аЯрЁБс>ўџ ;=ўџџџ:џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС7 №Пm%bjbjUU "67|7|j!џџџџџџlVVVj```` l4jЉ ЌЌЌЌЌ‹‹‹(******$Г гZNV‹‡‹‹‹NSЌЌлcSSS‹8ЌVЌ(S‹(S:SИ>VЌ   аЋњ8#Тjі `›Иа$y0Љи,-S-SjjйRace Equality Policy Definition of Racism: "Prejudiced beliefs and attitudes of individuals, both conscious and unconscious, the uneven distribution of collective power and influence, and discriminatory practices, procedures and customs." General Principles a. Given the nature of our multi-cultural society our school has a duty to prepare all of our students to play a fulfilling and dignified role within it, building upon the strengths of cultural diversity. b. Two essential aspects of the approach required to achieve this aim are Multi-Culturalism and Anti-Racism. c. These values which are an integral part of "good education" and should permeate the practices of the whole school with regard to both the formal and hidden curricula. Ethos a. Given that the ethos of the school is reflected in our physical environment, we should ensure that displays reflect the diversity of society. Any graffiti, including that of a racist nature, should be reported immediately to a member of the Senior Management Team and removed as soon as possible. b. Cultural sensitivity should be encouraged across staff and students with an awareness of ALL cultures and religions within our society. c. Assemblies must be sensitive to different religious groups and no child or adult should ever be asked to participate in an act of worship which requires them to compromise their own faith. d. A wide range of school activities should be offered and actively encouraged so that students are not excluded from participation on cultural grounds. e. When students and staff enter the school their names must be correctly established and recorded with due regard to ethnic origins. Correct pronunciation must also be established. f. The policy of the school with regard to Multi-Culturalism and Anti-Racism needs to be made explicit to new members of the School within the whole school ethos and aims. The school naturally expects positive support and cooperation by students, parents and staff for these values. Racial Abuse a. Action here should be guided by two major principles: i) to protect the victim of such attacks ii) to make a strong and immediate response in such a way as to make the school's position clear. Some form of constructive dialogue with those concerned will always take place. b. Attacks; intimidation; graffiti; introducing racist material; name calling; non-co-operation on the grounds of colour; other incidents. In every situation such behaviour will be challenged, followed up and made clear that it is not acceptable. Action involving parents may also be taken. Language/Dialect a. The school values the linguistic diversity of all its members, acknowledging that an individual's language and her/his sense of identity are interrelated. The range of dialect within the school should likewise be valued. Bilingualism is viewed as a strength and it is recognised that the use of mother tongue in the classroom can assist conceptual development. b. In order to nurture this regard for the varieties of languages we enjoy, the school promotes Languages teaching and an awareness of language as a phenomenon. All teachers, whatever their subject area, have a responsibility to ensure that the language in their classrooms is understood by, and is appropriate for their students. c. All staff should be aware that the some testing procedures do not always take account of minority languages and cultural difference – they may therefore provide an inaccurate diagnosis of students' abilities. Community Links a. The school is part of and serves the community around it. Information should be in all the languages of that community. b. We recognise that there are areas of specialist knowledge and expertise within the community on which we can draw. Curriculum (Pastoral and Academic) a. Staff need to be aware that their own attitudes and expectations play a crucial role in student performance and achievement. b. Multi-Cultural and Anti-Racist perspectives should infuse both the pastoral and academic curricula. c. The curriculum should provide cross-curricula opportunity for the study of Racism as a phenomenon. d. Departments and year teams should monitor their practices and procedures to ensure that they lead to genuine equality for all of our students. Resources a. The school recognises the need to provide resources which reflect accurately our multi-cultural society. b. Where resources are created in school, inaccurate, crude stereotyping should be avoided - this would include Racism through omission. Staff Appointments a. Cultural diversity amongst the whole staff should be viewed positively. Whilst the school is committed to the principle that the best person for a post should be appointed, it is important that the teaching and non-teaching staff should represent a range of cultural backgrounds at all levels and this will be a factor to consider. The Future Responsibility for the implementation of the school's Multi-Cultural/Anti-Racist policy must be shared by ALL staff if we are successfully to create a school environment in which all students can feel valued and are able to achieve their full potential. It is essential that this policy document is seen as a starting point rather than as an end in itself and that it is subject to review, modification and update in the light of our experiences. Gender Policy ETHOS a) The ethos of the school reflects the needs of all its students and staff. We recognise that both sexes are affected by sexism but it is girls and women who are currently disadvantaged. The physical environment is an important indicator of the school's ethos. Displays should take care not to reinforce gender stereotypes and should provide an opportunity to challenge sexist assumptions. b) The organisation and administration of the school does not reinforce differences through unnecessary divisions such as gender-based class lists. Staff will be sensitive in their methods of grouping students and avoid gender-based divisions unless they are particularly relevant to the students needs. c) Sex equality will be promoted through pastoral periods and assemblies and will take account of the achievements of men and women. d) A wide range of activities will be offered to students with care being taken, wherever possible, not to exclude students or staff from activities because of their gender. e) The school's gender policy will be made explicit to new members of the school and to parents of all students at the school. HARASSMENT Action here should be guided by two major principles: 1. To protect the victim of such attacks. 2. To make a strong and immediate response in such a way as to make the school's position clear i.e. that such behaviour is unacceptable and will not be tolerated. Precise action taken will depend upon the severity of the offence, but in any instance some form of constructive dialogue will take place. Definitions of harassment: Physical assault; verbal abuse; unwanted attention; sexist or patronising behaviour; offensive graffiti/pictures. CURRICULUM a) Staff need to be aware that their own attitudes and expectations play a crucial role in student performance and achievement. b) The pastoral and academic curricula will endeavour to avoid all discrimination and sex stereotyping and make equal entitlement a key focus. RESOURCES a) Visual materials will avoid sex stereotyping and should depict women and men equally involved in all roles of society. b) Sexist assumptions of popular culture and its images in books, magazines and on television will be discussed and challenged. LANGUAGE We need to be aware of the fundamental role which language plays in conveying values. It is important to try to ensure that the words we use do not betray unconscious bias. Be careful in using gender-specific pronouns. They can imply that certain activities are more appropriate for one sex than the other. The use of plurals can help to avoid this e.g. Secretaries often shield their bosses from awkward situations by screening phone calls. Rather than The secretary often shields her boss by screening his phone calls. If plurals are inappropriate, both single pronouns should be used- she/he or s/he. Be careful about using adjectives that suggest traditional gender-related characteristics. E.g. strong boys helpful girls The extreme versions of this are deeply offensive and should never be used e.g. bossy women giggly girls, nagging wives. 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