NORTH TYNESIDE COUNCIL

Schools Services

Racial Equality Matters -

A Framework for Schools

May 2002

CONTENTS

PART 1

RACIAL EQUALITY

GUIDANCE FOR SCHOOLS

Introduction

The Race Relations (Amendment) Act 2000, imposes a general duty on schools to:

Schools also have a number of specific duties imposed on them, including:

This framework is designed to help your school prepare a race equality policy that meets the requirements of the specific duty. The framework is written so that you can prepare a race equality policy from scratch. However, this does not mean that you should ignore work that you have already done. The framework may also be used to build the requirements of the positive duty into an existing policy, particularly if this enables you to acknowledge existing good practice.

You should use the Statutory Code of Practice for Promoting the Positive Duty to ensure that you fulfil all the requirements placed on your school by the general and specific duties. The CRE's racial equality standard for schools, Learning for All will also help you to prepare and maintain your race equality policy. Use it, for example, when reviewing your race equality policy, to audit how effectively your school addresses racial equality matters.

The purpose and benefits of having a race equality policy

Your race equality policy should help you to systematically establish and implement racial equality good practice across all areas of school life. It should help you promote racial equality and good race relations and to tackle and avoid racial discrimination. The policy, if it is effectively implemented, will help you to ensure that:

Preparing the policy and keeping it up to date

Your race equality policy may either be a separate policy or part of another policy. If your race equality policy is part of another policy, it must be explicit and easily identifiable.

You should pay particular attention to getting all those involved in the school to understand and own the policy. Consulting and actively involving governors, pupils, parents, staff and others in policy development and implementation process will help you to do this.

You are required to have prepared a race equality policy by 31^st May 2002. After this date, you will need to show that you are maintaining your policy, i.e. that you are improving the policy and implementing it.

If meeting the 31^st May 2002 deadline means you are not able to actively consult and involve pupils, parents and others in the process, then your action plan should give priority to improving your policy and this should include consulting and involving these groups.

Steps to preparing your race equality policy

Steps to maintaining your race equality policy

². Detailed racial equality statements may be included in the race equality policy or a policy for that area.

³. The questions in part 4, (Action Planning) of this framework will help you to start this process. Use the CRE's racial equality standard for schools, Learning for All, to undertake a more detailed audit of your school's effectiveness in dealing with race equality.

Part 1

Appendix A

Definitions

2.1 Black and Minority Ethnic

There is no one word that embraces all members of minority ethnic groups in Britain. The word often used by people of African-Caribbean and Asian origin is Black. For the Black people who have adopted it, it is a term which underlines a unit of experience, of discrimination and exploitation (both in Britain and abroad) among people whose skin colour is not white.

In NTC “Black” is used with a capital “B” because it is used as a pronoun which focuses on disadvantage due to the colour of a person's skin. It is not to be imposed on individual communities with whom we work. As any label, the term “Black” is likely to change over time and we will need to be aware of the reasons for it. However, terminology should not become a distraction from the disadvantage.

NTC recognises that there are many people from minority ethnic communities in Britain who do not identify themselves as Black but who, because of ethnic origin, language, cultural or religious differences, share a common experience of discrimination and inequality - Quote - Race Equality Policy `Statement.

2.2 Prejudice - Prejudice is defined in the Random House Dictionary as:

An unfavourable opinion or feeling, formed beforehand or without knowledge or on the basis of partial knowledge or selective use of knowledge.

Unreasonable feelings, opinions or attitudes, especially of a hostile nature, directed against a racial, religious or national group.

2.3 Racism - Racism can be defined in several reinforcing ways:

(Community Work and Racism Ohri, Manning and Curno)

2.4 There are three main forms of Racism:

Individual racism - comprises those personal attitudes and behaviours which individuals use to prejudice racial groups negatively. Without institutional backing, these rest at the level of prejudice.

Cultural racism - consists of values, beliefs and ideas, usually embedded in history and “common sense” which endorse the superiority of white culture over others.

Institutional racism - operates in institutions or organisation where racist beliefs and perceptions have become embedded in policy, procedures and practice and are used to exclude people (usually Black people) who do not “fit” in. The norms held in such organisations or institutions will exclude groups of people different from themselves from having power and resources. The written and unwritten rules in such organisations, built upon white society's ideas of “right” and “wrong”, “good” and “bad”, will be used to exclude particular groups of people.

Direct discrimination occurs when a person is treated less favourably on racial grounds than others are or would be treated in the same or similar circumstances. It includes the segregation of persons on racial grounds.

Indirect discrimination occurs as a result of applying, in any circumstances covered by the Race Relations Act, a requirement or condition which, although applied equally to persons of all racial groups, is such that a considerably smaller proportion of particular racial group can comply with it and it cannot be shown to be justifiable on other than racial grounds.

For example, a rule about clothing or uniforms which disproportionately disadvantages a racial group and cannot be justified or an employer who requires higher language standards than are needed for safe and effective performance of the job.

Part 1

Appendix B

Legislation

The Race Relations Amendments Act 1976 (RRA) (as well as statutory codes of practice in employment and housing) puts a duty on local authorities to make appropriate arrangements with a view to ensuring that their functions are carried out with due regard to:

NTC will take positive steps to fulfil this requirement.

It needs to be highlighted that:

Positive Action

In employment particular attention will be given to positive action. Sections 37 & 38 of the Race Relations Act provide positive measures for the encouragement of employees and potential employees who are members of a particular racial group to take up training or employment where that racial group is under represented. However, discrimination at the point of selection is not permissible under these Sections of the Act.

In service delivery particular attention will be given to ensuring that services are accessible to all sections of the community and are delivered in the most appropriate and culturally sensitive way.

Genuine Occupational Qualification (GOQ) Section 5(2)(d)

Section 5 (2) (d) of the Race Relations Act allows the appointment of a member of a particular racial group where the holder of the job concerned provides persons of that racial group with the personal services promoting their welfare, and those services can most effectively be provided by a person of that racial group.

Other pieces of legislation of particular reference are the Local Government Act 1988, the Children's Act 1989 and the Community Care Act 1990.

Access

NTC is committed to making its services fully accessible to Black and other minority ethnic people. In particular, NTC will make provisions for the use of the appropriate interpreters and make information available in appropriate languages and formats.

Part 1

Appendix C

Guidelines on Links to Other School Policies

Eliminating racial discrimination and promoting racial equality and good race relations across areas of school activity.

Your policy should make a commitment to tackling racial discrimination and promote racial equality and good race relations across all areas of school activity. You should also develop detailed policy statements for each area of school activity. These statements will help you to implement your race equality policy, and meet the duties to assess the impact of policies on pupils, staff and parents from different racial groups and to monitor the operation of these policies. The questions below can be used to help you identify appropriate policy statements and to indicate what sort of action you might take to implement your race equality policy.

b) Attainment, progress & assessment

c) Racism, racial harassment and school ethos

d) Behaviour, discipline and exclusions

e) Personal development and pastoral care

f) Teaching and Learning

g) Curriculum

h) Staff recruitment and professional development

Part 2

RACIAL EQUALITY

RECOMMENDED LEA POLICY FOR SCHOOLS

Racial Equality Statement:

Aims:

Black and other minority ethnic people, including refugees, gypsies and travellers, have historically faced discrimination in all areas of their life.

Discrimination has often been justified on the grounds of colour, religion, race, national origins, leading to racist attitudes and practices.

……………………. School is committed to do all in its power to eliminate racism and racial discrimination, either direct or indirect in every area of its responsibilities.

……………………. School recognises that Black and other minority ethnic communities are not homogenous. Different communities and individuals in these communities have differing needs. ……………………. School recognises that needs should not be defined by stereotyping or presumptions.

…………………….. School will aim to:

School adopts the North Tyneside Council principles in relation to the definitions and access, (See Part 1 Appendix (A) of guidelines and follows the actions required under the Race Relations Amendment Act - see Part 1 Appendix B).

Leadership, Management and Governance:

………………………. School is committed to establishing clear guidance to enable the Race Equality policy to be implemented throughout the school. In order to do this we will:

The school will also ensure that the following responsibility areas are fulfilled:

The Governing Body will:

The Headteacher will:

The school will ensure that the headteacher will provide:

The school will ensure that all staff know how to:

The school will ensure that teaching staff:

The school will ensure that visitors and contractors:

The school will ensure that the pupils:

Monitoring and Assessment

…………………………. School will carry out its duties in relation to assessing and monitoring the impact of the policies on pupils, staff and parents from different racial groups through the school's planning and review processes. Relevant areas include:

b) Ethnic monitoring

c) Reviewing and evaluating policies

Implementing the policy

…………………………………school will implement it's policy by establishing:

Training and Development - the school will:

Communicating and Promoting the Policy the school will:

NORTH TYNESIDE COUNCIL

DEALING WITH

RACIST INCIDENTS

GUIDELINES FOR SCHOOLS

MAY 2002

CONTENTS

FOREWORD

North Tyneside's Schools Services Function is committed to challenging and dealing with racial harassment in all of its establishments. All ethnic groups have a right to live their lives and attend school without the fear of racial abuse. Without this, we will never achieve a just and equitable society.

