At Riverside we fully accept and are committed to our:
Legal duties which are:
The guiding principles that enable us to fulfil the legal duties are:
Principle 1: All learners are of equal value
We see all learners and potential learners as of equal value:
Principle 2: We recognise and respect diversity
Treating people equally does not necessarily involve treating them all the same. Our policies, procedures and activities do not discriminate, but are differentiated, as appropriate, to take account of differences of life experience, outlook and background, and in the kinds of barrier and disadvantage which people may face, in relation to:
Principle 3: We foster positive attitudes and relationships, and a shared sense of cohesion and belonging
Our policies, procedures and activities promote:
Principle 4: Staff recruitment, retention and development
The policies and procedures benefit all employees and potential employees, for example in recruitment and promotion, and in continuing professional development:
Principle 5: We aim to reduce and remove inequalities and barriers that may already exist
In addition to avoiding or minimising possible negative impacts, we take opportunities to maximise positive impacts by reducing and removing inequalities and barriers that may already exist between:
Principle 6: We consult widely
People affected by a policy or activity are consulted with and involved in the design of new policies, and in the review of existing ones. We involve:
Principle 7: Society as a whole should benefit
It is our intention that our policies and activities benefit our community and society as a whole, both locally and nationally, by fostering greater social cohesion, and greater participation in public life of:
We keep each curriculum subject or area under review in order to ensure that teaching and learning reflect the seven principles as set out above
Ethos and organisation
We ensure that the principles listed above apply also to the full range of our policies and practices, including those that are concerned with:
The school is opposed to all forms of prejudice which stand in the way of fulfilling the legal duties referred to in above:
There is guidance for the staff on how prejudice-
We take seriously our obligation to report regularly to the local authority about the numbers, types and seriousness of prejudice-
We ensure that the content of this policy is known to all staff and governors and, as appropriate, to all pupils and parents.
All staff and governors have access to a selection of resources which discuss and explain concepts of equality, diversity and community cohesion in appropriate detail.
We respect the religious beliefs and practice of all staff, pupils and parents, and comply with reasonable requests relating to religious observance and practice.
Staff development and training
We ensure that all staff, including support and administrative staff, receive appropriate training and opportunities for professional development, both as individuals and as groups or teams.
Breaches of this policy will be dealt with in the same ways that breaches of other school policies are dealt with, as determined by the headteacher and governing body.
We collect, study and use quantitative and qualitative data relating to the implementation of this policy, and make adjustments as appropriate.
In particular we collect, analyse and use data relation to achievement, broken down as appropriate according to disabilities and special educational needs; ethnicity, culture, language, religious affiliation, national origin and national status; gender and sexual orientation.
Relevant data about the composition of the school and about achievements / attainments of the children, disability, ethnicity and gender is available within the school’s databases – School Information Management System (SIMS) and Comparison and Analysis of Special Pupil Attainment (CASPA)
Equalities and Cohesion Policy