Oxfordshire County Council
Education Department
Race Equality
Statement
Guidance for
whole school policy and practice
Foreword
I am pleased to introduce this guidance which has been developed to
assist schools to fulfil their duties under the Race Relations
(Amendment) Act 2000. It has been devised by a working group of
Headteachers, Governors and LEA staff and intends to offer practical
suggestions and help for schools to write and implement statements
of their policies for promoting racial equality.
In Oxfordshire LEA we have a long tradition of promoting racial
harmony and equality of opportunity, and of combating racial
discrimination. There is a great deal of good practice in our schools
which we aim to build upon and disseminate. We welcome the Race
Relations (Amendment) Act 2000 as an opportunity to strengthen our
practice in this area, and to play our part in delivering the County
Council’s Race Equality Scheme.
Roy Smith
Acting Chief Education Officer
Contents
Why is this necessary?
3
How does this affect Oxfordshire?
3
What are the benefits of getting this policy ‘right’?
4
What needs to be done?
4
Race Equality Policy
7
Policy, Leadership and Management
7
Responsibilities
10
Curriculum, Teaching and Assessment
12
The Curriculum
14
Attainment, Progress and Assessment
15
Admissions, Attendance, Behaviour, Discipline and Exclusions
16
Attitudes and Environment
19
Combating Racism, Racial Discrimination, Racial Harassment
20
Parents, Governors and Community
22
Staff Recruitment, Training and Professional Development
24
Implementation, Monitoring and Review
26
Breaches of the Policy
30
Policy Formulation
31
Working Group Members
32
2
Race Equality Statement
Guidance for whole school policy and practice
RACE EQUALITY STATEMENT
GUIDANCE FOR WHOLE SCHOOL POLICY AND
PRACTICE
To be used in conjunction with ‘Learning for All’ (L.f.A) and
C.R.E. Statutory Code of Practice on the Duty to Promote Race Equality
Why is this necessary?
Section 71 (1) of the Race Relations Act 1976 as amended by the Race Relations
(Amendment) Act 2000 places a general duty on most public authorities to promote
race equality. Schools have a duty to:
1. Eliminate racial discrimination
2. Promote equality of opportunity
3. Promote good relations between people of different racial groups
The Stephen Lawrence enquiry concluded that we could not assume that our public
organisations are racially fair at all times. It was this enquiry and its findings that led
to the Race Relations (Amendment) Act 2000.
Schools need to ensure that prejudice, discrimination and misunderstandings,
however unintentional, are always challenged, and they now have a duty to prepare
and maintain a written Race Equality Policy. The purpose of this is to assess and
monitor the impact of policies on pupils, parents and staff from different racial groups
and to publish the results or provide such data for LEA publication.
How does this affect Oxfordshire?
Many of our schools in Oxfordshire are not representative of a visible ethnically
diverse population, but that does not mean ‘there are no racial equality issues’ to
address. The new legislation aims to reinforce the need for action, not only to track
attainment and other outcomes from a racial equality perspective but also to fulfil our
responsibility to extend the experience and understanding of cultural diversity for all
our pupils and students. It also supports Oxfordshire’s vision that a socially inclusive
education is an entitlement for all.
Voluntary Aided Schools should follow their Diocesan Guidance for drawing up their
policies but they may wish to use this outline as a basic checklist.
3
Race Equality Statement
Guidance for whole school policy and practice
What are the benefits of getting this policy ‘right’?
Outcomes
® No discernible difference in provision, support and attainment along ethnic group
lines.
® Universal and equitable access to the taught and implicit curriculum.
® Each member of the whole school community is able to recognise and achieve
her, or his, full potential for academic attainment and personal development.
® A perceived and reported sense of equality and justice experienced in all
curricular, pastoral and administrative procedures.
® A positive and inclusive atmosphere where there is a shared commitment to
respect, diversity, challenge racism and promote good relations.
