Equality and Diversity
Equality Statement
At Dronfield Junior School, we are committed to ensuring equality of opportunity for all pupils, staff, parents and carers irrespective of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, sexual orientation or socio-economic background, both as an employer and an education provider. We aim to develop a culture of inclusion and diversity in which the individuals of the school community feel proud of their identity and ability to participate fully in school life. We tackle discrimination through the positive promotion of equality, by challenging bullying and stereotypes and by creating an environment which champions respect for all. Our school is a safe, secure and stimulating place for everyone and we treat everyone fairly and with respect.
At Dronfield Junior School, we believe that diversity should be respected and celebrated by all those who learn, teach and visit us. We consult and involve people from different groups in our decisions.
Equality in Teaching and learning
We provide all our pupils with the opportunity to succeed and to reach their highest potential. We do this by:
- Ensuring equality of access for all pupils and preparing them for life in a diverse society. We understand that treating people equally does not always involve treating them all exactly the same.
- Using materials that reflect the diversity of the school, population and local community without stereotyping
- Promoting attitudes and values that challenge any discriminatory behaviour or prejudice
- Providing opportunities for pupils to appreciate their own culture and celebrate the diversity of other cultures
- Seeking to involve all parents in supporting their child’s education
- Utilising teaching approaches appropriate for the whole school population which are inclusive and reflective of our pupils.
- Utilising funding strategically to reduce barriers to learning. We recognise that for some pupils extra support is needed to help them to achieve and be successful.
Equality in Admissions and Exclusions
Our admissions arrangements are fair and transparent and do not discriminate on the grounds of disability, gender reassignment, marriage and civil partnership, race, religion or belief, sex, sexual orientation or socio-economic background
Equal Opportunities for Staff
All staff appointments and promotions are made on the basis of merit and ability and in compliance with the law.
Equality Duty
We welcome our general duty under the Equality Act 2010 to eliminate discrimination, to advance equality or opportunity and to foster good relations, and our specific duties to publish information every year about our school population; to explain how we have due regard for equality; and to publish equality objectives which show how we plan to tackle particular inequalities, and reduce or remove them. We have a series of policies which support this Equality Statement.
Our reasonable adjustments
The Equality Act 2010 guidance for Schools states that a person has a disability if:
“They have a physical or mental impairment which has a long term and substantial adverse effect on their ability to carry out normal day-to-day activities.”
Schools have a duty to make reasonable adjustments to avoid putting disabled pupils at a substantial disadvantage compared to their non-disabled peers. This applies to all provisions, criteria and practices, and indeed every aspect of a school’s daily operations. The table below outlines the ways in which Dronfield Junior School aims to meet the needs of all pupils, regardless of disability. Please note, the strategies outlined in the table are not exhaustive but reflect the reasonable adjustments provided based on the current SEND provision in school. This is reviewed and updated according to the current need of pupils at any given time.
|
Communication and Interaction |
|
|
Area of Need |
Reasonable Adjustments in place to support area of need |
|
Difficulties expressing themselves and being understood by others |
Whole school awareness and understanding of the children’s or young person’s communication and interaction needs. Pupils will access strategies and resources typically available in the ordinary classroom, with an emphasis on visual teaching aids to support learning and social activities Tasks may need to be differentiated by level, outcome, pitch, pace and grouping. Aspects of structured teaching might be helpful Staff are skilled in adjusting the pace and order of activities to maintain interest and attention. Provide an additional method of communicating eg, use of ICT, symbol communication eg, Makaton, Picture Exchange Communication System (PECS). Implement a language programme devised by a speech and language therapist (SALT) or via use of CYPIT toolkit. |
|
Difficulties comprehending words spoken to them |
Use a range of multi-sensory approaches to support spoken language and key vocabulary eg, symbols, visual timetables, role play, artefacts, concrete artefacts. Use a range of multi-sensory approaches to support spoken language and key vocabulary eg, symbols, visual timetables, role play, artefacts, concrete artefacts. Use Now (you are doing this) and Next (you are going to be doing that) boards to give pupils a clear understanding of their routine. |
|
Difficulties with language and communication |
Gain the pupil’s attention before speaking to them (use the pupil’s name or agreed cue), followed by a simple instruction eg, ‘Jack, stop’. Minimise use of abstract language (avoid sarcasm and figures of speech) and use literal language. Supplement spoken language with symbol communication eg, Picture Exchange Communication System (PECS). Staff awareness around body language - 70% of what we communicate is non-verbal. Be aware of what would be an appropriate tone of voice eg, calm, not too loud. |
|
Cognition and Learning |
|
|
Area of Need |
Reasonable Adjustments in place to support area of need |
|
Cognitive processing needs and Global Delay
|
Additional time during tests Use of aids such as laptops to word process Individual Education Plan to support learning Adaptive teaching within the classroom Additional Teaching Assistant support Access to services such as SSSEN, Education Psychologist support |
|
Dyslexia and Dyscalculia |
