning - Generating the right climate for learning for everyone  

Mode of working  

We will develop working opportunities to develop equality through:  -Consultation with the School Community when reviewing this policy,  -Our Disability Equality Scheme and Accessibility Plan  

-Modelling  

-One to one consultations  

-Circle time  

-Drama  

-School Policy and Practices  

-Positive discrimination groupings  

-Problem solving  

-Role-play

Roles and Responsibilities.  

Our governors are responsible for:  

* Ensuring the school complies with all current equality legislation.  * Ensuring that the policy and its related procedures and strategies are implemented.  

The Head Teacher is responsible for:  

* Making sure the policy is readily available and that the governors, staff, pupils and  their parents are aware of it.  

* Making sure its procedures are implemented.  

* Producing regular information for staff and governors about the policy and how it is  working, and providing training for them on the policy, if necessary.  

* Making sure all staff know their responsibilities and receive training and support in  carrying these out.  

* Taking appropriate action in cases of harassment, bullying and discrimination, in  line with LA guidance.  

* Ensuring that all visitors, new staff and contractors are aware of, comply with, the  school’s equality policy.  

* Dealing with and monitoring reports of harassment, including racist, bullying and  discrimination incidents (Head Teacher and Deputy Head Teacher.)  

* Monitoring the progress and attainment of vulnerable groups of pupils, e.g. Black  and minority ethnic pupils, including Gypsies and Travellers.)  

The Equality Leader will be responsible for:  

* Monitoring the effectiveness of policy and practice against agreed criteria  * Reviewing the policy on a regular basis  

* Monitoring planning/schemes of work for bias and discrimination  * Ensuring that equality has a high profile at all times in the school  * Sharing and disseminating good practice  

* Developing a secure and effective resource base  

* Developing their own knowledge and understanding  

* Provide support and suggestions for colleagues, parents and governors including  the delivery of INSET.

* Organising whole school assemblies – relating to gender, race, disability and  religions/beliefs equality.  

Our staff are responsible for:  

* Dealing with racist, sexist and homophobic incidents and being able to recognise  and tackle bias and stereotyping.  

* Promoting equality and good community relations and avoiding discrimination  against anyone for reasons of, race, colour, nationality, ethnic or national origins,  gender, disability, religion or belief.  

* Being vigilant in all areas of the school for any type of harassment and bullying.  

* Promoting an inclusive curriculum and whole school ethos, which reflects our  diverse society.  

* Keeping up to date with equality legislation, development and issues by attending  relevant training and accessing information from appropriate sources.  

Our pupils are responsible for:  

Showing care, courtesy and consideration to one another at all times.  

Sharing their views and concerns with the School Council so that steps can be  taken to continue to ensure equality for all at our school.  

Reporting 

The school has a legal duty to report racist incidents.  

OFSTED have a statutory duty to report on equal opportunities and the effectiveness  of policy and practice.  

Governors have a legal responsibility to report to parents on access for disabilities.  

The school has a legal responsibility to report on pupil progress with particular  reference to gender and ethnicity.  

If a pupil, staff or others do not comply with the policy we will consider every breach  of the policy in the light of the particular circumstances, and, if pupils were involved  take into account their age and the nature of the breach. We will call on support from  the LA, the Police or other agencies as appropriate.  

A RACIST INCIDENT IS ONE THAT IS PERCEIVED TO BE RACIST BY THE  VICTIM OR ANY OTHER RESPONSIBLE PERSON.  

Any racist incident must be reported as soon as possible to the Head Teacher  The Head Teacher can ask for advice from the named education officer contact at

the LA  

The Head Teacher will comply with the LA guidance for reporting incidents  available in the school office under Racist Incident File.  

If the case involves pupils, parents will be notified immediately  

Inclusion  

Teachers are made aware of the requirements of the equal opportunities legislation  that covers race, gender and disability.  

At Co-op Academy Broadhurst, teachers are aware that pupils bring to school  different experiences, interests and strengths, which will influence the way in which  they learn.

Teachers plan their approaches to the teaching and learning of the National  Curriculum so that all pupils can take part in lessons fully and effectively.  

All children within the same year group will have equal access in the classroom. The  class teacher will ensure that the work, wherever possible, is differentiated, to take  into account pupils with special needs (gifted and talented children, those with  disabilities and those with learning difficulties.)  

To ensure all children succeed, have the confidence to contribute and enjoy learning,  children will complete lesson tasks in a variety of ways:  

Individual basis – with differentiated work.  

Group basis – working in mixed ability Kagan groups.  

Whole class basis – questions/work differentiated.  

At Co-op Academy Broadhurst, the teachers strive to create learning environments  in which:  

The contribution of all pupils is valued.  

All pupils can feel secure and are able to offer positive and informed contributions  appropriately.  

Unhelpful or negative stereotypical views are challenged and pupils learn to  appreciate and view positively differences in others, whether arising from race,  gender, ability or disability.  

Information, Communications Technology (I.C.T.)  

Improved ICT provision ensures that all pupils, regardless of home provision, have  access to an appropriate ICT curriculum supported by up to date equipment.

ICT provides opportunities for all children to access the curriculum  

ICT supports all types of intelligence and learning styles, particularly the visual  learner. ICT provides learning support for children with SEN or disabilities and allows  them access to the curriculum.

Health and Safety  

Health and safety audits are completed each term as we believe a safe and secure  environment has a direct impact on physical access for learners.  

In addition the physical and mental wellbeing of children and young people is  fundamental to the practice of this policy. The school will work to ensure that children  feel able to express their concerns about verbal and/or physical abuse in order that  the issues can be dealt with in a constructive and coherent way. A child’s concerns  will always be taken seriously. We will do this through: our PSHE curriculum, circle  time, the school’s Behaviour and Anti-bullying Policy, the School Council,  Therapeutic Play, the Inclusion Coordinator and Learning Mentor.

Policy Reviewed on: 01.11.19

Ratified by Governors on: