Ardrossan Academy

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Ardrossan Academy

Ardrossan Academy

Equalities Policy August 2016

AMBITION-RESPECT-EXCELLENCE 1 1 Introduction

This policy reflects North Ayrshire Council’s corporate Equality Policy aimed at ensuring that the Council complies with the provisions of the Equality Act 2010.

The Act came into force on 1st October 2010 providing a single legal framework to more effectively tackle disadvantage and discrimination. It brings together previous legislation covering gender, race and disability equality into one single Act to protect the rights of individuals and advance equality of opportunity for all.

The purpose of the Act is to ensure that no child is disadvantaged in any way by belonging to a particular group, associated with a set of “protected characteristics”. For schools, the Equalities Act 2010 protects people from discrimination, harassment and victimisation on the basis of the following seven protected characteristics:

 Age  Disability  Gender Reassignment  Pregnancy and Maternity  Race  Religion and Belief  Sex  Sexual Orientation

All schools have obligations under the Equality Act 2010. Schools have a responsibility to take all reasonable and proportionate steps to ensure each child belonging to these groups experiences the educational benefits available across North Ayrshire. The Act also aims to foster good relationships between people who share a protected characteristic and those who do not.

2 Vision

Every child and young person in Ardrossan Academy should have equality of opportunity and be free from discrimination, harassment and victimisation. Good relationships between all groups should be fostered. It is our aspiration that all those who play a role in the lives of children and young people are enabled to ensure that the rights of individuals are respected and that opportunity for all is advanced.

3 Statement of Intent

Ardrossan Academy is committed to creating an environment which meets the obligations under the Equality Act 2010, where equality and positive relationships between all groups are promoted, discrimination is avoided and disadvantage is tackled effectively.

We believe that all children, young people, staff, parents and carers should have confidence that their rights under the Act are respected, and that the school is actively seeking to enhance opportunities for all.

AMBITION-RESPECT-EXCELLENCE 2 4 Aims and Objectives

4.1 General Aims:

Schools must consider how their policies, programmes and lesson delivery will affect people with the protected characteristics. Linking with the Education (Additional Support for Learning) (Scotland) Act 2009 in relation to how pupils’ needs are met and identified, schools have a responsibility to make clear how they will identify assess and meet the needs of all children and young people. Linking to Curriculum for Excellence and the development of the four capacities, schools have a responsibility to ensure that all children reach their full potential.

4.2 Specific Policy Aims:

 To prevent/avoid discriminatory behaviour towards protected groups  To prevent/avoid harassment of protected groups  To prevent/avoid victimisation of protected groups  To promote the development of positive relationships between groups who share a protected characteristic and those who do not  To assist in decision making where Equalities is a factor to be considered  To ensure all children, staff, parents and carers feel assured and supported in relation to Equalities issues  To ensure the school community is aware of the school’s Equality policy

4.4 Desired Outcomes for Children and Young People with Protected Characteristics:

 There is access to all learning opportunities appropriate to the learner’s needs  Delivery of the curriculum is Equalities-friendly  There is appropriate access to extra-curricular opportunities  There is freedom from discrimination, harassment and victimisation based on protected characteristics  There is access to opportunities for developing positive relationships with other groups  Any incidents or concerns associated with Equalities are reported, investigated and dealt with consistently with Equalities duties, and steps taken to ensure future compliance  All new or revised school policies are subject to an examination of their impact on children and young people who share protected characteristics

5 Applying Equalities Legislation

5.1 Schools must not discriminate against, harass or victimise a pupil

 In the way they provide education  In the way they afford access to a benefit, facility or service  By not providing education  By not affording access to a benefit, facility or service

AMBITION-RESPECT-EXCELLENCE 3  By subjecting the pupil to any other detriment

5.2 What the law prohibits

 Direct discrimination: this happens when someone is treated less favourably than another person because of a protected characteristic  Indirect discrimination: this happens when there is a rule, policy or practice that applies to everyone but which particularly disadvantages people who share a protected characteristic  When reviewing rules or introducing new rules, schools need to consider whether there are ways of achieving their aims which do not have a discriminatory effect or are less likely to disadvantage people who have a protected characteristic.  Harassment: this occurs when a person engages in unwanted conduct towards another, related to one of the protected characteristics, and this conduct has the purpose of creating an intimidating, hostile, degrading, humiliating or offensive environment for the other  Victimisation: This takes place when someone is treated less favourably as a result of making a complaint of discrimination

6 Specific Objectives:

6.1 Every school handbook must contain a summary of the duties placed on local authorities by the legislation

6.2 Every school in North Ayrshire will have an identified “Equalities Champion” with the following role and responsibilities:  Undertake training on aspects of the Equalities legislation in regard to implementation in schools and nurseries.  Regularly visit the North Ayrshire central Glow site “Equalities Champions” to check for updated documents and to seek and offer advice from and to colleagues and headquarters  Advise school/nursery managers on implementation of the Equalities legislation in relation to all children and young people who share a protected characteristic. This advice should ensure that the school/nursery is fully compliant with the Equalities legislation and that no child or young person faces discrimination, harassment or victimisation in respect of sharing a protected characteristic.  Complete and submit the annual Equalities Progress Report for the attention of the designated Education and Skills representative on the Corporate Equalities Group.

The purposes of these returns include:  Raising awareness of Equalities issues in schools/establishments  Ensuring the authority has an overview of activities within schools designed to meet obligations under legislation  Promoting the reviewing of school policy and practice in the light of Equalities duties

AMBITION-RESPECT-EXCELLENCE 4  Establishing Equalities as integral to life with schools aid education  Providing a means of identifying concerns that require to be addressed

The completed Equality Progress Reports will be collated and the information used to report on progress in mainstreaming Equalities and in ensuring compliance with Equalities legislation in all education establishments, to highlight good practice and to recommend future actions to support the further embedding of Equalities within Education and Skills and within schools in particular.

7 Reviewing Policy and Practice

If policies and procedures are non-discriminatory, then schools are less likely to act in a discriminatory way. The impact of school policies and procedures should be reviewed regularly to ensure compliance with Equalities legislation, that impact is fair and does not create a disadvantage for a protected group. . Areas for review should include:  Admissions  After-school activities  School trips  Behaviour policies (including exclusions)  Support policies  School dress  Homework

NB. It is never against the law to treat someone with a protected characteristic more favourably. In fact, more favourable treatment may be necessary to eliminate disadvantage.

8 Training and Awareness-Raising:

In order to ensure that no member of staff is inadvertently discriminating against a pupil/child because they have insufficient knowledge of what the legislation says, establishments have a responsibility to ensure that awareness of Equalities duties is shared across all members of staff. Staff training is essential to promoting compliance with legislative requirement. Priorities for such training will be centrally identified by North Ayrshire Council and driven within schools by the appointed Equalities Champion.

9 Conclusion:

Equalities legislation is in place to ensure that public sector institutions actively tackle discrimination, disadvantage and inequality. As each of us has protected characteristics its provisions cover everyone. Staff and young people will be expected to demonstrate inclusive behaviour, set appropriate examples and take steps to ensure that no one is affected by discriminatory behaviour.

AMBITION-RESPECT-EXCELLENCE 5

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