Equality

At Oasis Academy Ryelands we celebrate the diversity of our school community and the rich experience that it brings to our learning with, and about, each other; recognising and appreciating our similarities and differences.

Our Commitment to Equality

Equality and inclusion are at the heart of Oasis. We have a passion to include everyone and a deep desire to treat everyone equally. We accept others for who they are and respect differences.

Our aim is to provide an excellent education for all our students. Our way of doing this is to work hard to improve students’ attainment and the standards of teaching and learning continually. At the same time, we also aim to meet the needs of the whole person and the whole community because we understand that the whole of life is education and that everyone who is part of a student’s life affects that student’s understanding of life and, therefore, his or her education. In this sense, every person matters.

Our Commitment to the Equality Act 2010

The Equality Act 2010 gathers together various different pieces of equality legislation which have been developed over a number of recent years. It sets out some key equality provisions for the delivery of education and a requirement for public bodies to eliminate discrimination, advance equality of opportunity and foster good relationships between different groups. Against the background of the UK's increasingly diverse communities, Oasis recognises that this Act plays a major role in recognising the UK's historic commitment to tolerance.

The Equality Act 2010 is, therefore, an important and significant piece of legislation for Oasis because its key provisions underpin the aim of Oasis itself: an equal and inclusive society in which difference is understood and respected. This Academy is committed to meeting its obligations within the law and being a good expression of Oasis' own commitment to equality.

Oasis Community Learning is proud to partner with Stonewall, a leading LGBT rights organisation. Stonewall train and support Oasis teachers and staff to further develop how we operate as a fully inclusive organisation. You can read more about Stonewall’s work here https://www.stonewall.org.uk/.

Key Principals

The Equality Act 2010 applies to our academy to ensure that it meets the requirements of the Equalities act. Within the Act is the public sector equality duty (PSED). The PSED has two parts – General and Specific.

The Act refers to protected characteristics and we need to ensure that those adults and children with protected characteristics are not discriminated against and are given the equality of opportunity.

The nine protected characteristics are:

  • Age
  • Disability
  • Ethnicity and race
  • Gender
  • Gender identity and transgender
  • Marriage and civil partnerships
  • Pregnancy and maternity
  • Religion and belief
  • Sexual orientation

General Duty

The general duty requires all schools to consider how their policies and practices impact on pupils and staff and show how they are meeting the aims of the Equality Act by having ‘due regard’ to the need to:

  • Eliminate discrimination, harassment and victimisation
  • Advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it
  • Foster good relations between persons who share a relevant protected characteristic and persons who do not share it

The School must demonstrate due regard as part of their decision making, monitoring and impact of policy and how they deliver services, consideration must be given to equality and diversity implications.

 

Specific Duties

Our academy must demonstrate via our website the provision that we make in school in order to deliver the General Duty.

We must identify our vulnerable groups which include:

  • Looked After Children
  • FSM
  • Minority Ethnic children
  • Pupil premium children
  • Socially Disadvantaged/Economically Disadvantaged
  • Young Carers
  • Migrant workers/Asylum Seeker
  • Long term illness
  • Gay, Lesbian, Bisexual, transgender
  • Forces children

Our policies must avoid discrimination and we must demonstrate consideration of the protected characteristics when making decisions.

What do we have in place at Ryelands?

We aim to have a high standard of teaching, learning and curriculum provision that supports high standards of attainment, promotes shared values and builds pupils understanding of the diversity that surrounds them, recognising similarities and appreciating different cultures, religions or beliefs, ethnicities and socio economic backgrounds.

Achievement

We monitor the achievement of our children. We know the composition of each year group by ethnicity, gender, SEN and EAL (English as a Foreign Language). Through pupil progress meetings and assessments we analyse the outcomes of attainment and progress for these specific groups. Teaching meets the needs of these groups by responding to analysis of the data.

Education and PSHE

Curriculum:

Our curriculum promotes a shared understanding of religions and cultures. We start with the cultural heritage of school community.

Personal Social Health Education:

At Oasis Academy Ryelands we updated our PSHE policy and scheme of work in 2016 to ensure it reflected the protected characteristics outlined above.

We are introducing a new initiative in school called 'No Outsiders'. Children will learn about the Equality Act through themes and activities based on story books. We will delivered workshops to parents/carers in each year group to tell them about the initiative and to explore the books and themes. We will be launching the initiative with our children at the start of the Summer Term.

Schools have a statutory duty to promote diversity and support British Law/ British values. Our new 'No Outsiders' approach will further help school to promote diversity and celebrate difference.

No outsiders links strongly with our school ICARE values and we recognise children’s achievement and progress at our weekly celebration assembly.

Please click here to see the 'No Outsiders' book list for Reception to Year 6

Future Planning

In line with legislative requirements, we will review progress against our equalities plan annually, evaluating on a four-year cycle. 

The roles and responsibilities related to the plan are outlined below: 

OCL Professional governance, as a whole, is responsible for:

  • Making sure the academy complies with the relevant equality legislation
  • Monitoring progress towards the equality objectives and reporting through.

The Principal will:

  • Implement the academy’s stated equality objectives and ensure that access plans are written, and that they are readily available to academy councillors, staff, pupils and parents.
  • Ensure all staff know their responsibilities and receive training and support in carrying these out.
  • Take appropriate action in cases of harassment and discrimination, including prejudice related incidents.
  • Enable reasonable adjustments to be made in relation to disability regarding students, staff, parents/carers and visitors to the academy. 

All staff within the Academy will:

  • Advance equality in their work.
  • Foster good relationships between groups and tackle any prejudice related incidents.
  • Can recognise and tackle bias and stereotyping.
  • Take up training and learning opportunities.     

All Students in the Academy will

  • Follow the relevant policies and procedures.
  • Engage with the PHSE curriculum in relation to improving equality.
  • Report any incidents of bullying, harassment or prejudice related incidents (visitors and contractors are also responsible for following relevant Academy policies).         

Equality statements

The Academy’s Equality objectives outline how we are complying with the public sector equality duty, including details of how we are eliminating discrimination, improving equality of opportunity for people with protected characteristics, and involving those affected by inequality to inform our decisions on this issue. 

The Academy’s Accessibility Plan includes details on how we are working to increase our disabled pupils’ ability to participate in our curriculum, improve the physical environment of our academy so disabled pupils take better advantage of the services we provide, and improve the availability of accessible information to our disabled pupils.