® Pupils and students are prepared for their role as citizens in an ethnically diverse
society.
® Staffing and promotion patterns are free from discriminatory elements.
® Skills and experience from different perspectives are shared within the school
population and wider community.
® Being prepared for scrutiny and evaluation (Ofsted, SDP, MQR).
® Raising achievement across the county.
® The duty to Promote Race Equality is part of inclusive practice (L.f.A. p. 83).
What needs to be done?
Audit
(As part of whole school approach to INCLUSION)
Examine, review and agree amendments to existing policies and practices to ensure
they all embrace and reflect issues of race equality:
® School Aims
® Positive Behaviour Policy (Anti Bullying, Sanctions and Rewards)
® Equal Opportunities (Admissions, Complaints Procedure and Breaches of Policy,
Inclusion, Racial Harassment, Recruitment, Professional Development)
® SEN Policy
® PHSE Policy
® Citizenship
® Assessment Policy (Attainment, Progress, Assessment and Marking)
® Curriculum Policy (Teaching and Learning, Monitoring and Assessment)
® Health and Safety (Uniform, Dress Codes to ensure they all embrace and reflect
issues of race equality)
4
Race Equality Statement
Guidance for whole school policy and practice
Celebrate
Celebrate the extent to which school’s development planning is realising a strong
vision of promoting equality of opportunity, understanding and acceptance e.g. EAL
provision, effective RE, PHSE, Citizenship, targeting underachievement, inclusion,
special well researched and authenticated ethnic diversity events.
Develop
Research and evaluate the impact of equality promoting activities.
® Devise an integrated and coherent plan for their development.
® Assess how your school can move forward in ‘celebrated’ areas, e.g. in-house
research, questionnaire, anecdotal evidence.
Under the headings of the attached basic Action Plan, follow the guidance to inform
your Race Equality Policy. An alternative approach may be to extend the school’s
Equal Opportunities Policy.
Learning for All (L.f.A)
Oxfordshire LEA has adopted Learning for All – CRE standards for Racial Equality in
Schools. The framework attached matches headings in these standards. Using
Learning for All will assist you in developing your policy. Page references are
included for your use.
In addition you may find the following appendices useful:
Appendix 3
Ofsted guidance (p. 66)
Appendix 6
General statement on inclusion (p. 83)
Appendix 10
The Glossary (p. 99) contains useful definitions:
ß Ethnicity
ß Institutional racism
ß Race etc
Please see Oxfordshire website on Race Relations Amendment Act
http://education.oxfordshire.gov.uk/rra/index.cfm for further help and guidance.
Learning for All can be accessed through the following link
http://education.oxfordshire.gov.uk/rra/life/learn4all/Learning_For_All_Intro.pdf
5
Race Equality Statement
Guidance for whole school policy and practice
Monitoring
Governing Body
GB
HT
HT & GB
HT & GB
HT & GB
HT & GB
HT & GB
Resources
Time
Time
Time
Time
Time
Time and training
budget
Time
By when
ASAP. An agenda
item for next
governors meeting
First meeting of group
Before Dec 2002
By Spring Term 2003
Spring Term 2003
Summer Term 2003
Summer Term 2003
Summer Term 2003
Who leads
Head/senior staff
Working group
Working group
Working Group
HT/senior staff/ GB
Working Group
HT & GB
HT & GB
Success Criteria
Group formed
Clear process in place
Clear knowledge of
existing work and
identified gaps
Policy exists and is
owned and agreed
All stakeholders aware
of the policy and had
opportunity to express
a view
Action Plan in place.
Detailed school action
plan should be
developed to identify
training and resource
needs
Staff and Governors
access training.
Cascade training and
develop practice
Monitoring and
Evaluation carried out
and reported to GB.
