William Ellis School values diversity and seeks to give everyone in the school an equal chance to learn, work and live, free from the action, or fear, of racism, discrimination, or prejudice. By our actions we will work together for a community that is just and fair for all people who work at or visit William Ellis School.

We commit ourselves, collectively and individually to:
• encourage respect for ALL individuals
• question stereotypes, whenever they are found
• promote positive images of all races, cultures, religions and ethnicity
• challenge any language or action that is prejudicial or causes others to fear prejudice, or incites others in prejudice
• ensure that all within the school community have equality of opportunity in the life and work of the school
• ensure that all pupils are entitled to the best possible education
• ensure that all members of the school are entitled to feel safe
• ensure that we have the highest expectation of all pupils
• work together to remove ignorance and misunderstanding, through the curriculum, and all other activities which are part of this statement of vision and intent.

We will actively oppose:
• verbal abuse whether directed at any individual or group – verbal abuse includes mimicry
• any use of terms which demean a person, their race, religion, culture or colour, whether or not the perpetrator intends offence
• physical attacks, bullying or harassment
• writing or graffiti designed to demean the race, religion, culture or colour of any individual or group
• the distribution of any racist literature.
The school will take action against individuals or groups who perpetrate any of the actions, whether in or out of school, where such action causes another member of the school community to feel fear or discrimination. The school has a fuller version of the Race Equality policy which is available for any staff member, pupil, parent or visitor to see. The Governors of the school are responsible for monitoring that the school follows the policy.

1. Introduction

National Context
Relations Act S71 (1) Amended 2000Race
The Race Relations Act 1976 places a statutory general duty on a school to promote race equality. It also places specific duties on a school in respect of this general duty.

The Act defines two kinds of racial discrimination:
• Direct discrimination - “treating one person less favourably than another on racial grounds”
• Indirect discrimination - this “occurs when a rule or condition which applies to everyone:
o can be met by a considerably smaller proportion of people from a particular racial group
o is to the disadvantage of that group; and
o cannot be justified on racial grounds
All three conditions must apply.

The Race Equality Policy should be a “written statement of responsibilities and commitments” and be “part of the planning arrangements the school
already makes”.

It should:
• be part of the school’s development plan;
• give details of how the school will put the policy into practice and assess how effective it is;
• clearly define roles and responsibilities, so that people know what is expected of them;
• explain clearly what the school will do if the policy is not followed.

2. The Race Equality Policy

Statement of Vision and Intent
William Ellis School values diversity and seeks to give everyone in the school an equal chance to learn, work and live, free from the action, or fear, of racism, discrimination, or prejudice. By our actions we will work together for a community that is just and fair for all people who work at or visit William Ellis School.

We recognise that there are factors that will work against the realization of this aim but we commit ourselves, collectively and individually to:
• encourage respect for ALL individuals
• question stereotypes, whenever they are found
• promote positive images of all races, cultures, religions and ethnicity
• challenge any language or action that is prejudicial or causes others to fear prejudice, or incites others in prejudice
• ensure that all within the school community have equality of opportunity in the life and work of the school
• ensure that all pupils are entitled to the best possible education
• ensure that all members of the school are entitled to feel safe
• ensure that we have the highest expectation of all pupils
• work together to remove ignorance and misunderstanding, through the curriculum, and all other activities which are part of this statement of vision and intent.

We will actively oppose:
• verbal abuse whether directed at any individual or group - verbal abuse
includes mimicry
• any use of terms which demean a person, their race, religion, culture
or colour, whether or not the perpetrator intends offence
• physical attacks, bullying or harassment
• writing or graffiti designed to demean the race, religion, culture or colour of any individual or group
• the distribution of any racist literature.
The school will take action against individuals or groups who perpetrate any of the actions, whether in or out of school, where such action causes another member of the school community to feel fear or discrimination.

