The School’s Aims, Values and Commitment to Racial Equality

Race equality is central to the ethos and core values of Holly Lodge Girls’ College.  In order to establish and maintain this, the College is fully committed to:

  • ensuring that all pupils have equality of opportunity to achieve according to their full capabilities, regardless of their ethnic background;
  • valuing equally all members of the school community;
  • promoting positive attitudes towards life in a multicultural, multiethnic and multi-faith society and celebrating cultural diversity;
  • combating racial harassment and racial discrimination and challenging racism in all its forms;
  • equipping students with the knowledge, understanding, skills and attitudes to recognise and challenge examples of racism that they meet in their lives;
  • establishing a close partnership with parents and the local community, with sensitivity and openness to the experiences, aspirations and perspectives of those of ethnic minority background.

In fulfilment of this commitment, the School recognises the general duty of its Governing Body, under the Race Relations (Amendment) Act 2000:

  1. to eliminate unlawful racial discrimination; and
  2. to promote equality of opportunity and good relations between persons of different racial groups.

The school recognises that minority ethnic groups include gypsy travellers, refugees, asylum-seekers and other less visible minority groups.

In implementing this policy and monitoring its impact, the College will make use of the Commission for Racial Equality Publication, “Learning for All”.

The policy has been shared with all members of the school community, including parents. All new parents will be made aware of this policy and the school’s commitment to race equality. This commitment will also be referred to in the School Prospectus.

The College recognises the following:

  • the particular need for vigilance to ensure that ethnic minority pupils are neither victims of racism or experiencing a sense of isolation and/or marginalisation
  • the particular need to train all members of the school community to avoid negative and stereotypical assumptions about those from ethnic minority backgrounds
  • the importance of recognising the significance of and responding to, cultural, linguistic and “racial” differences in striving to ensure to achieve equality of opportunity for all.

Leadership, Management and Governance

The Governing Body is responsible for:

  • ensuring that the school complies with Race Relations legislation; and
  • ensuring that the policy and its related procedures and strategies are implemented.

The Headteacher is responsible for:

  • on a day to day basis, ensuring that the policy is implemented;
  • ensuring that all staff are aware of their responsibilities and are given appropriate training and support
  • taking appropriate action in any cases of racial discrimination.

All Staff are responsible for:

  • dealing with any racist incidents, and knowing how to identify and challenge racial bias and stereotyping;
  • promoting racial equality and good race relations and not discriminating on racial grounds.

Dealing with Racist Incidents

  • The school will fulfil its statutory obligation to keep a formal record of all racist incidents and to report on the nature and frequency of any racist incidents annually to the Local Authority, including reporting when no such incidents have been recorded during the year.
  • The school will take every possible step to support the victims of racial harassment.
  • All racist incidents will be regarded as a serious matter. Sanctions for pupils will be set out in the school’s Behaviour Policy .  Any example of racism perpetrated by a member of staff will be treated as a serious disciplinary matter and will be investigated by the appropriate committee of the Governing Body.
  • The school will take all possible steps to establish a climate in which all members of the school community have the confidence to report racist incidents.

Other Actions to ensure Race Equality

To promote the knowledge, understanding, skills, values and attitudes necessary for racial equality and the elimination of racism the school will:

  • use opportunities within the curriculum, extra-curricular activities and assemblies to promote positive attitudes towards cultural and ethnic diversity and differences;
  • provide opportunities within the curriculum, appropriate to students’ age and attainment, for pupils to understand and recognise racism and to challenge the myths and negative stereotypes that underpin racism and racist attitudes;
  • ensure that learning resources are not used which reproduce and reinforce negative stereotypes of people of ethnic minority background.
  • make use of the curriculum, extra-curricular activities and assemblies to positively affirm the cultural and religious identities of all pupils, including those from minority ethnic and faith communities;
  • regularly monitor the curriculum to ensure that these learning opportunities are in place.

To ensure that all students achieve their best, according to capabilities and regardless of ethnicity, the school will:

  • monitor the achievement of pupils of ethnic minority background to ensure that they are achieving according to their full capabilities, taking appropriate action where underachievement is identified;
  • ensure that assessment activities and tasks are not culturally biased so as to discriminate against any pupil or group of pupils;
  • ensure that teachers’ expectations and teaching styles and strategies provide equal opportunities for all pupils to achieve according to their full capabilities;
  • ensure that all pupils have equality of access to the curriculum, including those for whom English is an Additional Language;
  • maintain and develop a positive valuing of linguistic diversity, celebrating the achievements of students who are multi-lingual; the College will ensure that any student for whom English is an Additional Language, and who has not yet achieved a functional level of English, is appropriately supported to gain access to the curriculum rather than treated as having a learning difficulty;
  • monitor the impact of the school’s behaviour policy and system of rewards and sanctions on students according to ethnicity (where appropriate, according to the composition of the pupil population);
  • record and monitor all student exclusions by ethnicity;
  • listen to the views and experiences of ethnic minority students as part of the monitoring of this policy;
  • monitor student grouping, including setting arrangements to ensure that they do not disadvantage pupils of ethnic minority background;
  • ensure that religious and cultural differences are fully recognised in meeting the needs of all students.

February 2012