Impact of policy
evaluated
Example of a Race Equality Action Plan
Action Point
Establish a working
group (staff, parents,
governors, pupils.
students)
Agree process and
timescales
Audit existing policies
& practice
Adapt LEA framework
policy to fit school
circumstances or write
your own policy
Consult and adapt the
policy
Identify specific school
based issues arising
from policy and
include in
development plan
Identify and provide
training needs of staff
and governors
Establish and maintain
Evaluation cycle
Race Equality Statement
Guidance for whole school policy and practice
RACE EQUALITY POLICY
…………………………………. SCHOOL
This policy outlines our commitment to:
® Promoting race equality
® Promoting good race relations
® Challenging racial discrimination
School Context
Briefly summarise and highlight the main issues for the
school from a race equality perspective. Issues that may
be relevant here include geographical location, the
position of pupils and staff, racist incidents in the school
and the local area, pupil mobility, and demographic trends
of the area.
Examples of Statements
®
School is located in an area of mixed housing in the market town. The town
population is largely white British and there are very few representatives of
other racial groups. We have children from Chinese and Indian ethnic groups,
whose home languages are Cantonese and Bengali as part of our school
community.
®
There have been no reported racist incidents in the school, but this could be
due to lack of awareness and monitoring. This policy is designed to address
both. We know of no reported racial incidents in the town recently.
® We have Traveller children from time to time, although none has stayed in
school for a whole term.
®
There are no signs of our demographic make-up changing, although our
school community is growing.
®
Ethnic minority parents are very involved in the school and there is an active
parent teacher association.
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Race Equality Statement
Guidance for whole school policy and practice
Policy, Leadership and Management
(L.f.A. p.19)
Values framework
Your race equality policy should build on the school’s core
values and ethos. Include a statement or set of
statements covering your school’s aims for promoting
racial equality, promoting good race relations and
challenging racial discrimination. You may wish to state
that you have adopted relevant County Council and LEA
policies (e.g.: Values, Curriculum Statement) which
complement the School’s Mission Statement.
Examples of Statements
®
The school strives to build and maintain a culture and ethos in which everyone
is equally valued and treated with respect. Diversity is promoted as a source
of strength and a cause for celebration.
®
We will promote these beliefs through the way our school is staffed, the
lessons and subjects we teach, the learning support we provide, our
relationships with parents, employers, community groups and through all other
activities.
®
We encourage, support and enable all pupils and staff to reach their full
potential.
®
We tackle racism and discrimination, and promote racial equality and good
race relations.
®
We work in partnership with parents and the wider community to tackle racial
discrimination and establish, promote and disseminate racial equality good
practice.
®
We ensure that all staff, pupils and parents adhere to the policy.
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Race Equality Statement
Guidance for whole school policy and practice
®
We act to ensure that each and every member of the school community:
- Has high expectations of themselves, their fellow students, staff and
others with regard to fair treatment.
- develops an understanding of race, ethnicity and multiculturalism
alongside an appreciation of their importance in Britain today.
- develops an awareness of conscious and unwitting racism alongside the
skills and confidence to challenge instances of racist behaviour, language
and attitudes.
9
Race Equality Statement
Guidance for whole school policy and practice
Responsibilities
(L.f.A. p.21 – 22)
This section should include recommendations for
Leadership, Management and Governance, the
responsibilities of the Governing Body, the Headteacher,
staff with specific responsibilities, all staff, teaching staff,
visitors and contractors e.g.
The governing body is responsible:
The governing body will:
ß For ensuring that the school fulfils its
ß Maintain an overview of implementation
legal responsibilities including those arising
of the race equality policy and racial
from the Race Relations Amendment Act
equality will be a regular agenda item at
and that the school complies with Race
governor meetings.
Relations legislation, including the general
and specific duties arising from the Race
ß In partnership with school management,
Relations (Amendment) Act 2000.
will be proactive in promoting racial
equality and good race relations and
ß With the assistance of the headteacher,
tackling unlawful racial discrimination.
for ensuring that the policy and its related
procedures and strategies are implemented.