3. Leadership and Management

Governing Body

Governors are responsible for:
• making sure the school complies with the Race Relations Act 1976
[amended 2000]
• making sure the race equality policy and its procedures are followed.
Governors will ensure this by:
• an annual review of the policy
• reports at all full Governing body meetings
• appointing a governor to monitor the policy
• monitoring reported racial incidents within the school, and their outcome
• monitoring breaches of the policy

The Head Teacher

The Head Teacher is responsible for:
• making sure the race equality policy is readily available and that the governors, staff, pupils and their parents know about it;
• making sure the race equality policy and its procedures are followed;
• producing regular information for staff and governors about the policy and how it is working, and providing sraining for them on the policy, as necessary;
• making Sure all staff know their responsibilities and receive training and support in carrying these out; and
• taking appropriate action in cases of racial harassment and racial discrimination

All Staff

All staff are responsible for:
• dealing with racial incidents, and being able to recognize and tackle racial bias and stereotyping;
• promoting equal opportunities and good race relations, and avoiding discrimination against anyone for reasons of race, colour, nationality, or ethnic or national origins; and
• keeping up to date with the law on discrimination, and taking up training and learning opportunities.
Staff with Specific Responsibilities
A nominated Deputy Head Teacher will be responsible for:
• co-ordinating work on racial equality; and
• dealing with reports of racist incidents;
• keeping up to date information on racist incidents; and
• preparing reports for the Head Teacher and governing body as required.

Heads of curriculum areas will:
• ensure that the teaching programme in their curriculum area takes account of the racial and ethnic diversity within the school;
• ensure that teaching and learning materials in their curriculum area are appropriate and do not perpetuate or encourage racial bias or stereotyping;
• ensure that teachers within their curriculum areas are aware of the Racial Equality Policy and its implications for their teaching.
Visitors and Contractors
• Visitors and contractors are responsible for knowing, and following, this race equality policy.
• The Head Teacher will be responsible for ensuring this policy is communicated to visitors and contractors.

4. Specific Duties
The following statements are to be used to assist in fulfilling the specific duties required under the Act:

i) Policy Planning and Development
• Build race equality impact questions into policy development and planning processes.
• Incorporate race equality targets into relevant strategic plans.
• Assess the impact of the policy through consultation, evaluation and auditing tools, e.g. Learning for All to identify race equality targets and action.

ii) Ethnic Monitoring
• Use data to monitor the attainment and progress of pupils by racial group and to set targets.
• Ensure that monitoring data by racial group, for example, on attainment and progress and exclusions, sanctions and rewards, is used to inform planning and decision-making.

iii) Reviewing and Assessing Policies
• Regularly review, monitor and assess all policies and strategies for their effectiveness and impact in eliminating racial discrimination, promoting racial equality and good race relations.
• Build racial equality questions into school self-review and evaluation frameworks.
• Use the results of reviews and assessments to inform all planning and decision making.

iv) Making available the results of monitoring and assessments
• Say what methods will be used to make available the results of impact assessments and monitoring.
• Show how information will be made available to different members of the school community.
• Ensure that information cannot be used to identify individuals.

5. Putting Policy into Practice
The school will monitor to ensure that there is no racism or discrimination within the following areas:
• Attainment, progress and assessment of pupils
• Behaviour, discipline and exclusions of pupils
• Admissions and attendance of pupils
• Curriculum
• Personal development and pastoral care of pupils
• Partnerships with parents and communities
• Teaching and learning
• School ethos
• Staff recruitment and professional development
Aspects concerning these issues are expanded in Appendix 1.

