We welcome our duties under the Race Relations 1976 as amended by the Race Relations Amendment Act 2000; the Disability Discrimination Acts 1995 and 2005; and the Sex Discrimination Act 1975 as amended by the Equality Act 2006.

We welcome our duty under the Education and Inspections Act 2006 to promote community cohesion.

We recognise that these four sets of duties are essential for achieving the five outcomes of the Every Child Matters framework, and that they reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998.

What is Community Cohesion?

By community cohesion we mean working towards a society in which:

  • there is a common vision and sense of belonging by all communities
  • the diversity of people’s backgrounds and circumstances is appreciated and valued
  • similar life opportunities are available to all, and strong and positive relationships exist and continue to be developed in the workplace, in schools and in the wider community.

Guiding principles

In fulfilling our legal obligations we are guided by seven principles:

Principle 1: All learners are of equal value

We see all learners and potential learners as of equal value:

  • whether or not they have disabilities
  • whatever their ethnicity, culture, religious affiliation, national origin or national status
  • whichever their gender.

Principle 2: We recognise and respect diversity

Treating people equally does not necessarily involve treating them all the same. Our policies, procedures and activities must not discriminate, but are differentiated, as appropriate, to 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:

  1. disability, so that reasonable adjustments are made
  2. ethnicity, so that different cultural backgrounds and experiences of prejudice are recognised
  3. 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

We intend that our policies, procedures and activities should promote:

  1. positive attitudes towards people with disabilities, good relations between people with and without disabilities, and an absence of harassment of people with disabilities
  2. 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, and an absence of prejudice-related bullying and incidents
  3. mutual respect and good relations between boys and girls, women and men, and an absence of sexual harassment

 Principle 4: Staff recruitment, retention and development

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

  1. whether or not they have a disability.
  2. whatever their ethnicity, culture, religious affiliation, national origin or national status
  3. whichever 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, we take opportunities to maximise positive impacts by reducing and removing inequalities and barriers that may already exist between:

  1. people with and without disabilities
  2. people of different ethnic, cultural and religious backgrounds
  3. girls and boys, women and men.

Principle 6: We consult widely

People affected by a policy or activity are consulted and involved in the design of new policies, and in the review of existing ones. We involve:

  1. opeople with and without disabilities
  2. people from a range of ethnic, cultural and religious backgrounds
  3. both women and men, and girls and boys.

Principle 7: Society as a whole should benefit

We intend that our 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:

  • people with and without disabilities
  • people of a wide range of ethnic, cultural and religious backgrounds
  • both women and men, girls and boys.

Addressing prejudice and prejudice-related bullying

We are opposed to all forms of prejudice:

  1. prejudices around disability and special educational needs
  2. prejudices around racism and xenophobia, including those that are directed towards religious groups and communities and those that are directed against travellers, refugees and people seeking asylum
  3. prejudices reflecting sexism and homophobia.

We take seriously our obligation to report regularly to the local authority about the numbers, types and seriousness of prejudice-related incidents at our school and how they were dealt with.

Roles and responsibilities

Our governors ensure that our school complies with legislation, and that this policy and its related procedures and strategies are implemented.

A member of the governing body has a particular responsibility to monitor the impact of this policy.

Our headteacher is responsible for implementing this 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:

  • promote an inclusive and collaborative ethos in their classroom
  • deal with any prejudice-related incidents that may occur
  • identify and challenge bias and stereotyping in the curriculum
  • support pupils class for whom English is an additional language
  • keep up-to-date with relevant equality legislation

Information and resources

We ensure that the content of this policy is known to all staff and governors and, as appropriate, to all pupils and parents.

All staff and governors have access to a selection of resources which discuss and explain concepts of equality, diversity and community cohesion in appropriate detail.

Resources, images and artefacts around our school reflect the richness of diversity that exists in our immediate and wider communities. The importance of diversity and difference are communicated through a positive world view.

Religious observance

We respect the religious beliefs and practice of all staff, pupils and parents, and comply with reasonable requests relating to religious observance and practice.

Monitoring and evaluation

We collect, study and use quantitative and qualitative data relating to the implementation of this policy, and make adjustments as appropriate. In particular we collect, analyse and use data in relation to achievement, broken down as appropriate according to disabilities and special educational needs; ethnicity, culture, language, religious affiliation, national origin and national status and gender.

Other linked policies:

  • Equal Opportunities
  • Racial Equality
  • Disability Equality
  • Gender Equality
  • EAL