ß In collaboration with school managers,
will encourage, support and enable all
pupils and staff to reach their full
potential.
ß With the Headteacher ensure that ethnic
data is collected on pupils and
employees.
10
Race Equality Statement
Guidance for whole school policy and practice
The Headteacher is responsible:
The Headteacher will:
ß With the governing body, for ensuring
ß Co-ordinate racial equality work.
that the policy and its related procedures
and strategies are implemented.
ß Deal with reported incidents of racism
and racial harassment.
ß For ensuring that all staff are aware of
their responsibilities under the policy and
ß Ensure compliance with the Race
that they are given appropriate training
Equality Policy and Equal Opportunities
and support to enable them to fulfil their
Policy.
responsibilities.
ß Ensure there is a clear agreed
ß For taking disciplinary action against staff
understanding of definitions and terms of
or pupils who racially discriminate.
reference with regard to racism and racist
behaviour. These will be made explicit to
the whole school community – staff,
pupils, parents
Teaching staff are responsible for:
All staff are aware of:
ß Ensuring that pupils from all racial groups
ß How to deal with racist incidents, and
are included in all activities and have full
how to identify and challenge racial bias
access to the curriculum.
and stereotyping.
ß Promoting racial equality and diversity
ß Their duty to promote race equality,
through teaching and the relationships
promote good race relations and
they develop with pupils, staff, parents
challenge discrimination.
and the wider community.
ß The need to keep themselves up to date
ß Curriculum design which actively seeks
with race relations legislation.
opportunities in the planning and delivery
of the curriculum for pupils to address
ß The need to acknowledge and confront
issues of race, power and prejudice.
their own biases and potential for
prejudice and assumption.
11
Race Equality Statement
Guidance for whole school policy and practice
Curriculum, Teaching and Assessment
(L.f.A. p.25 – 30)
Educational Aims
This section should include practical strategies to achieve
the aims of the policy and will be an integral part of the
teaching and learning policy.
Examples of statements
® As part of its work to promote racial equality, the school aims to ensure that within
its educational provision children are offered opportunities to:
- Understand and celebrate diversity.
- Learn about racial equality in a variety of curriculum areas.
- Develop an understanding of global citizenship.
- Develop relationships with children from other countries and communities.
- Consider and understand the power of language through whole school
critical language awareness programmes.
- Through citizenship programmes, develop an understanding of their rights,
the rights of others, and their responsibilities to each other.
- Develop an understanding and appreciation of religious beliefs and
cultures.
- Recognise and challenge racist attitudes and behaviour.
- Develop emotionally and intellectually.
® We acknowledge that the development of understanding regarding racial and
ethnic diversity is progressive and we will work with governors, staff, parents and
the LEA in order to develop our understanding and ability to work with children,
particularly in relation to racist incidents.
® The personal and educational progress of children will be monitored in order to
ensure that children's development is not hindered by the school's policy and
practice in relation to racial equality.
12
Race Equality Statement
Guidance for whole school policy and practice
® In the interests of all children the school will encourage positive appreciation of
diversity within the parent community and take a robust stance against
discrimination and abusive behaviour. As a school community we will not tolerate
racial harassment of any kind.
13
Race Equality Statement
Guidance for whole school policy and practice
The Curriculum
This section will provide detailed information on
Curriculum.
Examples of statements
®
Schemes of work identify good role models, achievements and interests and
issues relevant to the ethnic minorities represented in the school. This is
monitored through departmental scrutiny and liaison with senior management.
®
EMAG staff provide advice and support on catering for Language needs of
students, and strategies for raising attainment.
®
ASET staff provide advice and support on the needs of Travellers.
®
Information about ethnic monitoring and other languages spoken is made
available to staff to inform planning and departmental discussion. Attainment,
progress, group composition, optional subjects and disapplication are
monitored in relation to ethnic group and language needs. This helps identify
and address trends through rigorous evaluation of data, work sampling and
other curriculum outcomes.