6. Dealing with Breaches of the Policy
All staff have a responsibility to challenge racial stereotypes and direct or indirect racism as defined in this policy. Racism may be verbal, or physical or a combination of both. Racism may be carried out by one person or many.
When a racist or discriminatory act happens
• The person concerned will be immediately spoken to.
• An event sheet will be completed with a full description of what took place. Special care must be taken to ensure an accurate note is made of the words or actions used, the names of the victim(s) and the perpetrator(s).
• The matter will be immediately passed to the Deputy Head Teacher in the relevant Key Stage.
• The Deputy Head Teacher will gather all relevant information about the incident.
• The victim will be given support.
• The victim’s parents/carers will be informed and the matter discussed
with them. Support will be given to parents if it is requested.
• Action will be taken against the person perpetrating the racist act according to the behaviour policy of the school.
• Support will be given to the perpetrator of the act to educate them about what they have done and why it is wrong.
• Victims of racist behaviour will be recorded and seen for support on a regular basis.
• The Head Teacher will report regularly to the governing body and the LEA on all incidents of racist behaviour.


Appendix 1
Putting policy into practice
These are some points and questions that the headteacher, staff and governors will want to address:
Attainment, progress and assessment
• How does the school ensure that it has equally high expectations of all pupils and is committed to encouraging and enabling all pupils to achieve the highest standards?
• How does the school recognize and value all forms of achievement?
• Are pupil attainment and progress data monitored by racial group and evaluated to identify trends and patterns of underachievement?
• What action is taken to remove disparities between pupils from different racial groups?
Behaviour, discipline and exclusions
• How does the school ensure that its procedures for disciplining pupils and managing behaviour are fair and equitable to pupils from all racial groups?
• Do all staff operate consistent systems of rewards and sanctions?
• How are exclusions monitored to establish patterns and trends?
• Do strategies for integrating long-term truants and excluded pupils address the needs of pupils from all racial groups?
Admissions and Attendance
• How does the school monitor pupil attendance by racial group?
• Curriculum
• How is the curriculum planned to incorporate the principles of racial equality and to promote positive attitudes towards diversity?
• How are pupils given the opportunity to explore concepts and issues relating to identity, racial equality and racism?
• How does the school monitor and evaluate its effectiveness in providing an appropriate curriculum for pupils from all racial groups?
• How does the school ensure that diversity involves a personal encounter with other cultures?
• How do extra-curricular activities and events cater for the interests and capabilities of all pupils and take account of parental concerns related to  religion and culture?
Personal development and pastoral care • How does the school ensure that pastoral support take account of religious and ethnic differences, and the experiences and needs of particular groups of pupils?
• How are all pupils encouraged to consider the full range of career and post-16 options?
• Are work experience opportunities monitored by racial group to ensure that there is no stereotyping in placements?
• What support is given to victims of racism and racial harassment, using the support of external agencies where appropriate?
• Needs and different learning styles?
• How are different cultural traditions valued in their own terms and made meaningful to pupils?
• Are pupils helped to make connections with their own lives?
• How do teachers challenge stereotypes and build pupil awareness so that they can detect bias and challenge racial discrimination?
Partnerships with parents and communities
• What action is taken to encourage the involvement and participation of all parents in the school?
• How does the school ensure that information and material for parents is accessible in user-friendly language and in languages and formats other than English as appropriate?
• How does the school ensure that premises and facilities are fully accessible to, and used by groups from all local ethnic minority communities?
Teaching and Learning
• How do staff create an environment where all pupils can contribute fully and feel valued?
• How does teaching take account of pupils' cultural backgrounds, linguistic needs, or other issues to do with the pupils' race or ethnic heritage?
Racism, racial harassment and school ethos
• How does the school publicly promote good personal and community relations and discrimination?
• How are incidents of racism and racial harassment recorded, investigated and reported to the LEA?
• What training is available for staff to ensure that they can deal firmly, consistently and effectively with racist incidents, racial harassment and bullying?
• How does the school ensure that pupils, parents and staff are aware of the procedures for dealing with racism and racial harassment?
• How does the school work with the LEA and other partners to tackle racism and racial harassment within the school and the local area?
Staff recruitment and professional development
• How are posts, including those for non-teaching staff advertised?
• Are all posts open to the widest pool of applicants?
• How does the school ensure that all those involved in recruitment and selection are effectively trained and made aware of what they should do to avoid unconscious racial discrimination?
• How does the school ensure that racial equality good practice exists throughout the selection and recruitment process?
• How are applications for employment, training and promotion, along with details of staff in post, monitored by racial group?


