St Mary Magdalen's

St Mary Magdalen's Catholic Primary School

Equality Objectives

We are committed to providing a caring, friendly and safe environment for our children and school community so that they can live, learn and work in a safe, secure and happy atmosphere. 

  • Every person in our school community has been made in the image of God and is loved unconditionally by God. 
  • Everyone is equal and we treat each other with dignity and respect.
  • Each person in all their unique difference should be able to flourish in a loving and hospitable community.
  • Each person should be able to thrive, irrespective of physical appearance, gender, race, religion, ethnicity, socio-economic background, academic ability, disability, sexual orientation or gender identity.

We are committed to promoting an appreciation of all the principles and practices of equality - treating all members of our school community as individuals, according to their needs with an awareness of our diverse society and appreciating the value of difference. We actively seek to challenge all discrimination and we promote an anti-bullying stance.

Jesus taught us to treat everyone else as we would like to be treated. At St Mary Magdalen's Catholic Primary School, we value everyone and have agreed that this is how we will behave.

Guiding principles

Our approach to equality is based on the following principles:

Principle 1: All learners are of equal value

We see all learners and potential learners, and their parents and carers, as of equal value: 

  • whether or not they are disabled
  • whatever their ethnicity, culture, national origin or national status
  • whatever their gender and gender identity
  • whatever their religious or non-religious affiliation or faith background
  • whatever their sexual identity.

 

Principle 2: We recognise and respect difference

Treating people equally (Principle 1 above) does not necessarily involve treating them all the same. Our policies, procedures and activities must not discriminate, but must nevertheless take account of differences of life-experience, outlook and background, and in the kinds of barriers and disadvantages which people may face, in relation to:

  • disability, so that reasonable adjustments are made
  • ethnicity, so that different cultural backgrounds and experiences of prejudice are recognised
  • gender, so that the different needs and experiences of girls and boys, and women and men, are recognised
  • religion, belief or faith background
  • sexual identity.

 

Principle 3: We foster positive attitudes and relationships, and a shared sense of cohesion and belonging

We intend that our policies, procedures and activities should promote:

  • positive attitudes towards disabled people, good relations between disabled and nondisabled people, and an absence of harassment of disabled people
  • positive interaction, good relations and dialogue between groups and communities different from each other in terms of ethnicity, culture, religious affiliation, national origin or national status, and an absence of prejudice-related bullying and incidents
  • mutual respect and good relations between boys and girls, and women and men, and an absence of sexual and homophobic harassment.

 

Principle 4: We observe good equalities practice in staff recruitment, retention and development

We ensure that policies and procedures should benefit all employees and potential employees, for example in recruitment and promotion, and in continuing professional development:

  • whether or not they are disabled
  • whatever their ethnicity, culture, religious affiliation, national origin or national status
  • whatever their gender and sexual identity, and with full respect for legal rights relating to pregnancy and maternity.

 

Principle 5: We aim to reduce and remove inequalities and barriers that already exist

In addition to avoiding or minimising possible negative impacts of our policies, we take opportunities to maximise positive impacts by reducing and removing inequalities and barriers that may already exist between:

  • disabled and non-disabled people
  • people of different ethnic, cultural and religious backgrounds
  • girls and boys, women and men.

 

Principle 6: We consult and involve widely

We engage with a range of groups and individuals to ensure that those who are affected by a policy or activity are consulted and involved in the design of new policies, and in the review of existing ones.

 

Principle 7: Society as a whole should benefit

We intend that our policies and activities should benefit society as a whole, both locally and nationally, by fostering greater social cohesion.

 

Principle 8: We base our practices on sound evidence

We maintain and publish quantitative and qualitative information showing our compliance with the public sector equality duty (PSED), set out in clause 149 of the Equality Act 2010.

 

Principle 9: Objectives

We formulate and publish specific and measurable objectives, based on the evidence we have collected and published (principle 8) and the engagement in which we have been involved (principle 6). The objectives which we identify take into account national and local priorities and issues, as appropriate. We keep our equality objectives under review and report annually on progress towards achieving them.

 

Equality Objectives for 2020-2021

Over the course of 2019-20 and using monitoring information about the makeup of our school, we have identified whether there were any obvious gaps or potential issues for groups of pupils. As a result we have set ourselves the following equality objectives for 2020-21:

  • To ensure that vulnerable groups achieve in line with their peers.

  • To ensure that all children have access to enrichment opportunities.

Legal duties

We welcome our duties under the Equality Act 2010 to eliminate discrimination, advance equality of opportunity and foster good relations in relation to age (as appropriate), disability, ethnicity, gender (including issues of transgender and of maternity and pregnancy), religion and belief, and sexual identity.

We welcome our duty under the Education and Inspections Act 2006 to promote community cohesion. We recognise that these duties 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.