High Seaton, Workington, Cumbria, CA14 1NP

01900 66982

admin@seatonacademy.co.uk

“Educating our children with the skills they need to live fullfilling lives.”

Single Equality Plan, Equality Objectives and Accessibility Plan

 

 

Effective from: January 2018                      review January 2021

 

Purpose:

 This policy reflects the Equality Act 2010 which harmonises and replaces previous legislation including the Race Relations Act 1976, Disability Discrimination Act 1995, Gender Recognition Act 2004 and Sex Discrimination Act 1975. The policy therefore supersedes all previous school policies on Disability, Ethnicity (i.e., Race) and Gender. Through this policy Seaton Academy will fulfill its public duty to have due regard to the need to eliminate unlawful discrimination, advance equality of opportunity, and foster good relations in connection with disability, ethnicity, gender, religion, sexual identity, and where appropriate, age (applicable to employees only). The guiding principles in this policy refer to all individuals and therefore are equally applicable to children, staff, trustees in addition to visitors to Seaton Academy.

 

Guiding principles:

 In fulfilling the legal obligations and establishing our school ethos, we are guided by 9 principles:

 

Principle 1: All learners are of equal value

We see all learners and potential learners, and their parents and carers, as of equal value:

  • whether or not they are disabled,
  • whatever their ethnicity, culture, religious affiliation, national origin or national status,
  • whatever their gender or gender identity, 


 

Principle 2: We recognise and respect difference

Treating people equally (Principle 1 above) does not necessarily involve treating them all the same. Policies, procedures and activities must not discriminate but must nevertheless take account of differences of life-experience, outlook and background, and in the kinds of barrier and disadvantage which people may face, in relation to:

  • disability, so that reasonable adjustments are made;
  • ethnicity, so that different cultural backgrounds and experiences of prejudice are 
recognised;
  • gender, so that the different needs and experiences of girls and boys, women and men 
are recognised;

 

Principle 3: We foster positive attitudes and relationships and a shared sense of cohesion and belonging

Policies, procedure and activities promote:

  • positive attitudes and actions towards disabled people, good relations between disabled and non-disabled people, and an absence of harassment of disabled people;
  • positive interaction, good relations and dialogue between groups and communities different from each other in terms of ethnicity, culture, religious affiliation, national origin or national status;
  • mutual respect and good relations between boys and girls. 


 

Principle 4: We observe good equalities practice in staff recruitment, retention and development

Policies and procedures benefit all employees and potential employees, for example in recruitment and promotion and in continuing professional development:

  • whether or not they are disabled;
  • whatever their ethnicity, culture, religious affiliation, national origin or national status;
  • whatever their gender. 


 

Principle 5: We aim to reduce and remove inequalities and barriers that already exist

In addition to avoiding or minimising possible negative impacts of our policies, we take opportunities to maximise positive impacts by reducing and removing inequalities and barriers that may already exist between:

  • disabled and non-disabled;
  • people of different ethnic, cultural and religious backgrounds;
  • girls and boys;  


 

Principle 6: We consult and involve widely

People affected by a policy or activity should be consulted and involved in the design of new policies and in the review of existing ones. Consultation involves:

  • disabled and non-disabled;
  • people of different ethnic, cultural and religious backgrounds;
  • girls and boys, women and men;

 

Principle 7: We address prejudice and prejudice related bullying

We oppose all forms of prejudice which stand in the way of fulfilling the legal duties listed above:

  • prejudices around disability, special educational needs, racism.

 

Principle 8: Society as a whole should benefit

Policies and activities should benefit society as a whole, both locally and nationally, by fostering greater social cohesion and greater participation in public life of:

  • disabled and non-disabled;
  • people of different ethnic, cultural and religious backgrounds;
  • girls and boys.

 

Principle 9: Objectives

Each year we formulate and publish specific and measurable equality objectives, based on the evidence we have collected and published, in relation to:

  • disability;
  • ethnicity, religion and culture;
  • gender. 


