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Fawbert & Barnard's Primary School

Learning for Life

Equality & diversity

At Fawbert & Barnard’s, we aim to eliminate discrimination, advance equality of opportunity and foster good relations in relation to age (as appropriate), disability, ethnicity, gender, religion and sexual identity.  All parents and carers are expected to support these aims.

We have adopted nine principles to guide us:

  • All learners, potential learners and their parents and carers are of equal value
  • We recognise and respect difference
  • We foster positive attitudes and relationships, and a shared sense of cohesion and belonging
  • We observe good equalities practice in staff recruitment, retention and development
  • We aim to reduce and remove inequalities and barriers that already exist
  • We consult and involve widely
  • Society as a whole should benefit, both locally and nationally
  • We base our practices on sound evidence
  • We set objectives for improvement based on evidence and consultation

Ethos and organisation

We ensure the principles apply to the full range of our policies and practices, including those that are concerned with:

  • pupils' progress, attainment and achievement
  • pupils' personal development, welfare and well-being
  • teaching styles and strategies
  • admissions and attendance
  • staff recruitment, retention and professional development
  • care, guidance and support
  • behaviour, discipline and exclusions
  • working in partnership with parents, carers and guardians
  • working with the wider community

The curriculum

We keep each curriculum subject or area under review in order to ensure that teaching and learning reflect our principles.  Through our inclusive and collaborative learning environment and curriculum, we constantly seek to convey an impression of the richness and variety of the world’s communities, without reinforcing stereotypes.  This is achieved through: school assemblies; the range of resources used; classroom displays; visitors and organised visits; class stories; curriculum weeks; festival day celebrations; lessons in Personal, Social, Health & Citizenship Education (PSHCE) and Religious Education (RE).

Addressing prejudice and prejudice-related bullying

The school is opposed to all forms of prejudice which stand in the way of fulfilling its legal duties and the principles outlined above, such as:

  • prejudices around disability and special educational needs
  • prejudices around racism and xenophobia, including those that are directed towards religious groups and communities, for example anti-Semitism and Islamophobia, and those that are directed against travellers, migrants, refugees and people seeking asylum
  • prejudices reflecting sexism and homophobia.

At Fawbert & Barnard’s, we have clear procedures in place to ensure that prejudice-related discrimination and harassment are dealt with promptly, firmly and consistently.  These procedures include the appropriate member of staff recording the incident, a thorough investigation being undertaken, the Headteacher being informed, and the relevant paperwork completed.  They also involve contacting the parents and working in partnership with them to solve any issues or problems. We follow the Local Authority’s guidance for the recording and reporting of Racist Incidents.

Support for those involved in prejudice-related incidents

A sensitive system of support is available to victims of discrimination and harassment.  This can include:

  • Discussions between the class teacher/trusted school adult and the individual pupil
  • Small group supportive discussion sessions to explore issues raised and feelings with trusted pupils
  • Discussions between the school and parents working together to agree steps for action
  • One-to-one sessions with our learning mentor
  • Class sessions through the curriculum e.g. in a circle time session or class discussion time

Breaches of the policy

As a school, we take our Equality and Diversity policy seriously and will investigate and deal promptly with any alleged breaches of the policy by any member of the school community.

Through our inclusive and collaborative learning environment and curriculum, we constantly seek to convey an impression of the richness and variety of the world’s communities, without reinforcing stereotypes.