Appendix 2
Building Race Equality into other Policies and Procedures
As policies and procedures of the school are reviewed the following issues must be taken into account in accordance with this racial equality policy.
Regard should be given to monitoring for racial, ethnic or other bias or discrimination in all aspects of the School’s activities and functions.
i) Recognition of Achievement and Attainment
• Awards evening
• Assemblies
• Certificates
• Effort grades
• Reports
• Record of Achievement
• Cultural achievements
• Celebration of diversity
ii) Behaviour, discipline and exclusions
• Behaviour code
• Monitoring exclusions
• Mentoring
• Learning Support Centre
• Special needs – monitoring ethnicity etc.
iii) Personal development and pastoral care
• Form groups
• Tutor periods
• Assemblies
• PSHE
• RE
• Moral development
• Diversity – celebration in lessons
iv) Parents
• Support groups
• Involvement in school
• Information evenings
• Parents' evenings
• Translations/languages
v) Community
• Developing links
• Awareness of issues
• Involving the community
vi) Teaching and learning
• English teaching for parents/carers
• Teachers – monitoring ethnicity
• Context
• Method
• Seating plans
• Respecting diversity
• Professional development
vii) Admissions and Attendance
• Monitoring
• Admissions and LEA (other schools)
• Issues of attendance/truancy
• Home visits
• Language
• Cultural context
viii) Curriculum
• Monitoring – HoD/Line Manager/SMT
• Texts
• Learning cultures
• Monitoring progress
ix) Staff recruitment/professional development
• Induction
• Continuing professional development
• Monitoring for ethnicity of staff attendance
• Type of courses attended
• Type of support
• Management – ethnicity
x) Police
• Police in school – monitoring
• Police lessons
• Calling the police
• Crime in school
xi) Bullying
• Types/definitions
• Supporting victims
• Supporting perpetrators
• Monitoring ethnicity – victims, perpetrators
• Reporting incidents
• Using the curriculum
xii) Child Protection Issues
• Reporting
• Monitoring
• Involving other agencies
• Cultural issues
• Acceptance of a “norm” for reporting Child Protection Issues
• “Over-arching” values
Appendix 3.
Aspects of the policy which should be addressed by the governing body include:
1. Does the School help all its pupils to achieve as much as they can, and get the most from what is on offer, based on their individual needs?
2. Can any action taken be traced back to individual policy aims and related targets and strategies?
3. Is the action appropriate and effective? Are there any unexpected results? If so, how are they being handled?
4. Does each relevant policy include aims to
• promote race equality and harmony;
• prevent or challenge racial discrimination; and
• deal with differences (or possible differences) between racial groups?
5. Do the policy’s aims lead to effective action?
6. What changes does the school need to make to relevant policies, their aims and any related targets and strategies?
7. Which groups of pupils are not achieving as much as they can? Why not?
8. Is the school making sure that its policies, including its race equality policy are not having an adverse impact on pupils, parents or staff from some racial groups?
9. How does the school explain any differences? Are the explanations justified? Can they be justified on non-racial grounds, such as English language difficulties?
10. Does each relevant policy include aims to deal with differences in pupils' attainments (or possible differences) between racial groups? Do the policy’s aims lead to action to deal with any differences that have been identified (for example extra coaching for pupils or steps to prevent racist  bullying)?
11. What is the school doing to raise standards, and promote equality of opportunity for pupils who seem to be underachieving and who may need extra support?
12. What is the school doing to prepare pupils for living in a multi-ethnic society; promote race equality and harmony; and prevent or deal with racism?

Governors' Annual Review: Autumn Term