Response from Sheffield Local Authority

Q1 What evidence is there that schools' equal opportunity policy are effective in combating racism?

The effectiveness of policies designed to promote equal opportunities in schools is complex, even more so when we want to measure outcomes that are negative (unwanted). Within this complex community we have many different `power relationships' i.e. governance, senior leadership, support staff, adults, children, parents and visitors being exerted. The prevention of discrimination generally and racism specifically within the school community on the basis of Sex (gender), Race, Disability, Sexual orientation, Religion or belief or age is not readily measurable.

Statistical evidence would suggest that these policies are effective, given that level of recorded incidents are very low. When we compare the overall size of children and young people's education communities (schools) with reported incidents, we have to conclude that equality policies are working. However, there are many anecdotal messages in the press and communities, that racism person-to-person and institutional is still prevalent in our schools.

According to a recent research by Runnymede Trust “Overall, nearly half of respondents said they had been victims of discrimination on the grounds of their ethnicity. One in 10 also said they had been treated unfairly because of their faith. … The findings are the clearest evidence to date of the extent to which BME teachers feel their careers are suffering because of racial discrimination.”

On balance the evidence suggests that, the vast majority of our schools are able to demonstrate that children and young people feel safe at school. There are few reported incidents of discrimination by parents, teachers and the wider school communities. Where incidents are reported, these are generally resolved by school leadership or through mediation. Victims reporting incidents of racism or inequality want to know that schools have good quality policies in place and that an institution can be held accountable for its effectiveness or otherwise when dealing with these issues.

Q2a What are schools in your area doing to promote racial equality and promote community cohesion? Examples of measures deemed to be good practice and recognised as being successful would be useful

Over the years, schools have responded positively to legislation and generally work hard to meet the duties set out in guidance from DCSF, Ofsted and LAs. Following the Stephen Lawrence Enquiry, the duties placed on local authorities and schools in the Race Relations (Amendment) Act 2000 was very effective in focussing governing bodies and leadership on developing practical ways of promoting equality.

Many schools bring parents together regularly for celebration events, organise activities in the local community centres and have in place broadly representative governing bodies. There are many positive action programmes i.e. Fellowship schemes, Inclusion (reducing exclusions), mainstream and supplementary schools working in partnership, and schools working with Madrassahs.

Sheffield has in place a web-based racial incidents monitoring system (Racial Incidents and Harassment Monitoring System), allowing schools to record racial incidents as soon as possible after they happen. This system allows the authority access to what is happening in schools on an ongoing basis. While this IT system use is not mandatory, local headteachers and governors have growing confidence in the LA's strategic role in monitoring and combating racist incidents; the Race Relations Amendment Act made it compulsory in 2001 for all schools to have race equality policies and to monitor and collate statistics. There is strong support for monitoring and reporting incidents from staff and governing bodies, headteachers' and teachers' professional associations and from church authorities. A rise in reported incidents does not, in fact, imply a rise in racism

Q2b. What steps are schools taking to promote community cohesion?

As set out above many schools are focussing on helping children and young people to know their community, through exploration, joint working, building partnerships and linking. Schools are also drawing on the experience of adults and elders in communities, bringing them into schools and going out to care and activity centres where older people spend time. Many schools are exploring culture, particularly the role of faith and religious practices, moving beyond the regular multi cultural evenings where parents are encouraged to view/experience activities, foods etc from groups representing the diversity of the school.

Schools undertake:

Schools are proactive in exploring the cultural make up of their population. In Sheffield the Somali community is the fourth largest ethnic group and although this group has a long history within the city not much was known about their country, culture and family experiences other than they are mainly Muslims. Over the last five years schools across the city has done significant work to build up their knowledge and understanding of the Somali community. There are DVDs produced by several schools working with the community. Significant numbers of Sheffield schools are linking with other schools locally within the South Yorkshire region and internationally. Schools are using equality impact assessments as part of their development and evaluation process.

Q3. Can you provide me with any evidence that the measures listed above have been effective

Several Sheffield school are:

Q4 Are further measures required to either maintain trust in the teaching profession or protect children and young people

The most effective tool is a positive inclusive ethos where staff, children and families feel valued where staff, parents and children feel able to report and challenge injustice and racism. This is best represented by strong robust policies and practices in schools. The tools in place should be sufficient. However these are dependent of effective implementation and monitoring by school leaderships, LAs and school inspection practitioners. Additionally we could require:

2 of 3

3 of 3