Canterbury Way | Woodlands Park | Newcastle upon Tyne | NE13 6JJ

Equality Policy

Whole School Equalities Policy

This policy subsumes and replaces all previous policies pertaining to equality: e.g. Racial Equality, Disability & Race Equality Schemes. It applies equally, where applicable, to adults1 and children in school

Legal framework

1. Hazlewood Primary School recognises its duties under the Equality Act 2010 to eliminate discrimination, advance equality of opportunity and foster good relations in relation to the nine characteristics protected in law:

  1. Age
  2. Sex
  3. Race
  4. Marriage and Civil Partnerships
  5. Pregnancy and Maternity
  6. Gender reassignment
  7. Disability
  8. Sexual Orientation
  9. Religion or belief.

In addition we include economic disadvantage within this policy, recognising that this has one of the most significant impacts on the achievement of children and young people.

2. We welcome our duty under the Education and Inspections Act 2006 to promote community cohesion.

3. 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.

Guiding principles

4. In fulfilling the legal obligations cited above, we are guided by nine 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
  • whatever their economic or social background.

We therefore act to ensure that each and every member of the school community:

  • experiences equality of opportunity
  • feels a full and respected member of the school community
  • has high expectations of themselves, their peers, staff, and others with regard to fair treatment
  • develops an understanding of race, ethnicity and multiculturalism alongside an appreciation of their importance in Britain today
  • develops an understanding and appreciation of disability and the contribution of disabled people in the community and UK
  • develops an awareness of conscious and unwitting racism alongside the skills and confidence to challenge instances of racist behaviour, language and attitudes
  • develops an awareness that disability can be both seen or unseen and that people with learning and other disabilities (eg autism, Aspergers syndrome) have the same rights to reasonable and appropriate adjustments as those with more obvious needs.
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