Additional time during tests Use of a scribe Use of aids such as laptops to word process Individual Education Plan to support learning Adaptive teaching within the classroom Additional Teaching Assistant support Access to services such as SSSEN, Education Psychologist support Interventions to support learning e.g. Lexia phonics and reading programme |
|
Visual perceptual/visual motor deficits |
Enlarged copies of texts/ workbooks/ materials Use of coloured overlays Exercise books and paper allocated in specific colour |
|
Social, emotional and mental health |
|
|
Area of Need |
Reasonable Adjustments in place to support area of need and additional information |
|
Attachment needs
|
ACES trained members of staff 1:1 sessions with ELSA support teacher Key adult allocated Attachment and Relationship Aware School (ARAS) accreditation ARAS informed strategies used in every classroom Trauma informed practitioners Nurture provision in school x3 afternoons per week |
|
Anxiety and self esteem |
1:1 sessions with ELSA support teacher Forest school programme during curriculum time and after school club My Happy Mind mental health and well-being scheme used across school Mindfulness club before and after school Designated quiet zones in the playground and classrooms Relaxation Realm area in the school grounds Strategies for self-regulation Key adult support for co-regulation strategies Positive behaviour policy |
|
Mental Health |
My Happy Mind mental health and wellbeing scheme used across school Mental Health policy OPAL play and a wide offer of active extra-curricular clubs Mindfulness activities provided at transition points ELSA support teacher Pastoral manager to work with families Active involvement with external services including CAMHS and Early Help services |
|
ASD
|
Social stories Trained staff members are Autism Advocate trained Autism awareness training for school staff Key adult allocated The school works closely with Autism Outreach service in Derbyshire Sensory boxes and safe spaces allocated in school to aid regulation |
|
Sensory and/or physical needs |
|
|
Area of Need |
Reasonable Adjustments in place to support area of need and additional information |
|
Textures and fabrics of clothing |
Pupils with sensory needs in this area are given permission, in agreement with parents, for modified uniform to accommodate sensory sensitivities. |
|
Noise levels |
Ear defenders are kept in every classroom to support those pupils who are sensitive to loud noises. Each Year group has a designated quiet area in the corridor for pupils to use. Each classroom has a separate work station and ‘calm corner’ |
|
Crowded areas and ‘pinch points’ |
Pupils with physical disabilities are given additional time to transition from break times and lunchtimes. Pupils with sensory needs are able to start and finish lessons at slightly different times to avoid crowded corridors. |
|
Lighting
|
Lighting in classrooms has been replaced with LED bulbs Teachers undertake sensory audits of their classrooms and make the necessary adjustments based on need, to include the use of dimmer lamps, black out tents/dens and ‘lights out’ times where appropriate. |
|
Seating and furniture
|
Those pupils with physical disabilities make use of supportive equipment such as specialist chairs provided by occupational health. Staff are trained in how to use these aids and work with OT’s. For those pupils with ADHD, specialised ‘wobble stools/ cushions are provided For those pupils with short stature or dwarfism, adjustments are made to seating, desks, peg levels, door handles etc. Where changes cannot be made, small steps are used to support. |
|
Toileting
|
Pupils needing support with toileting have use of a separate accessible toilet. An intimate care plan will be in place. Spare clothing / underwear is provided to pupils and kept in the staff room for ease of access |
|
Access to school trips / residentials |
No child with a disability will be excluded from a school trip / visit or residential. The school will always liaise with the SENDCO and the external provider to ensure that a pre-site visit is made and a specific risk assessment is completed. Reasonable adjustments will be made in order to allow the pupil to participate as fully as possible in a visit, trip or residential activity. |
Definitions
Discrimination is unfair treatment towards another or a group of individuals who share one or some of the protected characteristics.
Direct Discrimination occurs when someone is treated less favourably than others because of a protected characteristic.
Discrimination by Association occurs when someone is treated less favourably because someone they are associated with, such as a friend, family member or carer, has a protected characteristic.
Direct Discrimination by Perception occurs when someone is treated less favourably because someone believes they have a protected characteristic, regardless of whether their perception is correct or not.
Indirect discrimination can be more difficult to identify and sometimes is not intended. It can occur due to a lack of understanding of the law or a genuine error of judgement about an individual. For example, a policy that is applied to all individuals equally may inadvertently disadvantage individuals or groups who have a protected characteristic. It is therefore essential that all aspects of school life and policies are scrutinised carefully to avoid any unlawful provision, criterion, or practice.
Victimisation occurs when an individual has either raised a complaint or grievance that they have been discriminated against based on having a protected characteristic; or has supported someone who has raised a complaint or grievance.
Harassment is any form of unwanted behaviour intended to violate an individual’s dignity or create an environment which may be described as hostile, degrading, humiliating or offensive. The victim will be subject to this harassment based on a protected characteristic or the perception that they have a protected characteristic, or because they are associated with someone who has a protected characteristic.
Prejudice can be conscious or unconscious and involves stereotypes, prejudgments, and beliefs (which are usually negative) about an individual, or group of people, based on a protected characteristic.
Useful links
Equality Act 2010: guidance for schools
Convention on the Rights of the Child (Unicef)
Equality and Human Rights Commission
UN Convention on the Rights of Persons with Disabilities(CRPD)