At Sandal Castle Primary, equality is about ensuring that every individual has an equal opportunity to make the most of their lives and talents, and believing that no one should have poorer life chances because of where, what or whom they were born, what they believe, or whether they have a disability. Equality recognises that historically, certain groups of people with particular characteristics e.g. race, disability, sex and sexuality, have experienced discrimination.Much harmful discriminatory behaviour, such as bullying, comes from a lack of understanding for diverse cultures, lifestyles, beliefs and differences between individuals. Educating our children about identities, diversity, equality and human rights helps them learn to respect, celebrate difference and help tackle prejudice and discrimination.
The whole curriculum we provide is underpinned by an awareness and teaching of equality of opportunity for all. The thread that binds the curriculum. An underpinning, not an add on.
Our Equality Duty governors are; Sally Martin and Ben Cowell.
At Sandal Castle Primary we view Inclusion as :
·a sense of belonging
·feeling valued for who you are
·feeling a level of supportive energy and commitment so that we can do our best.
These gifts underpin the inclusive curriculum we offer, linking directly with SMSC, RE, British Values, Christian Values and our commitment to the equality duty objectives
Inclusion Quality Mark
Our aim is to celebrate the inclusive culture of our school by achieving the Inclusion Quality Mark this academic year. The Inclusion Quality Mark provides schools with a nationally recognised framework to guide their inclusion journey. The IQM team will help us to evaluate and measure how we are performing.
Inclusion promotes equal opportunities for all pupils, whatever their age, gender, ethnicity, attainment and background. It pays particular attention to the provision made for, and the achievement of, different groups of pupils within a school and any pupils who are at risk of disaffection and exclusion.
Our school is committed and determined to ensure our children receive a breadth of curriculum opportunity to support them in developing and nurturing strong values. A range of texts and pertinent picture books are used to initiate discussion, debate, inspire questions and a deep level of thinking and understanding. For example;
Being Me in Penguin Land – An early years gender book
Salt in his Shoes
The mention of the name Michael Jordan, conjures up visions of
basketball played at its absolute best. But as a child, Michael almost gave up
on his hoop dreams, all because he feared he'd never grow tall enough to play
the game that would one day make him famous. That's when his mother and father
stepped in and shared the invaluable lesson of what really goes into the making
of a champion -- patience, determination, and hard work.
Deloris Jordan, mother of the basketball phenomenon, teams up with his sister Roslyn to tell this heartwarming and inspirational story that only the members of the Jordan family could tell. It's a tale about faith and hope and how any family working together can help a child make his or her dreams come true.
The Hundred Dresses
Eleanor Estes's The Hundred Dresses won a Newbery Honor in 1945 and
has never been out of print since. At the heart of the story is Wanda
Petronski, a Polish girl in a Connecticut school who is ridiculed by her
classmates for wearing the same faded blue dress every day. Wanda claims she
has one hundred dresses at home, but everyone knows she doesn't and bullies her
mercilessly. The class feels terrible when Wanda is pulled out of the school,
but by that time it's too late for apologies. Maddie, one of Wanda's
classmates, ultimately decides that she is "never going to stand by and
say nothing again."
An inspiring portrait of one of the world's most loved
There was once a boy named Henri, whose dreams were full of colour even though his hometown was dreary and grey. His parents expected him to learn a trade when he grew up, but being a law clerk bored him, and he continued to dream of a colourful, exciting life, and of being noticed. Then Henri started painting . . . and kept painting and dreaming and working at his craft until he'd become one of the most admired and famous artists in the world. This book is an encouragement to never give up on your dreams.
Until Chrysanthemum started school, she believed her parents when they said her name was perfect. But on the first day of school, Chrysanthemum begins to suspect that her name is far from perfect, especially when her class dissolves into giggles upon hearing her name read aloud. That evening, Chrysanthemum's parents try to piece her self-esteem back together again.But the next day Victoria, a particularly observant and mean-spirited classmate, announces that Chrysanthemum's name takes up 13 letters. "That's half the letters in the alphabet!" she adds. Chrysanthemum wilts. Pretty soon the girls are making playground threats to "pluck" Chrysanthemum and "smell her". Kevin Henkes displays great compassion for the victims of childhood teasing and cruelties, skilfully employing fresh language, endearing pen-and-ink mouse characters and realistic dialogue to portray real-life vulnerability. He also has great compassion for parents.
On 6th April 2012, schools were required to publish information showing how they comply with the new equality duty and setting equality objectives. Schools are required to update the published information at least annually and publish objectives at least once every four years.
Compliance with the equality duty is a legal requirement for schools. The equality duty helps schools to focus on key issues of concern and how to improve pupil outcomes.
The equality duty has two main parts: the ‘general’ equality duty and ‘specific duties’.
The general equality duty sets out the equality matters that schools need to consider when making decisions that affect pupils or staff with different protected characteristics. This duty has three elements. In carrying out their functions public bodies are required to have ‘due regard’ when making decisions and developing policies, with the aim to:
- 1.Advance equality of opportunity between people who share a protected characteristic and people who do not share it.
- 2.Foster good relations across all protected characteristics – between people who share a protected characteristic and people who do not share it.
- 3.Eliminate discrimination, harassment, victimisation and other conduct that is prohibited by the Equality Act 2010.
These are often referred to as the three aims of the general duty equality duty.
Having due regard to the need to advance equality of opportunity is defined further in the Equality Act 2010 as having due regard to the need to:
- 1.Remove or minimise disadvantages
- 2.Take steps to meet different needs
- 3.Encourage participation when it is disproportionately low.
In order to help schools in England meet the general equality duty, there are two specific duties that they are required to carry out. These are:
- •To publish information to demonstrate how they are complying with the equality duty.