The Report of the Stephen Lawrence Inquiry by Sir William MacPherson has now given a clear lead to schools and LEAs in recommending that:

School Governors and LEAs

The aim of these guidelines is to provide practical advice and strategies for teachers, Headteachers and Governors who wish to respond to the recommendations of this report. This publication also contains details of the systems for recording and monitoring racist incidents at school and LEA level. A range of services are being provided by the Function to support schools in responding to racial harassment as well as for pupils who have been subjected to racial abuse.

Through this new publication, we are aiming to secure consistent systems for monitoring racist incidents and to provide effective help for victims of racial harassment across the Borough. These guidelines will not in themselves solve the problem of racial harassment and schools will also want to promote racial equality through all aspects of curriculum, values and ethos. This is, therefore, only a first step, which we intend to build on by working in partnership with schools, community groups and other agencies to prevent racial harassment and play a part in creating a better society.

Gill Alexander,

Chief Education Officer

Head of Education and Community Services

Introduction

The purpose of these guidelines is to give educational establishments practical support and advice in challenging and dealing with racist incidents which occur in their institutions.

Incidents of racial harassment, whether they occur in nursery, first, primary, middle or secondary schools, colleges or youth projects, contravene the Public Order Act 1986; the Race Relations Act 1976; the Education Reform Act 1988; Protection from Harassment Act 1997, Crime and Disorder Act 1998; North Tyneside Council's Policy Statement on Racial Harassment and North Tyneside's Equal Opportunities Policy.

Racial harassment is a matter which gives rise to concern both locally and nationally. Racism, which is prevalent in society at large, can affect all institutions. This is evident from the findings of the Report of the Stephen Lawrence Inquiry by Sir William MacPherson. Schools can be affected, irrespective of their location or number of ethnic minority pupils on roll. Indeed, it can affect schools with no pupils from ethnic minorities.

This new publication has been issued as part of Schools Services Function's response to the Stephen Lawrence Inquiry Report.

This booklet gives guidance on the following:

Proformas for recording and monitoring incidents.

What is Racist Behaviour?

Racist behaviour is defined by the Commission for Racial Equality as:

“any hostile or offensive act by a person of one racial

or ethnic origin against a person of another racial

group or ethnic origin or any incitement to commit

such an act in:

peace and comfort of the aggrieved person;

safety;

aggrieved is reduced”.

Examples of Racist Incidents

The Report of the Stephen Lawrence Inquiry recommends a new definition

of racist incidents as:

“Any incident which is perceived as racist by the victim

or any other person”.

The LEA recognises that incidents of racism can take place in all white schools. This need not necessarily be directed towards someone in the school. It can be an expression of a racist attitude held in society at large. The following are examples of racist incidents which may involve pupils, students, teachers, lecturers, youth workers and auxiliary staff:

dress, language etc.;

into the institution;

Challenging and Dealing with Racist Incidents

All schools will recognise the importance of responding appropriately when racist incidents take place. These incidents should be dealt with in accordance with whole school policies and approaches to equal opportunities and multi-cultural education.

North Tyneside LEA recommends the following procedures when racist incidents occur. The context, the age of the children or young people involved and the seriousness of the situation will influence how an incident is dealt with.

All incidents need to be acknowledged, investigated and talked through even with young children. The following is a suggested check-list for dealing with specific incidents and may be adapted to the particular circumstances in each institution:

racist incidents;

Remember, it is important:

Dealing with Perpetrators

Schools' policies should make it absolutely clear that racist behaviour is unacceptable. The policies should be explicit and widely known to parents and pupils. It should be understood what incidents are covered by the policies and also what sanctions are available. Consideration should be given to the use of exclusion in appropriately serious cases. It is recognised that perpetrators will often need pastoral support and counselling.

Schools may feel it appropriate to develop a checklist as part of their policy to ensure internal consistency in the use of sanctions in relation to incidents involving pupils. It is recognised that teachers will use their professional judgement in dealing with specific incidents but individual practice should be based on school policy. The following examples may be helpful to schools.