®
Teaching methods and styles take account of the needs of students from
different ethnic groups and use their potential for contributions to promote and
extend inter and intra group understanding.
®
Teaching materials, resources and displays reflect cultural diversity.
®
Our partnership with parents draws on their expertise and enriches the
curriculum.
14
Race Equality Statement
Guidance for whole school policy and practice
Attainment, Progress and Assessment
This section should reflect the school’s processes of
assessment and its expectations of pupils and how these
are supported.
Examples of statements
The school:
®
Has high expectations of all its pupils and is committed to encouraging and
enabling all pupils to achieve the highest standards.
®
Ensures that pupil attainment and progress will be monitored by ethnicity and
gender and evaluated to identify trends and patterns of achievement and
underachievement.
®
Takes action to remove any disparities in performance between different
groups of pupils.
® Recognises and values all forms of achievement.
®
Monitors assessments to ensure that they are, as far as possible, free of
cultural or linguistic bias.
®
Employs a comprehensive range of strategies for assessment that reflects the
true attainment and ability of all pupils.
®
Ensures that all pupils are appropriately supported in assessments. Particular
attention is paid to identifying and meeting any support needs for groups who
have different experiences (e.g. Travellers, refugees and asylum seekers,
pupils for whom English is an additional language).
15
Race Equality Statement
Guidance for whole school policy and practice
Admissions, Attendance, Behaviour, Discipline and
Exclusions
(L.f.A. p.31 – 34)
Admissions and Attendance
You should include a statement which sets out the
school’s commitment to ensuring admissions and transfer
criteria and interviews are fair and equal for all and do not
detrimentally affect any religious, racial or ethnic groups.
Information about all pupils’ ethnicity, home language and
religion is collected through admission forms and entered
on the school database. Admissions are monitored by
ethnicity to ensure that the procedure is administered
fairly to all pupils.
Examples of Statements
® This complements the Oxfordshire LEA Admissions Policy.
® Our Admissions policy and criteria do not disadvantage pupils from particular
religious or racial groups and action will be taken to remove any inequalities
which are identified.
® Comprehensive information about the pupil’s ethnicity, first language and religion
is included in all admission forms.
® The admissions process will be monitored by ethnicity to ensure that it is
administered consistently and fairly to all pupils.
® Confidentiality will be respected in accordance with provisions made in the Data
Protection Act.
16
Race Equality Statement
Guidance for whole school policy and practice
Attendance
® We expect good attendance of all pupils and work together with staff, pupils,
parents and the Education Social work Service to ensure that high levels of
attendance are maintained.
® We monitor attendance by ethnic group and take action to reduce any identified
differences between groups of pupils (e.g. by following up absences, telephone
calls, home visits involving the Education Social Work Service and EMAG staff).
® Staff who follow up absence are aware of and sensitive to relevant community
cultural and religious issues.
® We recognise staff and pupils’ rights to take time off for religious observance.
® We make provision for pupils on extended leave to cover missed work.
® Parents/carers are aware of their responsibilities in relation to pupil attendance
and absence.
17
Race Equality Statement
Guidance for whole school policy and practice
Behaviour, Discipline and Exclusion
You should include a statement about how the schools
procedures for managing behaviour are fair and applied
equitably to all pupils. Your race equality policy should
build on the school’s positive behaviour policy. Include in
your statement your school’s strategies and procedures
for:
ß
Identifying and adapting good practice that is aimed
at reducing any differences in rates of exclusion
between different ethnic groups.
ß
Ethnic monitoring the rates of exclusion.
ß
Ensuring that the exclusion process is seen to be
consistent across all groups.
ß
Strategies to reintegrate long-term truants and
excluded pupils.
ß
Addressing the needs of pupils from all ethnic groups.
Examples of statements
The school:
®
Has procedures in place to allow the criteria used in connection with
exclusions to be clearly understood by everyone involved. Consistency is
demonstrated and seen to be applied in all cases.
