Stls_L2

Knowledge 3: The school policies for inclusion and equality of opportunity and the implication of these by how you work with pupils Aims • To strive to always provide opportunities and experiences to ensure that all of our pupils are included in all areas of school life. • To promote understanding of the principles and practices of equality and justice. • To equip pupils with an awareness of our diverse society and to appreciate the value of difference. • To regard every member of our Centre (learners, job applicants or staff) as of equal worth and importance, irrespective of his/her creed, culture, class, race, gender (including gender reassignment), disability, sexual orientation, religion and belief, marital/civil partnership status or age. • To acknowledge and respect other peoples’ beliefs and sensitivities and to foster an awareness of the needs of others. • • To ensure that pupils and staff recognise that discrimination on any basis is not acceptable. 0. To provide an environment in which all pupils and staff feel safe and able to express and question views. 1. To ensure the principles and practices of equal opportunities apply to all members of the Centre community: pupils; teaching and non-teaching staff; parents; governors and visitors. 2. To positively challenge any discriminatory practice as active members of the Centre community, giving regard to the individual’s ability to learn and to change. 3. Equal Opportunities practices should be evident in a) the formal curriculum (the programme of lessons); b) the informal curriculum (extra-curricular activities); and the 'hidden' curriculum (the ethos of the school, the quality of personal relationships etc). Principles • Every aspect of Centre activity has an equal opportunities dimension. This may be expressed explicitly in teaching materials and display, implicitly in classroom practice, or as part of the 'hidden curriculum' of social interaction amongst and between staff and pupils. • Pupils are seen as individuals and each pupil’s education and care is to be developed in direct relation to their needs and abilities. This eclectic approach is to be based upon sound knowledge and awareness of an appropriate range of teaching and learning styles, teaching interventions and behavioural strategies • The environment influences the developing attitudes of the pupils within it and can be a powerful vehicle for the promotion of understanding and practice of equal opportunities. • Equal opportunities is considered, promoted and delivered through all Centre activities and procedures. Equal opportunities ensures all pupils are able to access their curriculum and school life entitlement • We value the history, experience and contribution of our multi-cultural community and seek to express this in the curriculum and ethos of the Centre • We strive to counter negative, patronising and stereotyped views. • We accept that there are gender inequalities in our society, which impose limits, so we constantly examine our curriculum, procedures and materials for gender bias or inequality. • The school will ensure equal opportunities in relation to all matters of employee relations. • With regard to the teaching of RE we consider that the role of the teacher is that of educator and not that of evangelist. We do not seek to make pupils religious, but to teach them about religion. Roles and Responsibilities All staff are expected to: • Strive to raise the level of awareness amongst those working with pupils, and amongst pupils themselves about the rights of all individuals to have access to Equal Opportunities, irrespective of race; gender; religion; linguistic background; culture; ability; sexuality; size; age; disability or status. • Give Equal Opportunities a high priority in order that they are an implicit part of daily life at the Centre • Ensure that displays reflect a range of cultures and races. • Obtain resources which reflect the cultural and racial backgrounds of children to support positive self-imagery. Ensure that resources do not include any discriminatory or inappropriate content and ensure inclusion of positive role models from all groups (e.g. include non-sexist books which value the achievements of women as well as men).