Equality Scheme

Single Equality Scheme

Three year period covered by this scheme:



This Single Equality Scheme for schools in North Yorkshire brings together action plans for Race, Gender and Disability Equality, and Community Cohesion, thus meeting the school’s statutory duties in these areas.

The scheme also highlights how our school has worked with and listened to the staff, pupils, parents and carers to inform development of action plans and the need and commitment required to ensure the scheme is a success. This is underpinned by a commitment to promoting positive relationships and understanding between all groups within our school community.

This document sets out how pupils with the following protected characteristics (previously known as equality strands) will be protected in our school from harassment and discrimination:- disability, gender, race, religion and belief, sexual orientation, gender reassignment, pregnancy and maternity.

This scheme extends however to cover all aspects of vulnerability, including those associated with socio-economic factors (e.g. pupils from low income families).

As well as delivering high quality services to our pupils, the school is also committed to being a good employer and as such this scheme outlines how we meet our varied duties in terms of recruitment and employment practices. We are also committed to be fully inclusive of all community users, including parents and carers. As such, this scheme therefore also sets out how we will work to overcome any discrimination related to the other protected characteristics:- Age, being married or in a civil partnership

This scheme is reviewed every three years and is reported on annually.

Signed J. Colledge Date May 2014


Signed Carl Lis Date May 2014

Chair of Governors


Aims of the single equality scheme

    To articulate the school’s commitment to equality which permeates all school policies and practices

 To ensure that everyone who belongs to, or comes into contact with, our school community is valued and respected

 To promote equality of opportunity and eliminate unlawful discrimination, harassment or victimisation

 To comply with statutory duties under equalities legislation in one document

Purpose of the Equality Scheme

This equality scheme is the school’s response to the specific and general duties in the current equality legislation, which has been brought together under the Equality Act 2010 (see appendix 1). It is an attempt to capture how the school is systematically establishing and implementing good practice in equality and diversity across all areas of school life. This includes a response to all aspects of social identity and diversity.

This Equality Scheme sets out how the school will:

 eliminate discrimination (see appendix 2);

 eliminate harassment or victimisation related to any aspect of social identity or diversity;

 promote equality of opportunity;

 promote positive attitudes to all aspects of social identity and diversity;

 encourage participation by disabled people and people representing different aspects of social identity in public life;

 take steps to take account of difference even where that involves treating some people more favourably than others;

 take proportionate action to address the disadvantage faced by particular groups of pupils.

Planning to eliminate discrimination and promote equality of opportunity

This scheme is underpinned by the core belief that all children and young people belong to their local community and share the same rights to membership of that community and a quality education. An action plan accompanies this Equality Scheme which identifies what we will be doing over the coming year to make our school more accessible to the whole community, irrespective of background or need. (see appendix 3)

It encompasses our duties to promote positive outcomes in relation to race, gender and disability, but also identifies actions to address other social identities. It encompasses our

anticipatory duties to plan ahead for the reasonable adjustments (reasonable and proportionate steps to overcome barriers that may impede some pupils) we need to make to be best placed to help disabled pupils who come to our school.

This action plan replaces the school’s Disability Accessibility Plan for the school (previously required under the planning duties in the Disability Discrimination Act) as it sets out how the school will increase access to education for disabled pupils, alongside other protected groups, in the three areas required:

- increasing the extent to which disabled pupils can participate in the school curriculum;

- improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services;

- improving the delivery to disabled pupils of information which is provided in writing for pupils who are not disabled.

The action plan is renewed annually and progress towards the equality objectives within it is reported on regularly to governors. Equality objectives have been identified through consultation with key stakeholders using the Inclusion Quality Mark audit tool.

This action plan is understood and implemented by all staff and is available on the school website. It is available in different formats and in different languages on request to the school office.

School Aims Statements

What kind of a school are we?

School Vision and Values

a caring place where everyone feels secure, valued and quality relationships are important.
a positive place for developing and celebrating high standards.
a successful place where individuals work hard to fulfil their own potential.
a place where fairness, equality, honesty, trust and a sense of belonging are at the heart of all we do.

The school’s vision and values statement reflects the school’s ambitions for all its pupils and have been developed with the whole community. It refers to the key requirements set out in the National Curriculum Inclusion Statement for developing an inclusive curriculum: setting suitable learning challenges; responding to pupils’ diverse learning needs; overcoming potential barriers to learning and assessment for individuals and groups of pupils.

The school statement also embraces the North Yorkshire Inclusion statement which emphasises that individuals and groups of learners who may be vulnerable to exclusion, marginalisation and underachievement are identified and receive targeted provision to ensure their presence, participation and achievement. The school is committed to achieving the Inclusion Quality Mark and to addressing any actions which are identified to improve our inclusive practice.

