Part of the Glyn Academies Trust

Equalities Statement

Introduction

Glyn School is committed to ensuring equality of opportunity for every person in the school community regardless of sex (including gender reassignment) disability, age, sexual orientation, religion or belief and race. The school acknowledges the value of being a multicultural and multilingual school. Every attempt will be made to ensure that equal opportunities are reflected in all aspects of school life. Prejudice and discrimination in any form will be tackled and students, parents and staff must report any incident where they believe these are being exhibited. Students and parents must report any incident to the Form tutor or Head of House, and staff to their line manager or member of the senior management team, if appropriate.

Glyn School is committed to providing:

  • a place where all can learn, achieve, enjoy and succeed
  • an environment which stimulates and motivates students
  • an education that realises the full potential of every individual student
  • an atmosphere in which everyone flourishes, achieves and feels valued
  • a safe, caring and well-disciplined school.

Within a friendly, caring and stimulating community Glyn will endeavour to educate and prepare its students from diverse backgrounds, cultures, faiths and communities for citizenship in a multiracial and multicultural society.

The values of Glyn are grounded on integrity and respect for:

  • working hard and to the best of one's ability and aptitude
  • diversity of achievement in all areas of the school's life
  • learning
  • oneself and each other
  • the community and the environment

A full list of the school's aims can be found in the school prospectus and staff handbook, but those related to equal opportunities are given below:

  • to promote equal opportunities for all
  • to enable every student to develop his or her aesthetic, cultural, social and physical talents
  • to help students consider carefully key moral, religious and spiritual aspects of life
  • to help students become considerate and responsible citizens able to make well-informed choices about their future
  • to respect the variety and diversity of the backgrounds, cultures and faiths represented in the school community while at the same time valuing the common culture and heritage of which all are part

These aims form the core principles underpinning this equal opportunities policy. Equal opportunities is concerned with "enabling all individuals to develop their personal qualities and talents to the full, to learn to respond sensitively to ideas and beliefs that may not coincide with their own, and to respect views arrived at by reasoned thinking and argument. It requires that individuals accept the interdependence and common obligations of all human beings" (Ofsted).

It is widely accepted that students should be prepared for "adult life in multi-cultural, multi-lingual Europe, interdependent with the rest of the world".

The school serves a multi-cultural community with students from many of the major ethnic groups and has set itself the task of fostering tolerant, fair-minded attitudes and respect for others and to prepare individuals for citizenship as part of a British, European and world-wide community.

General Policy

  • The School condemns racism, sexism, homophobia, negative attitudes towards disability, and discrimination of any kind.
  • All students should be helped to develop self-esteem and should feel valued as individuals. New tutor groups are formed to reflect the diverse nature of the school population.
  • Students will be given many opportunities to discuss and understand racism, sexism, homophobia as well as other forms of prejudice. It is important that everyone understand the hurt and harm caused by discrimination and prejudice of any kind.
  • Students will be able to contribute to the development of equal opportunities and other school policies through the school parliament.
  • Dealing with discriminatory behaviour, abuse and intimidation is the responsibility of everyone - all students and staff can expect to be listened to and have their complaints investigated. If a student or a member of staff feels her or his complaint has not been properly dealt with s/he may take the matter to the head teacher or the chair of governors.
  • Students or staff who have suffered racist, sexist, homophobic or other forms of personal verbal or physical abuse or intimidation will be supported by the school, and anyone who has committed such offences will be dealt with appropriately.
  • Positive attitudes towards gender, cultural diversity and special needs of all kinds should be included in all curricular, student welfare and staff policy statements.
  • Students should be encouraged to be open-minded and to challenge prejudice.
  • The school's performance in equalising opportunities will be monitored, including areas such as the use of resources, examination entries and successes, and school leaver destinations.
  • Bullying and harassment of any kind will be dealt with swiftly and may lead to exclusion or dismissal where any allegation is proven with no extenuating circumstance.
  • The governing body will monitor and keep under review its recruitment, appointments, promotions, staff training and other staff policies to ensure there is no overt or covert discrimination. However, the right is reserved, for specific appointments, to recruit either a male or female member of staff to comply with existing legislation (e.g. the supervision of students changing for PE).

Ethnic and Cultural Issues

  • Students should be encouraged to contribute to their education and the education of others by bringing their cultural experience, values and perceptions to it.
  • Choices of teaching materials should, as far as possible, take account of students' previous experience and knowledge, and should recognise multi-cultural perspectives.
  • Attention should be given to the integration of students from different ethnic groups in the classroom and throughout the life of the school.

Gender

  • Both boys, and girls in the sixth form, should be encouraged to aim high and to utilise all the opportunities available to them in all areas of the curriculum and school life.
  • Careers education should make both girls and boys aware of the full range of opportunities available to them in a modern society.

Physical Disability

  • Every effort should be made to integrate students with disabilities into the normal life of the school and the classroom.
  • Classroom strategies should be adopted to help students with disabilities.
  • The school will continue to improve access for students with mobility disabilities.

Background

  • It is recognised that students come from a range of backgrounds and action will be taken to ensure that the school offers materially disadvantaged students opportunities and facilities to compete equally with their peers.
  • All parents should be made aware of financial help and concessions available in cases of hardship.

Intellectual Ability/Disability

  • Each student should be encouraged to fulfil his/her potential in all areas of the curriculum.
  • Each student should experience different teaching and learning styles in order to maximise achievement.
  • Policies, displays, notices, meals, uniform in the school will all reflect the entire student population in terms of ethnicity, language, race, gender, sexuality and disability. Positive images of students will be used to illustrate the commitment to inclusion and equal opportunities.

Race Equality

The school is committed to tackling racial discrimination in all its forms and is determined to promote race equality and good race relations across all areas of school activity. The policies of the school should reflect this commitment. Particular areas of importance include:

  • Progress, attainment and assessment
  • Behaviour, discipline and exclusions
  • Students' personal development and pastoral care
  • Teaching and learning strategies
  • Admissions and attendance
  • Curriculum provision
  • Religious faith
  • Staff recruitment and professional development
  • Partnerships with parents and communities

Concluding Statement

Glyn School aims to become a fully inclusive comprehensive school that meets the individual needs of all our students. This Inclusion and this Equal Opportunities Policy is the framework within which all our policies are developed. It makes explicit the values of the school and seeks to ensure that all stakeholders are committed to upholding these values. Everyone in the school is of equal value and should have equal opportunities in school and in life. The governing body, the Headteacher and the staff recognise their responsibility for making this happen. This means being both flexible and adaptable, and that the school may have to change in order to meet the needs of individual students or of its staff.