Incidents Involving Staff

An allegation of racist behaviour on the part of any member of the teaching or support staff is a serious disciplinary matter and will be the responsibility of the Governing Body. In addition there are specific procedures for dealing with racist harassment as part of staff grievance procedures.

Where the victim of alleged racist behaviour is a pupil, the Headteacher should, after careful investigation, seek to resolve the matter informally and give the pupil support. If the matter cannot be resolved satisfactorily at this stage then the parents/carers should submit the complaint in writing under the Schools' Complaints Procedure to the Headteacher who will further investigate the case and take appropriate action. This could involve the use of formal disciplinary procedures.

Where a member of staff is the victim of racist behaviour by pupils, it is important that full support is given to the member of staff concerned. Reference should be made to the document `Assaults on Teaching Staff' contained in the Personnel Handbook and to the advice on page 20 of these guidelines.

Incidents Outside School

There may well be occasions when racist incidents outside school, or involving outside perpetrators, are brought to the attention of the Headteacher. These incidents should be reported to the appropriate authorities who may well wish to take action under Section 5A of the Public Order Act 1986. Opportunity should also be taken to condemn such incidents publicly.

Racial Tension

It is important that teachers are sensitive to all signs of possible victimisation of individual pupils or groups of pupils and that this should also be reported, even where there is no identifiable incident. Similarly, all behaviour which can be seen as possibly reflecting racial tension within the school as a whole should be monitored, e.g. where small groups of pupils form isolated groups within the playground or the classroom.

Supporting the Victims

It is important that the school creates a climate in which victims of racist incidents feel able to report them. All staff and pupils should be encouraged to report incidents that they witness and all such reports should be followed up. Staff dealing with such incidents should be sensitive to the issue of retaliation on the part of the victim which may be a reaction to a long series of relatively minor incidents which have not been reported or dealt with appropriately.

Schools should consider involving parents when offering support to victims and it may be appropriate, in some cases, to involve the Educational Welfare Service and other agencies. Schools need to recognise that the victims of racist incidents may require pastoral support over a long period in order to regain personal confidence.

In addition the school needs to demonstrate its willingness and ability to address the issue of racial harassment. Where the victim of a racist incident is a member of staff, support is available through their Professional Associations and/or the Employee Welfare and Counselling Service (01772 263863) in addition to support from colleagues.

Wider Implications

In dealing with a racist incident, it is important to recognise the wider implications for the school and the local community. School procedures should set out clear lines of internal communication to ensure that all appropriate members of staff are aware of any incident. Formal procedures for involving senior management and Governing Bodies need to be considered.

Similarly, their should be clear policies about the involvement of outside agencies such as the Police, Racial Equality Councils, local community groups and the involvement of parents.

Headteachers may wish to take advice from appropriate Officers or Advisers before responding to approaches by the media over alleged racist incidents.

Headteachers are encouraged to seek the advice of the school's General Adviser or LEA Specialist Adviser in dealing with major incidents and to involve them in developing strategies to reduce racial tension through the curriculum or the organisation of the school.

Additional support may be obtained through links with other local schools. This offers the opportunity for sharing good practice, increasing consistency between institutions in their dealing with racist incidents and offers the possibility of joint in service training.

Recording and Monitoring

School records should be kept of racist incidents.

These records should include:

A Racist Incident Form is included on page (Annexe 2) which can be used to record individual incidents. However, some schools may wish to adapt existing systems for this purpose.

Schools should inform their Link Adviser of incidents involving Physical Abuse, Abuse of Personal Property, Graffiti, Distribution of Offensive Material and other serious incidents, using Racist Incident Form or equivalent within forty eight hours.

In order that the school can monitor incidents and respond appropriately, Headteachers should report termly to Governors, using (Annex 3). A copy of this Form should be attached to the minutes of the Governors' Meetings concerned.

In September each year, schools will be asked to complete an annual return which summarises incidents throughout the previous year. An example is given on page (Annex 4).

This is to enable the school and the Authority to:

education for all children;

School records should be available for discussion at the Annual Monitoring Quality Review.

Involvement of Parents

North Tyneside's Schools Services Function recommends that schools establish and publicise procedures to inform and involve parents.