 

Relationship to other policies

Behaviour, Discipline and Anti Bullying

Attendance

Admisssions

Accessibility

Charging and Remissions

Home School Agreements

 

Arrangements, Roles and Responsibilities

The equality objectives for Seaton Academy will be set out formally and referenced in the School Development Plan. They will be reviewed annually, and refreshed on a four year cycle.

The equality employment information will be monitored and reported to the Trustees on an annual basis.

Seaton Academy will undertake Equality Impact Assessment (Equality Analysis) exercises when renewing or reviewing policy or practice to ensure full compliance with the Equality Act 2010.

 

Curriculum

Curriculum information will also be evaluated by looking specifically at equality groups in addition to the standard analysis conducted by the school and adjustments as appropriate to ensure that equality groups are supported positively.

All other data relating to whole school monitoring will encompass scrutiny of equality information so that groups are supported positively.

When it is reviewed, each curriculum subject or area will ensure that teaching and learning will reflect our Guiding Principles as set out above.

 

Staff and Trustees

The Trustees responsible for ensuring that the school complies with legislation, and that this policy and its related procedures and action plans are implemented.

The holder of the Mandate for Staffing has the role of monitoring the implementation of this policy.

The Head 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 unlawful discrimination.

 

All staff are expected to:

  • adhere to this policy;
  • promote equality and inclusion in their classrooms, amongst colleagues and with visitors to the school;
  • deal with and report any prejudice related incidents that may occur;
  • plan and deliver schemes of work and lessons that reflect our Guiding Principles ;
  • provide and analyse quantitative and qualitative data that supports better understanding of equality groups and any issues that may arise, e.g., attendance, bullying, exclusion;
  • undertake or support Equality and Accessibility Impact Assessment  processes;

 

 Equality and Accessibility Objectives

 

 

Current Status

Action 2017 - 2018

Action 2018 - 2019

Action 2019 – 2020

We will identify individuals, agencies and organisations in the wider community that can assist us as we promote race equality and accessibility and, where appropriate, make use of such individuals, agencies and organizations

Visiting literary /art specialists

Include an event in a theme week

Include an event in a theme week

Include an event in a theme week

We will regularly mount displays that promote race equality and cultural diversity

Identify opportunities in audit

Planned displays in school

Planned displays in school

Planned displays in school

We will gather data by ethnicity on achievement, attendance and exclusions

Data monitored annually

Data monitored annually

Data monitored annually

Data monitored annually

Ensure that information about disability can be secured at the point of admission from either the pupils or their parents and carers

Collected on entry

Collected on entry

Collected on entry

Collected on entry

When appropriate, daily acts of collective worship/assemblies will be used to raise the profile of issues to do with disability

Audit to identify opportunities for assemblies to raise awareness of disability

Plan opportunities for assemblies etc

Plan opportunities for assemblies etc

Plan opportunities for assemblies etc

Celebrate and highlight key relevant events such as the Paralympics, Deaf Awareness Week and Learning Disability Week

Audit to identify opportunities

 

Plan activities/events into SOW/cross curricular weeks

Plan activities/events into SOW/cross curricular weeks

Plan activities/events into SOW/cross curricular weeks

Ensure that disabled pupils are represented, and encouraged to participate, in class assemblies, plays, other important events and on the school council

Audit to identify opportunities

 

Identify action needed from information gathering

Identify action needed from information gathering

Identify action needed from information gathering

Review teaching and learning strategies as each new disabled pupil is admitted to ensure the pupil can participate fully in all teaching and learning experiences

Act on information collected from entry collection

Identify action needed from information gathering

Identify action needed from information gathering

Identify action needed from information gathering

 

 

Accessibility and Access Plan

 

 

Current Status

Action 2017 - 2018

Action 2018 - 2019

Action 2019 – 2020

To ensure pathways and routes to building are logical and well signed

Main entrance signed.

Ramp access at rear of building.

Side gates are closed but unlocked for ease of access to rear.

Additional signage to indicate location of ramp access.

Upkeep of all signage. 

Ramp access kept clear when ice/snow. 

 

 

 

 

 Upkeep of all signage. 

Ramp access kept clear when ice/snow. 

Emergency and evacuation procedures to alert all pupils

Sound only on fire alarm system

Flashing                            lights installed on fire alarm systems