Riverside Community Special School
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At Riverside we fully accept and are committed to our:

Legal duties which are:

  1. Our duties under the Race Relations 1976 as amended by the Race Relations Amendment Act 2000; the Disability Discrimination Acts 1995 and 2005; and the Sex Discrimination Act 1975 as amended by the Equality Act 2010.
  2. We welcome our duty under the Education and Inspections Act 2006 to promote community cohesion.
  3. We recognise that these four sets of duties are essential for achieving the five outcomes of the Every Child Matters framework, and that they reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998.

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:

The curriculum

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:

Addressing prejudice and prejudice-related bullying

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-related incidents should be identified, assessed, recorded and dealt with.

We take seriously our obligation to report regularly to the local authority about the numbers, types and seriousness of prejudice-related incidents at our school and how they were dealt with.

Roles and responsibilities

Information and resources

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.

Religious observance

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 the policy

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.

Monitoring and evaluation

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