This may be as follows:

racist incidents;

with senior staff;

the family in school or in the wider community;

Complaints

In the case of a student, member of staff or parent who is not satisfied with the steps taken by the Headteacher, they should be informed of their right to make a complaint under the school's General Complaints Procedure, responsibility for which lies with the Governing Body. If this proves unsuccessful in resolving the complaint, the Chief Education Officer should be informed.

Role of Governors

Governors need to ensure that there is a school policy on racial harassment, and that all necessary measures and systems are in place, should an incident occur. These processes should fall in line with policies for Behaviour and Bullying. Governors should be informed, on a regular basis, of racist incidents and this should be an agenda item

for Governing Body Meetings each term. A proforma for Headteachers' termly reports of racist incidents to Governors is provided as an Annex 3. This should be attached to the minutes of the meeting.

Further Implication for Headteachers and Governors

In addition to dealing with racist incidents concerning pupils, Headteachers and Governing Bodies must also be prepared to deal with the following:

Racial Harassment by Members of Staff

The attention of Headteachers and Governors is drawn to its Staff Disciplinary Procedures. Abusive or offensive behaviour constitutes misconduct for which disciplinary proceedings may be undertaken. This includes such behaviour or language which is deemed to be of a racist nature.

Racial Harassment towards a Member of Staff

Where a member of staff is a victim of a racist incident, the incident must be reported to the Headteacher, Principal, Head of Service or senior teacher with pastoral responsibility who will seek to resolve the

issue.

Responsibilities under the Education Reform Act

The 1988 Education Reform Act extended the general duty of Governing Bodies to eliminate unlawful discrimination as outlined in the Race Relations Act 1976. School Governing Bodies have statutory responsibilities to ensure that all educational provision in their institution fulfils legal requirements.

This includes:

Summary of Responsibilities of Schools and the LEA

Further Advice and Support

Support for Victims of Racial Harassment and their Families

Individuals who have been subject to racial harassment can approach the following for support -

North Tyneside Council

Tyne & Wear Racial Equality Council (0191) 232 7639

Education Welfare Service (0191) 200 8641)

Education Psychology Service (0191) 200 5456

Behaviour Attendance and Support Service (0191) 200 8641

National Helplines

Kidscape (0171) 730 3300

Childline 0800 1111

Anti Bullying Campaign (0171) 378 1446

Online Information Service 0800 511 111

Advice and Support for Schools

Link Advisers (SERSU) (0191) 200 5024/5

Governor Services (0191) 200 5004

Human Resources (0191) 200 5679

Behaviour Attendance and Support Service (0191) 200 8641

Education Welfare Service (0191) 200 8857

Education Psychology Service (0191) 200 5456

EMTAS (0191) 200 6384

Traveller Education (0191) 200 6384

Children's Services - Intake Teams (0191) 200 5711

Equal Opportunities Adviser for NTC (0191) 219 2424

National Organisations

The Commission for Racial Equality

Elliot House, 10/12 Allington Street,

London SW1 5EH (0171) 828 7022

The Runnymede Trust

11 Princelet Street, London E1 6QH (0171) 375 1496

Advisory Centre for Education (A.C.E.)

Unit 1B Aberdeen Studios,

22/24 Highbury Grove, London, N5 2EA (0171) 354 8321

Regional Organisations

The Tyne & Wear Racial Equality Council

MEA House

Ellison House

Newcastle Upon Tyne (0191) 232 7639

CRE Leeds Office

Yorkshire Bank Chambers

Infirmary Street

Leeds

LS1 2JP (0113) 389 3600

Sources of Information and Guidance

Publications referred to:

Race Relation Amendment Act 2000, HMSO

Statutory Code of Practice on the Duty to Promote Race Equality

CRE : Framework for Preparing a Race Equality Policy for Schools 2002

North Tyneside Council - Race Equality Statement

CRE Learning for ALL

Other Sources:

The Race Relations Act 1976, H.M.S.O.

The Education Reform Act 1988, H.M.S.O.

The Children Act 1989, H.M.S.O.

Teaching Union Guidelines on Education for

Racial Equality 1989, N.A.S./U.W.T.

Learning in Terror : A Survey of Racial Harassment in

Schools and Colleges 1988, C.R.E.

