The Single Equality Scheme can be seen below.

The aims of this are:

To articulate the school’s commitment to equality which permeates all school practices

To ensure that everyone who belongs to, or comes into contact with, our school community is

valued and respected

To promote equality of opportunity and eliminate unlawful discrimination, harassment or

victimisation

To comply with statutory duties under equalities legislation in one document

This Equality Scheme sets out how the school will:

eliminate discrimination;

eliminate harassment or victimisation related to any aspect of social identity or diversity;

promote equality of opportunity between those people who share a protected characteristic and those people who do not share it;

promote positive attitudes to all aspects of social identity and diversity;

encourage participation by disabled people and people representing different aspects of

social identity in public life;

take steps to take account of difference even where that involves treating some people more

favourably than others;

take proportionate action to address the disadvantage faced by particular groups of pupils.

It encompasses our duties to promote positive outcomes in relation to race, gender and disability, but

also identifies actions to address other social identities. It encompasses our anticipatory duties to

plan ahead for the reasonable adjustments (reasonable and proportionate steps to overcome

barriers that may impede some pupils) we need to make to be best placed to help disabled pupils

who come to our school.

We will aim to seek feedback on decisions we take to promote equality and eliminate discrimination. Those affected by any of our decisions might include pupils, parents, staff or members of the local community. Feedback is openly welcomes at all times via the form on our school website (see contact details tab), a phone call or an e mail but will be actively sought at times. Examples include the parent questionnaire, parents’ evening, meetings with individual parents, letters from parents, or, messages in the communication books, feedback through the Governing Body meetings, feedback through the PTA meetings and feedback from adults using the school beyond the school day.