®
Will analyse data in relation to exclusion rates by ethnic group.
®
Will consider each individual situation of exclusion in order to design an
appropriate reintegration programme for the pupil concerned, taking into
account his, or her, personal experiences, cultural values and educational
needs. This will be carried out in consultation with parents and other outside
agencies where necessary.
18
Race Equality Statement
Guidance for whole school policy and practice
Attitudes and Environment
(L.f.A. p.39 – 44)
Ethos
You should include a statement to explain how the school
promotes racial equality, eliminates discrimination and
promotes good race relations through its ethos.
Examples of statements
® A ‘whole school’ approach is used to promote racial equality and eliminate racial
discrimination.
® Diversity is recognised as having a positive role to play within the school.
The school:
® Recognises the importance of religion, ethnic origin and home language to a
person’s sense of identity and belonging.
® Publicly values and supports diversity through a range of activities including the
PSHE and Citizenship Curriculum, assemblies and performances.
® Caters for the dietary and dress requirements of different religious groups and
enables pupils to observe festivals and events relating to their faith.
® Actively promotes good personal and community relations by fostering a positive
atmosphere of mutual respect and trust among pupils from all racial groups.
® Promotes racial equality through its pastoral system in the following ways:
List:
19
Race Equality Statement
Guidance for whole school policy and practice
Combating Racism, Racial Discrimination, Racial
Harassment
You should include a statement which sets out the
school’s commitment to be proactive in tackling racial
discrimination, and to promoting race equality and good
race relations across all areas of school activity. This
statement is important because it links your policy to
other areas of school activity. As part of the process of
maintaining your policy, you should use this statement to
build appropriate race equality statements into other
school policies.
Examples of statements
The school:
® Opposes all forms of racism, racial prejudice, racial harassment and racial
discrimination.
® Has procedures for dealing with, recording and reporting incidents of racial
harassment and bullying which are consistent with LEA policies and guidance.
® Ensures that incidents of racial discrimination or racial harassment involving
pupils will be dealt with promptly, firmly and consistently and in accordance with
the school’s disciplinary procedures for pupils and that action will be taken to
support victims.
® Works with the LEA and other partners to tackle racism and racial harassment.
® Ensures that all staff will be given training and support to enable them to deal
effectively with racist incidents, racial harassment and bullying.
® Takes immediate action to remove racist graffiti from all school property.
® Trains all staff to deal effectively with racist incidents, racism, racial harassment,
prejudice and stereotyping.
® Has a sensitive and structured system of support available to victims of racism,
racial discrimination, racist incidents and racial harassment.
20
Race Equality Statement
Guidance for whole school policy and practice
® Has active links with external organisations dealing with racist incidents and racial
harassment.
® Ensures that all pupils, staff and parents are made aware of the procedures for
dealing with racism and racial harassment and that such behaviour is always
unacceptable.
® Ensures that incidents of racial discrimination or racial harassment involving staff
will be dealt with in accordance with the school’s discipline and grievance
procedures.
® Has adopted Oxfordshire LEA Guidance on Tacking Racial Harassment.
® Includes race equality statements in other school policies. These include:
List of policies:
® Strives to eliminate racial discrimination and promote racial equality and good
race relations across the following areas of school activity:
List of activities:
21
Race Equality Statement
Guidance for whole school policy and practice
Parents, Governors and Community
(L.f.A. p.45 – 48)
You should include details of how the school makes links
with ethnic minority parents and communities and
encourages them to participate in the life of the school,
including through serving on the governing body.
Examples of statements:
Parents, carers and the wider community
® We endeavour to draw on the expertise, skills and knowledge of people of a range
of racial, ethnic and faith backgrounds, from the local and wider community, to
develop positive attitudes to cultural diversity and to challenge racism.
® All parents are regularly informed of their child’s progress.
® Parents and carers are always informed of specific racist incidents.
