Llangewydd Junior School A policy for race equality and cultural diversity

Our Legal duties Llangewydd Junior School welcomes its duties under the Race Relations (Amendment) Act 2000. We are committed to: promoting equality of opportunity; promoting good relations between members of different racial, cultural and religious groups and communities; eliminating unlawful discrimination. Our Principles In fulfilling our legal duties listed above, we are guided by three essential principles: Every pupil should have opportunities to achieve the highest possible standards, and the best possible outcomes for the next stages of their life and education. Every pupil should be helped to develop a sense of personal and cultural identity that is confident and open to change, and that is receptive and respectful towards other identities. Every pupil should develop the knowledge, understandings and skills that they need in order to participate in Britain's multi-ethnic society, and in the wider context of an interdependent world. Linking with other school policies We ensure that the principles listed above apply to the full range of our policies and practices, including those that are concerned with: pupils' progress, attainment and assessment behaviour, discipline and exclusions pupils' personal development and pastoral care teaching and learning admissions and attendance the content of the curriculum staff recruitment and professional development partnerships with parents and communities Addressing racism and xenophobia

The school is opposed to all forms of racism and xenophobia, including those forms that are directed towards religious groups and communities, for example Islam phobia, and against Travellers, refugees and asylum-seekers. Responsibilities The governing body is responsible for ensuring that the school complies with legislation, and that this policy and its related procedures and strategies are implemented. 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 unlawful discrimination. All staff are expected to deal with racist incidents that may occur; to know how to identify and challenge racial and cultural bias and stereotyping; to support pupils in their class for whom English is an additional language; and to incorporate principles of equality and diversity into all aspects of their work. The school will work closely with Mrs. Hilary Longhurst the LEA coordinator for children where English is an additional Language. We will also ensure partnerships are positive with all external organisations with whom we work to deliver a quality programme of work. Information and resources We ensure that the content of this policy is known to all staff and governors, and also, as appropriate, to all pupils and parents. All staff and governors have access to a selection of resources, which discuss and explain concepts of race equality and cultural diversity in appropriate detail. Religious observance We respect the religious beliefs and practice of all staff, pupils and parents, and comply with all reasonable requests relating to religious observance and practice. Action plan We draw up an annual action plan for the implementation of this policy, and for monitoring its impact. Breaches of the policy Breaches of this policy will be dealt with in the same ways that breaches of other school policies are dealt with, as determined by the head teacher and governing body. Monitoring and evaluation Monitoring of the policy will take place annually. We will review current processes and composition of the schools ethnicity, language and religion. We will also consider the nature of the community we serve.

Policy into practice We are conscious of the need to improve, all areas of school life, using questions of the children and ourselves, such as the following Attainment, progress and assessment How do we ensure that we have and communicate high expectations of all pupils? How do we recognise and value a wide range of achievement? Are our procedures for monitoring attainment by ethnicity and gender satisfactory, and how do we use the results of such monitoring? What action have we taken and are we taking to reduce and remove disparities between pupils from different communities and backgrounds? Curriculum content In each subject, and in the curriculum as a whole, how do we ensure opportunities are taken to teach about race equality and cultural diversity? In which areas of the curriculum do pupils explore concepts and issues relating to identity, racial justice and racism? In which areas of the curriculum are pupils challenged to consider issues of prejudice, racism, bias and negative stereotypes of all kinds? In which areas of the curriculum do pupils study global issues and the interdependence of the modern world? How do we monitor and evaluate our effectiveness in providing a curriculum that reflects and communicates respect for pupils all backgrounds and communities? How do we ensure that learning about cultural diversity includes personal encounter with other cultures? How do extra-curricular activities and events cater for the interests and capabilities of all pupils, and take account of parental concerns related to religion and culture? Personal development and pastoral care How do we ensure that pastoral support takes account of religious and cultural concerns, and the experiences and needs of particular groups of pupils, for example Gypsy/Roma, Travellers of Irish heritage, refugees and asylum seekers? How do we support victims of racist attacks, abuse and harassment, whether in the school or in the local neighbourhood?