School Context

The nature of the school population and context to inform action planning for the equality scheme:

Factors of the geographical location of the school:-

Our village is on the edge of the North Yorkshire Dales National Park. Our intake is wide ranging with many parents working in small businesses, manual and farming occupations, and a minority working in professional sector. Housing is mostly private although some are council properties and there are 50 low cost houses with planning for more. Ingleton Primary School provides a positive and supportive environment to meet every child’s needs and school encourages high standards of behaviour and learning, by helping everyone to achieve in the classroom and beyond. Respect, courtesy, fairness, equality, honesty and a sense of belonging are at the heart of all we do. Our aim is that all children have equal opportunities to achieve their potential - academically, socially and personally. Parents responded very positively about our school on the last questionnaire (Dec. 2013). There are currently 130 f/t pupils on roll and 28 pupils in Nursery. 96.3 % of pupils define themselves as White British. 37.7 % of families define themselves as Christian. Pupils are from a range of backgrounds, but over the last 2 years, pupils in receipt of free school meals has risen from 4% to 12% (ROL) which is still below the national average. We care about every one of our pupils and some require additional support. 16% of pupils are known to come from split or single parent families and 29% of pupils are vulnerable for reasons which include temporary disability, emotional wellbeing, family support worker involvement. 15% pupils are on the SEN register, all at school action or school action plus, with one statemented pupil and we have 3 Looked After Children.

The training taken to position the school well for the equality and diversity agenda - see School Development Plan.

School provision

Examples of reasonable adjustments the school makes as a matter of course - see Self School  Evaluation.

- the ways in which information is currently provided for disabled pupils & parents/carers;

- steps that have been taken to create communication friendly/dyslexia friendly environments;

- how the school operates a differentiated behaviour policy;

- the steps the school has taken to create provision maps for different areas of need (e.g. dyslexia, behaviour, autism, English as an additional language…

- how the school records adaptations to provision in individual/personalised provision maps;

- how the school involves pupils in planning provision;

- how the school develops inclusion passports.

Outcomes for pupils

Outcomes for pupils are analysed against social identity issues, ie gender, ethnicity, disability, faith background, and aspects of vulnerability identified by the school. This is compared with the outcomes made for all pupils. This is recorded in the School Self evaluation Form (SEF).

These processes form part of the school’s equality impact assessment processes through the Inclusion Quality Mark, to determine the impact of our provision on improving outcomes for identified pupils. In line with statutory requirements all new policies as well as existing policies and functions are evaluated for the impact they have, in consultation with identified pupils and parents/carers - see school Self Evaluation form

Roles and Responsibilities in Implementing the Single Equality Scheme

The Head Teacher will:

     ensure that staff and parents are informed about the Single Equality Scheme;

 ensure that the scheme is implemented effectively;

 manage any day to day issues arising from the policy whether for pupils or for the school as an employer;

 ensure staff have access to training which helps to implement the scheme;

 liaise with external agencies regarding the policy so that the school’s actions are in line with the best advice available;

 monitor the scheme and report to the Governing Body at least annually, on the effectiveness of the policy;

 ensure that the SLT are kept up to date with any development affecting the policy/action plan arising from the scheme;

 provide appropriate support and monitoring for all pupils and specific and targeted pupils to whom the scheme has direct relevance, with assistance from relevant agencies.

The Governing Body will:

 ensure that the school complies with all relevant equalities legislation;

 recommend all governors receive up to date training in all the equalities duties;

 designate a governor with specific responsibility for the Single Equality Scheme;

 establish that the action plans arising from the scheme are part of the School Development Plan;

 support the Headteacher in implementing any actions necessary;

 inform and consult with parents about the scheme;

 evaluate and review the action every three years;

 evaluate the action plan yearly.

The Senior Leadership Team will:

have general responsibility for supporting other staff in implementing this scheme;

 provide a lead in the dissemination of information relating to the scheme;

 identify good quality resources and CPD opportunities to support the scheme;

 with the Headteacher, provide advice/support in dealing with any incidents/issues;

 assist in implementing reviews of this scheme as detailed in the School Development Plan.

The SENCO will:

    be responsible for maintaining and sharing with all the staff those vulnerable pupils and how their needs will be met;

 be responsible for ensuring the specific needs of staff members are addressed;

 be responsible for gathering and analysing the information on outcomes of vulnerable pupils and staff;

 be responsible for monitoring the response to reported incidents of a discriminatory nature.