® Parents and carers of all racial and ethnic groups are encouraged to participate in
the life of the school and steps are taken to encourage greater involvement of
under-represented groups.
® On request, information for parents is produced in user-friendly language and
accessible formats. Where necessary, community language translation and
interpretation are used to communicate and consult with parents and carers.
Governors
® The membership of our governing body is representative of the ethnic
composition of the school’s catchment area.
® People from ethnic minority communities are encouraged to become school
governors.
® The school ensures that governors’ support is appropriate for all ethnic groups.
22
Race Equality Statement
Guidance for whole school policy and practice
Community Partnership
® The school has active links with ethnic minority groups.
® The school’s premises and facilities are equally available for use by all ethnic
groups.
School premises
® School premises are available for use by all ethnic and racial groups in the
locality.
Contractors and service providers
® We expect all contractors and visitors to the school to maintain conduct which is
consistent with this policy. Race equality standards are incorporated into all
contracts with service providers such as catering, cleaning and building
maintenance.
23
Race Equality Statement
Guidance for whole school policy and practice
Staff Recruitment, Training and Professional
Development
(L.f.A. p.49 – 54)
You should include in your statement details of how the
school eliminates discrimination and promotes equality of
opportunity in employment, and how staff are trained and
developed.
Examples of statements
® All teaching and non-teaching staff are encouraged to develop and achieve their
full potential.
® The school has procedures to ensure that applicants for jobs, promotion or
professional development opportunities are not discriminated against on racial
grounds.
® All those involved in recruitment and selection will be trained and aware of what
they should do to avoid racial discrimination.
® Applications for posts will be monitored by ethnicity and that information will be
supplied to the LEA on an annual basis.
® Professional development opportunities and promotions will be monitored by
ethnicity and data supplied to the LEA on an annual basis.
® Everyone involved in recruitment and selection adheres to the school’s equal
opportunities recruitment and selection procedures.
® Steps are taken to encourage people from under-represented ethnic minority
groups to apply for positions at all levels in the school.
® The recruitment and selection process is monitored and reviewed to ensure that
discrimination is not taking place and to identify examples of good practice.
® The school monitors the employment and professional development of staff by
ethnic group.
® Staff and governors participate in regular and systematic training programmes on
racial equality issues.
® Proactive steps are taken to identify, support and provide opportunities for the
professional development of staff from all ethnic groups.
24
Race Equality Statement
Guidance for whole school policy and practice
Staff effectiveness in dealing with racial equality issues is addressed through line
management mechanisms.
® The school takes active steps to ensure that selection for redundancy avoids
racial discrimination.
25
Race Equality Statement
Guidance for whole school policy and practice
Implementation, Monitoring and Review
(L.f.A. p.76)
Ethnic Monitoring
This section should set out how staff will use all available
data, particularly data by ethnic category, to inform
planning, decision making and high attainment for all. It
should also give details of the arrangements for the school
to provide employment data for the LEA to allow LEA wide
monitoring.
Examples of Statements
We will:
® Use ethnic monitoring data to monitor the attainment and progress of pupils, and
to set targets for removing any identified disparities between different groups of
pupils.
® Ensure that monitoring data by racial group, for example, on admissions,
attainment, attendance, exclusions, sanctions and rewards will be used to inform
planning and decision making.
® Monitor the ethnic backgrounds of all its staff and of all applicants for jobs, training
and promotion.
® Provide the LEA with the employment data it requires for meeting LEA specific
duties, to report by ethnic group:
ß staff receiving training
ß staff who benefit or suffer disadvantage from performance assessments
ß staff involved in grievances, disciplinary action and those who are dismissed.
26
Race Equality Statement
Guidance for whole school policy and practice
Implementing the Race Equality Policy
In this section indicate how you intend to implement the
policy, and use training and development opportunities to
promote and gain commitment to the policy.
Examples of Statements
We will implement the policy through the Governing Body, the Senior Management
Team, other staff teams and groups, and School Council meetings.