- •To prepare and publish one or more specific and measurable equality objectives.
The equality duty supports good education and improves pupil outcomes. It helps a school to identify priorities. It does this by requiring it to collate evidence, take a look at any issues and consider taking action to improve the experience of different groups of pupils. It then helps the school to focus on what can be done to tackle these issues and to improve outcomes by developing measurable equality objectives.
Our policy document meets the requirements under the following legislation:
- The Equality Act 2010, which introduced the public sector equality duty and protects people from discrimination
- The Equality Act 2010 (Specific Duties) Regulations 2011, which require schools to publish information to demonstrate how they are complying with the public sector equality duty and to publish equality objectives
- Our policy document is also based on Department for Education (DfE) guidance: The Equality Act 2010 and schools.
Our school is aware of its obligations under the Equality Act 2010 and complies with non-discrimination provisions.
Where relevant, our policies include reference to the importance of avoiding discrimination and other prohibited conduct.
Staff and governors are regularly reminded of their responsibilities under the Equality Act.
We have a designated member of staff for monitoring equality issues, and an equality link governor. They regularly liaise regarding any issues and make senior leaders and governors aware of these as appropriate.
As set out in the DfE guidance on the Equality Act, the school aims to advance equality of opportunity by:
- Removing or minimising disadvantages suffered by people which are connected to a particular characteristic they have
- Taking steps to meet the particular needs of people who have a particular characteristic
- Encouraging people who have a particular characteristic to participate fully in any activities (e.g. encouraging all pupils to be involved in the full range of school opportunities)
In fulfilling this aspect of the duty, our school will:
- analyse attainment data each academic year showing how pupils with different characteristics are performing to determine strengths and areas for improvement, implementing actions in response
- identify improvements for specific groups
- discuss further data about any issues associated with particular protected characteristics, identifying any issues which could affect our own pupils
The school aims to foster good relations between those who share a protected characteristic and those who do not share it by:
- Promoting tolerance, friendship and understanding of a range of religions and cultures through different aspects of our curriculum. This includes teaching in RE, citizenship and personal, social, health and economic (PSHE) education, but also activities in other curriculum areas. For example, as part of teaching and learning in English/reading, pupils will be introduced to literature from a range of cultures, Black History month focus with a continuation throughout the year across all curriculum areas, P4C Big Questions
- Holding assemblies dealing with relevant issues. Children are encouraged to take a lead in such assemblies and we also invite external speakers to contribute
- Working with our local community. This includes inviting leaders of local faith groups to speak at assemblies, and organising school trips and activities based around the local community
- Encouraging and implementing initiatives to encourage inclusivity and participation within the school.
- We have developed links with people and groups who have specialist knowledge about particular characteristics, which helps inform and develop our approach
Stonewall - Acceptance without exception
Resources to tackle homophobic, biphobic and transphobic bullying in education environments and help create more inclusive spaces
This is a fantastic TV show on CBBC made by and particularly enjoyed by children with Autism. Pablo uses his magic crayons to turn his life challenges into wonderful adventures and his feelings into colourful characters with a voice - in the art of his imagination, just about anything can happen! Why not have a look?
Celebrating Black History
Black History Month found its way to the UK in 1987 following its successful implementation in the USA and Canada. Its role was to celebrate and inform the public about all aspects of black history and culture. In the early days, primary schools usually marked the event through a series of assemblies focusing on some significant black individuals like Mary Seacole.
Since then, a great deal of work has been done to educate and support teachers in looking at black history, not just as something to be celebrated in one month but throughout the year. The inspirational work of Hilary Clare and pioneering groups like the Northamptonshire Black History Association led to the introduction of enlightened schemes of work written on such topics as black migration and on significant figures like the black professional footballer Walter Tull. Our view is that although we celebrate Black History Month, it is far more important to have black history threaded throughout the topics we teach rather than a tokenistic annual event.
- Mylearning.org has a specific area with resources related to Black History
- Britishlegion.org/community/stories section provides ideas for remembering the contribution of all soldiers in past and present conflicts
Please click on the link to view the Diocesan celebration of our school success'
We celebrate the many languages spoken within our school. Miss Hawkins is our EAL leader ably supported by Mrs Fiaz and Mrs Main in delivering a language rich and vibrant curriculum to enhance and accelerate language acquisition and understanding.
Anti-Bullying Week (ABW) is an annual event coordinated by the Anti-Bullying Alliance that shines a spotlight on bullying and encourages all children, parents and teachers to take action against bullying throughout the year. This year’s ABW runs from the 13-17 November with the theme ‘All Different, All Equal’.
Power of One - 13th November
To launch our Anti Bullying week, we enjoyed a fantastic performance of the Power of One.The Power of One has an important message that resonates well with everyone; we all have the power to stop bullying and not be a bystander. To demonstrate our support for the message, the whole school community have signed the anti bullying pledge which is on display in the main reception.
We were happy to host the launch of the Toot Toot programme for all Wakefield schools.
Toot Toot gives a voice for all children/pupils/students; a safe voice to be able to report incidents of bullying, cyber bullying, racism, extremism, radicalisation, sexism, mental health and self harm directly to their place of learning. Tootoot gives students an alternative way to disclose their concerns when they are unable to do so face-to-face.
Online Safety: Our Children Need You!
Children are using technology and exploring the online world from a younger age. Thinkuknow are developing a new resource to help build young children's resilience online and give them the skills to explore all the digital world has to offer safely.
Thinkuknow need a comprehensive picture of the online behaviour of 4-7 year olds and hope you can help us by completing the Parents/Carers survey.
Complete the Survey here; https://www.surveymonkey.co.uk/r/parentscarers4-7s