Equal Opportunities Policy

Equal Opportunities Policy


 Kemball School values the individuality of all of our children. We are committed to giving all our children every opportunity to achieve the highest of standards. We do this by taking account of pupils' varied experiences, abilities and needs. We offer a broad and balanced curriculum, and have high expectations of all children. The achievements, attitudes and well-being of all our children matter.  This Equal Opportunities Policy extends to adults: staff, parents and carers. 

 This policy is in accordance with The Equality Act 2010, which replaced all previous legislation in relation to equal opportunities. In line with that legislation, it seeks to ensure that this school provides equal opportunity for all children and adults, giving due regard to groups with ‘protected characteristics’, in terms of gender, race, disability, sexual orientation, religion/belief, age, gender reassignment, pregnancy/maternity and marriage/civil partnership, in accordance with the Act. 

  Aims and objectives

  • We aim not to discriminate against anyone, be they staff, pupil or parent, on the grounds of gender, race, disability, sexual orientation, religion/belief, age, attainment or background.

  • We seek to ensure that all pupils have equal access to the full range of educational opportunities provided by the school.

  • We constantly strive to remove any forms of indirect discrimination that may form barriers to learning for some groups of pupils.

  • We aim to ensure that all recruitment, employment, promotion and training processes are fair to all, and provide opportunities for everyone.

  • We aim to challenge personal prejudice and stereotypical views whenever they occur.

  • We value each pupil's worth, celebrating the individuality and cultural diversity of our school community, and showing respect for all minority groups.

  Racial equality

At Kemball  School we will:

  • strive to eliminate all forms of racism and racial discrimination;

  • promote equality of opportunity, regardless of race, ethnicity or religion;

  • promote good relations between people of different racial and ethnic groups;

  • seek to educate pupils in a manner which promotes community cohesion in a multicultural society.

  We do not tolerate any forms of racism or racist behaviour. Should a racist incident occur, we will deal with it in accordance with school procedures.

  We endeavour to make our school and its environment welcoming to all minority groups. We promote an understanding of diverse cultures through the topics studied by the children and we reflect this in the displays of work shown around the school.

  Our curriculum reflects the attitudes, values and respect that we have for minority ethnic groups - for example, in the curriculum topic on religious festivals, the children learn the importance of Diwali to Hindus and Sikhs.

Disability non-discrimination

 Some children at Kemball School may have medical, sensory or physical disabilities, in addition to their special educational needs. We are committed to meeting the needs of these children and all reasonable steps are taken to ensure that these children are not disadvantaged compared with our pupils who do not have these additional needs.

 The school is committed to providing an environment that allows pupils and adults who have physical or sensory needs full access to the school premises and to all areas of learning. 

 Teachers modify teaching and learning as appropriate for children with additional physical/sensory needs. For example, they may modify teaching materials or offer alternative activities if children are unable to manipulate tools or equipment.

 Gender equality

We are committed to seeing all individuals and groups of pupils making the best progress possible in our school.  We have put in place a number of measures to raise the achievement of both boys and girls. These may include:

  • ensuring that the starting points for writing activities capture the interests and imagination of boys and girls alike;

  • removing gender bias from our resources

  • employing a variety of activities, and include a kinaesthetic element;

  • making sure that our school environment promotes positive role models, in relation to learning and achievement;

  • minimising stereotyping;

  • providing challenge, competition and short-term goals;

  • valuing and celebrating academic achievement in ways which will motivate both girls and boys.

 We realise that although gender is one of the key factors affecting educational performance, it affects different sub-groups of boys and girls in different ways. Social class, ethnic origin and local context are all strongly linked to the relative achievement of boys and girls. We also seek to ensure that policies designed to improve the attainment of one gender group does not do so at the expense of the other.

 The role of the class teacher

 Class teachers recognise the possibility of their own prejudices, but do their best to ensure that all pupils are treated fairly and with respect. We do not knowingly discriminate against any child. When selecting classroom material, teachers strive to provide resources which give positive images, and which challenge stereotypical images of minority groups, or of boys and girls. All staff ensure that the language they use does not reinforce stereotypes or prejudice.  We seek to implement this policy when designing schemes of work, both in our choice of topics to study, and in how we approach sensitive issues.  All our teachers and support staff challenge any incidents of prejudice or racism. We record any incidents  and draw them to the immediate attention of the Headteacher.

 The role of the Headteacher

 It is the Headteacher’s role to: 

  • ensure that the school's policy on Equal Opportunities is implemented effectively;

  • ensure that all staff are aware of the school policy on Equal Opportunities, and that teachers apply these guidelines fairly in all situations;

  • ensure that all appointments panels give due regard to this policy, so that no one is discriminated against;

  • promote the principle of equal opportunity when developing the curriculum for pupils, and in providing opportunities for professional development for staff;

  • promote respect for other people in all aspects of school life - in school assemblies, for example, respect for other people is a regular theme, as it is also in displays around the school;

  • manage all incidents of unfair treatment – and/or any racist incidents - with due seriousness, and in line with this policy.

  The role of governors

  In this policy statement, the governing body has set out its commitment to equal opportunities, and it will continue to do all it can to ensure that all members of the school community are treated both fairly and equally.  The governing body collects, analyses and evaluates a range of school data. We check that all pupils are making the best possible progress and that no group of pupils is underachieving. To do this we monitor:

  • Attainment

  • Attendance

  • Exclusions

  • rewards and sanctions

  • parents' and pupils' questionnaires.

 The governing body seeks to ensure that people from the ‘protected groups’ as defined by The Equality Act 2010  are not discriminated against when applying for jobs at our school. The governors welcome all applications to join the school, whatever background or minority group a child may come from. 

 The governing body ensures that no child is discriminated against whilst in our school on account of their gender, religion or race.

This policy will be reviewed  every three years or sooner if it is considered necessary.