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Equality, Diversity and Cohesion Policy

Our Vision

  • To create a fair and just college community, that promotes social inclusion, community cohesion and equality, that respects diversity and which challenges and acts upon discrimination and inequality including bullying.
  • To prepare students for a life in a culturally diverse society
  • To create a school in which every person, irrespective of their race, colour, ethnic national origin or citizenship, feel valued and welcomed.


All Saints Catholic College  provides education for all, acknowledging that the society within which we live is enriched by diversity. We strive to ensure that the culture and Catholic  ethos of the college  reflects the diversity of ALL members of the school community, where everyone is equally valued and treats one another with respect and fairness. Students are provided with the opportunity to experience, understand and celebrate diversity. 

All Saints Catholic College will not tolerate harassment of any kind.
We are committed to combating all  forms of discrimination. 

All Saints Catholic College recognises that monitoring and evaluation of equality is essential to ensure students are not being disadvantaged, and that monitoring leads to action planning. 

All Saints Catholic College intends that its workforce reflects diversity at all levels of the organisation. We aim to be an inclusive employer that positively values the contribution of all employees. Through both our employment policies and strategies, we aim to achieve equality for all sections of the workforce and the community we serve. 


All Saints Catholic College will work towards eliminating all discrimination, on the grounds of race, gender, gender reassignment, disability, sexuality (including sexual orientation), age, religion and belief. We believe that all pupils, employees and other service users should be treated with dignity and respect at all times and we will not tolerate bullying, harassment or victimisation of any groups or individuals. 

All Saints Catholic College will be an equality champion in:

  • Promoting equality, for example by assessing the impact of our policies on different groups
  • Challenging and eradicating discrimination, for example , by acting quickly to deal with all bullying, including that which is aimed at groups as well as individuals, such as racist bullying
  • Giving a high profile to rights and responsibilities by promoting human rights, justice and fairness throughout the curriculum and wider college community
  • Developing, implementing, monitoring and reporting equality work throughout the college community as part of our college  improvement, and college  self evaluation processes
  • Working in partnership and consulting with pupils, parents, staff, stakeholders and the wider community to develop good practice and lead the equality agenda within our community
  • Reviewing and auditing all our equality, diversity and cohesion activities

Our principles

  • To promote equality, diversity and cohesion within the local community.
  • To promote a climate of understanding, tolerance and harmony.
  • To celebrate cultural diversity.
  • To promote an inclusive curriculum, ethos and learning environmen
  • Challenge discrimination on the grounds of gender, race, age, disability, sexuality (including sexual orientation), religion or belief.
  • Our vision for equality and diversity goes beyond establishing processes to achieve change. We will monitor progress made towards meeting objectives to:
    • take adequate steps to prevent discrimination
    • take decisive action when discrimination occurs
    • take steps to promote equality, diversity and cohesion
  • All our staff will consistently challenge all put-downs, harassment, name-calling, bullying, threatening or hurtful behaviour (physical and psychological) that violates a group or individual and leads to marginalisation, exclusion, and feelings of powerlessness and worthlessness because of: colour, culture, ethnicity, faith, religion, belief, national origin, national status, disability or impairment, perception of sexuality including sexual orientation, gender, marital status, socio-economic background, age, responsibility for dependants and trade union membership
  • We accept the findings of the Stephen Lawrence Inquiry Report, with particular respect to the Macpherson definition of 'institutional racism', which is: 
    'The collective failure of an organisation to provide an appropriate and professional service to people because of their colour, culture, or ethnic origin. It can be seen or detected in processes, attitudes and behaviour which amount to discrimination through unwitting prejudice, ignorance, thoughtlessness, and racist stereotyping which disadvantage minority ethnic people'
  • We acknowledge The Stephen Lawrence Enquiry definition of a racist incident is "any incident which is perceived to be racist by the victim or any other person".
  • We also recognise that all students  may experience harassment and bullying and in tackling these issues in college, we use the same definition that such an incident is perceived to be harassment or bullying by the victim or another person, until proven otherwise.
  • We will strive to be a 'listening school'. We listen to all our school community members including students, parents, staff, visitors, wider community members, stakeholders and partners. We take seriously all experiences of bullying and hurtful behaviour resulting from bullying such as racism. We invite all our students in particular to talk to us about bullying, where it happens, who is doing it, and what it involves.
  • We are committed to being a learning organisation which recognises the contribution of all students, staff, parents and other partners and which is supportive, fair, just and free from discrimination
  • We will continue to develop preventative measures to deal with discrimination including promoting human rights and equality through the Citizenship Curriculum and in particular focusing on the 'rights of the child’, the 'right to education' and the right to be safe.
  • Involvement and engagement with students, staff, governors, parents and with the wider community will form part of our equality, diversity and cohesion strategy with clear objectives and timescales.
  • Partnerships with parents, governors and the wider community are essential to promote equality, diversity and community cohesion.
  • Monitor staff in post, all applicants, short listed candidates and candidates appointed
  • Recognise that staff have rights as employees to work in a supportive, safe and harassment free environment and that staff have individual and collective responsibility to value and respect each other's contributions.
  • Promote an environment where standards of conduct are of the highest level and to ensure that no one is harassed, bullied or victimised.
  • Develop other objectives within the College Development Plan to ensure that equality and diversity are central to our everyday work 
  • Ensure that in planning, delivering and monitoring strategies and policies, equality and diversity issues are considered at the outset of that work and that we will consult with students, parents, staff, partners where appropriate and the wider community.

 

Teaching, learning and curriculum

An effective school will have a high standard of teaching and curriculum provision that supports high standards of attainment, promotes common values and builds students’ understanding of the diversity that surrounds them, recognising similarities and appreciating different cultures, faiths, ethnicities and socio-economic backgrounds.

Opportunities for discussing issues of identity and diversity will be integrated across the curriculum. At All Saints Catholic College we seek to ensure:

 

  • A curriculum that promote common values and help pupils to value differences and to challenge prejudice and stereotyping, e.g., through the RE and PSCHE  curriculum
  • A programme of curriculum based activities whereby students’ understanding of community and diversity is enriched through visits and meetings with members of different communities. Through the thematic approach children learn about a variety of different cultures and faiths, where possible drawing on appropriate cultures represented in our college.
  • Support for pupils for who English is an additional language (EAL) to enable them to achieve at the highest possible level in English. Including tracking and monitoring of their progress toward an appropriate yet aspirational  target. 
  • At All Saints Catholic College  the students have an effective voice and involvement in the organisation of the school, through activities including the college  council, year councils, peer mentors, chaplaincy group and reading buddies  in a way that teaches them to participate in and make a difference in school, in their local community and beyond

 

 

Equity and excellence

At All  Saints Catholic College  we continue to focus on securing high standards of attainment for all pupils from all ethnic backgrounds and of different socio-economic statuses, ensuring that students are treated with respect and supported to achieve their full potential.

The school tracking systems enables us to evaluate progress of different groups and to tackle underperformance by any particular group. This tracking of groups is part of our regular monitoring of progress throughout the college.

We monitor incidents of prejudice, bullying and harassment ensuring that students from particular groups are not more likely to be excluded or disciplined than others.


A Bodurka July 2012, Date of review: July 2014