No problem here : A Practical Guide to Education and

`Race' in White Schools, Gaine C., 1988, Hutchinson

Towards Racial Equality in Education 1991

A trigger video for group discussion and in-service training

Equality Services, Lydford Road, Reading, RG1 5QH

The McPherson Report - Stephen Lawrence Enquiry

Taking Steps : A Multi-Agency Response to Racial Attacks,

Home Office 1996

Tackling Racial Attacks, Ed. Peter Francis and

Roger Matthews, C.S.P.O. 1993

EMIE Education Information Management Exchange

North Tyneside Council - Addressing Racial Equality Matters Guidelines for Schools

Annex 1

Timeline for Recording and

Monitoring Racist Incidents

Annex 2

Racist Incident Report Form (R.I. 1)

This form is to be returned to Personnel Services, Schools Services, Stephenson House, North Shields. Tyne & Wear NE30 1QA Courier Code D100.

Name of person completing report………………………………………… School:……………………………………………….

Date of report: ……………………….. Time of report: …………………… Incident Reference No: …………………………..

DETAILS OF PERSON REPORTING THE RACIST INCIDENT

Please include as many of the details below as the victim or person reporting the racist incident can provide. IMPORTANT: The consent of the victim or person reporting must be obtained before recording details.

ALL INFORMATION RECORDED WILL BE TREATED CONFIDENTIALLY

Is the person reporting the incident the victim? Yes * No *

If no, what is the relationship to the victim? ………………………………Signature of victims parent: …………………………………..

DESCRIPTION OF THE RACIST INCIDENT

Other (please specify) ………………………………………………………………………..

Where did the incident occur (please attempt to give an exact location)

Please give times and dates of incident:

Please describe the incident:

Has this type of incident happened before to the victim: Yes * No *

If yes, please describe

Has the victim of this incident been the subject of any other racist incident:

Yes * No *

If yes, please describe

Did they report it at the time: Yes * No *

Annex 2a

DETAILS OF THE PERPETRATOR(S) (R.I.1b)

ALL INFORMATION RECORDED WILL BE TREATED CONFIDENTIALLY

If more than one person is the subject of the complaint, please complete this section separately for each person.

DETAILS OF PERPETRATOR

Full Name (if known) ………………………………………………………………………………………..

School: ……………………………………………………………………….……………….

School Address (if known) ………………………………………………………………………………….

…………………………………………..Postcode …………………………

Contact Telephone No. (if known) …………………………….

Gender ………………… Age (if known) ……………………

Any known haunts (eg parks, shops, pubs, etc) ………………………………………………………..

……………………………………………………………………………………………………………………

Description (eg. Hair colour, height, build etc) ……………………………………………………………..

……………………………………………………………………………………………………………………

Language spoken/dialect/accent …………………………………………………………………………….

Place of work (if known) ……………………………………………………………………………………..

School (if known) ……………………………………………………………………………………..

How known to victim …………………………………………………………………………………….

Do you know if the perpetrator has been the subject of any other racist complaints:

Yes * No * Don't Know *

Do you think an extreme organisation is involved: Yes * No *

If so, why? ……………………………………………………………………….

If so, whom? ……………………………………………………………………….

Signature of Parent: ………………………………………….

Annex 2b

REFERRALS

DISCLOSURE OF INFORMATION TO OTHER AGENCIES (R.I.1c)

REFERRAL TO POLICE

Did you report incident to the Police: Yes * No *

Contact Police Officer (if known) ……………………………………………………….

Date of report ………………………………………………………………………...

Which Police Station did you report to …………………………………………………….

If no, do you consent to incident details being given to the Police: Yes * No *

Do you agree to all details being passed to the Police: Yes * No *

CONSENT FOR DISCLOSURE OF INFORMATION TO OTHER AGENCIES

Do you consent to having your child's details passed on to other agencies:

Yes * No *

If Yes please indicate in boxes below:

If not, do you agree to details of the incident being passed on in a way that does not identify you:

Yes * No *

VOLUNTARY ORGANISATIONS

Tyne & Wear Anti Facist Association * Victim Support *

Other (please specify)

…………………………………………………………………………………………………..

…………………………………………………………………………………………………..

LOCAL COMMUNITY ORGANISATIONS (please specify)

…………………………………………………………………………………………………..

…………………………………………………………………………………………………..

SIGNATURE OF PARENT: ………………………………………………………………..

Annex 3

Monitoring of Racist Incidents - Headteacher

Termly Report to Governors - Form R.I.2

School: ……………………………………………………………………………………

Please enter dates for each incident in the boxes below. If no incidents are recorded during the term, tick the “nil returns” box

*Racist Incident Sheets (Annex 2) on these cases should be copied to the School's Education Officer.