Teaching and learning How do we create an environment where all pupils feel safe and feel that they can contribute fully, and where all feel respected and valued? How does teaching take account of pupils' cultural and religious backgrounds, linguistic needs and varying learning styles? How are different cultural and religious traditions valued in their own terms and made meaningful to pupils? How are all pupils helped to make connections between the curriculum and their own lives and experiences, and the lives, stories and experiences of their parents and communities? Are all staff assisted to support pupils in their class(es) for whom English is an additional language? Partnerships with parents and communities What action do we take to encourage the involvement and participation of all parents in the school? How do we ensure that information and material for parents is accessible in user-friendly language, and in languages and formats other than English, as appropriate? How do we ensure that premises and facilities are fully accessible to and used by a range of local groups and communities? Racism, racial harassment and school ethos How do we publicly promote good personal and community relations? Are our procedures satisfactory for recording, investigating and reporting incidents of racism should they occur in our school community What training, guidance and support do we provide for staff to ensure that all can deal firmly, consistently and effectively with racist incidents and bullying? How do we ensure that pupils, parents and staff are aware of the procedures for dealing with racist incidents and harassment? How do we work with the local authority and other partners to tackle racist behaviour, abuse and harassment within the school and the local area?

Staff recruitment and professional development How are posts, including those for administrative and support staff, advertised? Are all posts open to the widest possible pool of applicants? How do we ensure that all those involved in recruitment and selection are effectively trained and made aware of what they should do to avoid unconscious racial discrimination? How do we ensure that good equal opportunities practice operates throughout the selection and recruitment process? Do we appropriately and satisfactorily monitor the composition of the staff by ethnicity, gender and seniority or grade? Do we appropriately and satisfactorily monitor by ethnicity and gender all applications for employment, training and promotion? Behaviour, discipline and exclusions How do we ensure that our procedures for managing behaviour are fair and equitable to pupils of all backgrounds? Do all staff operate consistent systems of rewards and sanctions? How are exclusions of all kinds monitored to establish patterns and trends? Do strategies for integrating long-term truants and excluded pupils address the needs of pupils from all backgrounds? Admissions and attendance Are the admissions policy and criteria equally open to pupils from all communities? How is the admissions process monitored to ensure that it is administered consistently and fairly to pupils from all backgrounds and communities? Do we monitor pupil attendance by ethnicity and community background?

2006/7 Action Plan to deliver Racial Equality within Llangewydd Junior School Target
To plan for training in race equality and cultural diversity issues to raise awareness among all staff

Actions
Undertake a review of current knowledge and understanding of staff. Plan an in house training session on the requirements of the act and outcomes from it. Ensure all staff are fully conversant with the policy statement and school practices. Ensure Governors are fully conversant with the requirements of the policy statement and school practices. Review previous statements and amend as required to ensure the school has a clear and concise information relating to the composition of the school. Review new thematic planning to ensure there is reference to

Evaluations
Are staff fully conversant with responsibilities.

Success Criteria
Staff fully aware of issues relating to racial equality and cultural diversity.

Training provides relevant up to date information for all staff.

Policy reviewed and amended if necessary.

Policy presented and discussed by Governors. Awareness raised.

To produce an up to date statement relating to the composition of the school by ethnicity, home language and religion.

Review and evaluation undertaken of current situation.

Statement produced and presented to Governing Body.

To review thematic planning to ensure racial equality and

Plans reviewed for references to cultural diversity and racial

Planning reflects issues relating to racial equality and cultural diversity.

learning for all are strands within the planning Review assessment policy to ensure reference is made to racial equality and cultural diversity and to gender

Continue to develop partnerships with the wider community to provide experiences for the children who in this school do not experience a range of cultural diversity

cultural diversity and racial equality contained within the planning Review policy to ensure we communicate high expectations of pupils? How do we value a wide range of achievement? Continue to monitor the gender outcomes we achieve. Make contact with outside agencies that can provide the children with quality experiences to extend their experiences of cultural diversity.

equality.

Assessment policy reviewed to ensure there is a focus on developing high expectations across the school.

Assessment policy contains reference to equality and diversity.

Identify a database of providers that can initiate quality experiences for the children.

Children experience a range of cultural experiences that raise their awareness of different cultures and promote tolerance.