Parents/Carers will:

    have access to the scheme;

 be encouraged to support the scheme;

 have the opportunity to attend any relevant meetings/awareness raising sessions related to the scheme;

 have the right to be informed of any incident related to this scheme which could directly affect their child.

School Staff will:

 accept that this is a whole school issue and support the Single Equality Scheme;

 be aware of the Single Equality Scheme and how it relates to them;

 make known any queries or training requirements

 know how to deal with incidents of concern, and how to identify and challenge bias and stereotyping;

 know procedures for reporting incidents of racism, harassment or other forms of discrimination;

 not discriminate on racial, disability or other grounds;

 keep themselves up to date with relevant legislation and attend training and information events organised by the school or LA;

 ensure that pupils from all groups are included in all activities and have full access to the curriculum;

 promote equality and diversity through teaching and through relations with pupils, staff, parents, and the wider community.

Pupils will:

     be made aware of any relevant part of the scheme, appropriate to age and ability;

 be expected to act in accordance with any relevant part of the scheme

 experience a curriculum and environment which is respectful of diversity and difference and prepares them well for life in a diverse society;

 understand the importance of reporting discriminatory bullying and racially motivated incidents;

 ensure the peer support programme within the school promotes understanding and supports pupils who are experiencing discrimination.

Visitors and contractors are responsible for complying with the school’s Equality Scheme – non-compliance will be dealt with by the Headteacher.

Involvement Processes

Policies are vital to identify and consolidate thinking regarding appropriate provision for pupils, however, they are often viewed as an end, when they should be seen as a process - always evolving in response to changes and evidence from impact assessments. When developing this Equality Scheme, the school is clear that this is a process which must be informed by:

   the involvement of all participants such as pupils, parents, school staff, governors and external agencies. This will ensure that the school gleans insights   into the barriers faced by people from different social identity backgrounds and learns the best ways to overcome such barriers. This Scheme will be informed, therefore, by:

 the views and aspirations of pupils themselves from different social identity backgrounds;

 the views and aspirations of parents of pupils from different social identity backgrounds;

 the views and aspirations of staff from different social identity backgrounds;

 the views and aspirations of members of the community and other agencies, including voluntary organisations, representing different social identity backgrounds;

 the priorities in the North Yorkshire Children and Young People’s Plan.

Mechanisms for involvement

At this school the following mechanisms will ensure the views of pupils inform the Equality Scheme and action plan:


 Exit interviews with pupils;

 Kids' Committee

 E-forums;

 Individual interviews with pupils involved in incidents of a discriminatory nature;

 Individual interviews with pupils experiencing reasonable adjustments;

 Yearly open meetings representing a particular theme shared with the community and cluster of schools


At this school the following mechanisms will ensure the views of

staff inform the Equality Scheme and action plan:

 Exit interviews with staff;

 Regular meetings with union representatives;

 E-forums;

 Regular staff meetings with specific agenda items;

 Individual discussions with staff as a part of performance management.

At this school the following mechanisms will ensure the views of parents and the community inform the Equality Scheme and action plan:

Text to be inserted into communication with parents: "your support for your child’s education is crucial to their progress. Please tell us if there is any adjustments we need to make to help you support your child, for example: letters in large font; letters in different languages; wheelchair access; explaining things over the phone; a discussion with a school colleague of the same gender."

 Feedback through the Governing Body meetings;

 Feedback through the PTA meetings;

 Feedback from adults using the school beyond the school day;

 Open meetings with parents and local groups representing a particular theme.


The school’s action plan will focus on developing the involvement of pupils, staff and parents from different social identity backgrounds over the three years of this Scheme. We will consider varying the times, methods and the venues for this involvement to ensure the best possible attendance and ensure views can be heard. This way the school will learn what works and the involvement of pupils, staff and parents will improve and deepen over time.

Action Planning

This scheme is supported by an action plan, the progress of which is monitored and evaluated by the Governing Body.

The action plan that identifies the equality objectives for the school arising from this scheme and the impact assessment through the Inclusion Quality Mark has:

 clear allocation of responsibility;

 clear allocation of resources, human and financial;

 clear timescales;

 expected outcomes and performance criteria;

 specified dates for review;

The effectiveness of this Scheme will be evaluated and reflected in:

 the School Self-evaluation Form;

 the level achieved in the Inclusion Quality Mark;

 discussions with the Education Development Advisor.


This Equality Scheme will be published and available to anyone requesting a copy. Copies will be displayed in the school reception area and it will be referenced in school newsletters and in the school’s prospectus.


This Scheme will be reported on annually. Progress against the action plan will be evaluated and the impact of the action and activities assessed. This report will be made available as a separate document and in the school profile and school prospectus