This will be achieved by:
® Developing the use of ‘Learning for All - Standards for Racial Equality in Schools’
as an audit tool and to identify racial equality targets.
® Through inclusion of a race equality perspective in the School Development Plan
and other strategic plans.
® By ensuring that a concern for race equality underpins every aspect of school life.
® By providing appropriate training for staff and governors.
® By ensuring that the whole school community is aware of and understands the
need to promote race equality, develop good race relations and challenge
discrimination.
27
Race Equality Statement
Guidance for whole school policy and practice
Reviewing and evaluating policies
In this section you need to make clear how this policy fits
into your school’s strategic development planning process;
school improvement and self-evaluation work, whole
school monitoring and other policies.
Examples of Statements
We will:
® Regularly review, monitor and assess all policies and strategies for their impact
and effectiveness in (1) eliminating racial discrimination, (2) promoting racial
equality, and (3) promoting good race relations.
® Build racial equality questions into school self-review and evaluation framework,
and in preparation for LEA Monitoring Quality Reviews.
® Use the results of reviews and assessments to inform all planning and decision
making.
® Monitor review and evaluate the effectiveness of the Race Relations Policy
against identified success criteria in line with the routine processes of the school
and the school policy review cycle.
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Race Equality Statement
Guidance for whole school policy and practice
Publishing the results of monitoring and assessments
This section should indicate how the results of any
monitoring, audit and assessment will be made available.
Examples of statements
® We will use all appropriate methods to publish the results of impact assessments
and monitoring.
® We will make information available as appropriate to different members of the
school community.
® We will ensure that information we publish cannot be used to identify individuals.
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Race Equality Statement
Guidance for whole school policy and practice
Breaches of the policy
In this section indicate how you intend to deal with
breaches.
Examples of Statements
® Breaches of the policy will be dealt with using the normal complaint procedures
appropriate for the type of breach.
® For most types of breach of policy in the first instance the Headteacher will
intervene to ensure compliance.
® The first approach would usually be to bring about resolution, reconciliation and
address the issue concerned rather than further conflict.
® Staff breaches of policy will be dealt with by the normal school disciplinary
procedures.
® The governors' disciplinary panel can hear breaches of policy regarding student
pastoral care and discipline issues.
® If pupils were involved account will be taken of their age and the nature of the
breach.
® We will call on support from the LEA.
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Race Equality Statement
Guidance for whole school policy and practice
Policy Formulation
Who was consulted in the process of drawing up the policy:
® Governors
® Staff
® Parents/Community groups
® Pupils (e.g. school council)
® Others (e.g. LEA)
It was approved by the governors
on .................................
Signed:
.................................................................................... Chairman of Governors
.................................................................................... Headteacher
Date of policy: ................................
Date of review: ...............................
Senior member of staff responsible: ...........................................................
Linked policy documents and information sections in school prospectus and staff
handbook: - e.g.
Curriculum/Teaching and Learning
Assessment
Attendance
Admissions
Equal Opportunity/Inclusion
Behaviour
SEN
PSHE & Citizenship
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Race Equality Statement
Guidance for whole school policy and practice
Working Group Members
These guidelines were drawn up by a Working Group. Oxfordshire Education
Department extends its thanks to the members for their contributions.
Paula Protherough
Headteacher, Southwold CP School
Elisabeth Gilpin
Headteacher, St Augustine’s RC/CE (VA) School
Peter Renshaw
Headteacher, Isis CE Middle School
Hilary Spink
Teacher, (Head of Geography) Gosford Hill School
Malcolm Wright
Chair of Governors, Rush Common CP School
Anna Chapman
Head EMAG
Sharon Fleming
Education Officer, Schools Branch
Ann Raven
Adviser
Tina Renshaw
Education Officer, Personnel
Claudia Wade
Education Officer, Governor Services
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Race Equality Statement
Guidance for whole school policy and practice
