At Co-op Academy Woodlands, we aim to ensure that every pupil and teacher is given an equal opportunity to achieve their full potential. In addition, each individual is entitled to learn, teach or work in a supportive environment and to benefit from the diversity of our school community. We offer a broad and balanced curriculum, and consider our pupils' varied experiences, abilities and needs. The achievements, attitudes and well-being of all members of our school community matters. This Equal Opportunities Policy extends to adults: staff, parents and carers.

Legislation and guidance

This document meets the requirements under the following legislation:

The Equality Act 2010, which introduced the public sector equality duty and protects people from discrimination

The Equality Act 2010 (Specific Duties) Regulations 2011, which require schools to publish information to demonstrate how they are complying with the public sector equality duty and to publish equality objectives

This document is also based on Department for Education (DfE) guidance: The Equality Act 2010 and schools.

This document also complies with our funding agreement and articles of association.

The School Ethos

At Woodlands, we recognise that the overall ethos and climate of the school contributes to what our children learn from us in school; that children pick up on the values and expectations we promote. It could be said that children learn as much from the subtle ‘little things’ that go on, all the hidden messages that are so powerful (the hidden curriculum) – as in their formal lessons.

We understand that what the child brings from home is important. We will endeavour to create and maintain a school ethos which is welcoming, reflective of the diverse multicultural society around us, fosters a sense of well-being, confidence and security; that affirms individual identity and demonstrates respect for each other (see our Positive behaviour policy); that ensures time and space for each individual; that challenges and expands horizons and encourages confidence, independence, cooperation and participation.

In order to achieve this, we will:

Always challenge in an open and frank manner, behaviour and language which threaten the promotion of equal opportunities and take time to discuss with children the negative and damaging effect it has.
Take the opportunity to use display space and assembly time to promote issues of equality, and self-esteem.
Implement praise, reward, criticism and punishment with due consideration for equality. Equal opportunity demands a right to an equal response and outcome to a situation whether the child is a boy or a girl.
Encourage a climate of openness where children feel safe and confident to raise issues of concern to them, bullying, racism, online-safety, taunting etc., and where the school can place a positive influence on discussion and events.
Be sensitive to the needs of all individuals; recognising each in his or her own right, and without placing labels on individuals or groups of children. This includes a commitment ensure that individual or group needs are met.
Be aware of the power of language, including body language, as a tool which can promote equality or perpetuate inequality.
Children, too, need to be made aware of their language use and its implications. In addition, they also need to be made aware of their part in promoting positive relationships and the ethos of the school.
Encourage high aspirations and a skill set for a global citizenship by offering a range of opportunities and experiences to broaden and raise personal expectations as much as possible.

At Woodlands, our aims are designed to ensure that the school meets the needs of all of its community, taking account of the nine protected characteristics; race, disability, sex, age, religion or belief, sexual orientation, pregnancy, maternity/paternity and gender reassignment. It is important that in this school we meet the diverse needs of pupils to ensure inclusion for all and that all pupils are prepared for full participation in a multi-ethnic society.

Roles and responsibilities

Governors will:

Ensure that the equality information and objectives as set out in this statement are published and communicated throughout the school, including to staff, pupils and parents, and that they are reviewed and updated at least once every four years

Delegate responsibility for monitoring the achievement of the objectives to the headteacher

Ensure they’re familiar with all relevant legislation and the contents of this document

The headteacher will:

Promote knowledge and understanding of the equality objectives amongst staff and pupils

Monitor success in achieving the objectives and report back to governors

Promote knowledge and understanding of the equality objectives amongst staff and pupils

Identify any staff training needs, and deliver training as necessary

All school staff are expected to have regard to this document and to work to achieve the objectives as set later in this policy.

Staff will:

Ensure equal access to extracurricular activities, resources, equipment and toys
Take steps to build the skills and confidence of children in areas where they may traditionally be lacking in confidence, e.g. dance or sewing for boys, football or construction for girls
Ensure equal opportunities for talking and listening in whole class discussion, group work and paired work
Aim to divide teacher time equitably between girls and boys
Create an environment in which cooperation is central and in which children will work in a range of grouping contexts (single or mixed sex, mixed ability, random or compatible) comfortably and with purpose
To teach children the skills to resolve conflicts and become assertive.

All staff share a responsibility for monitoring the effectiveness of our equal opportunities policy and reporting concerns to senior staff.

Children will:

Be respectful and tolerant of all members of the school community

Understand that they are global citizens and be open to learn from and about different cultures, races, ethnicity, backgrounds, ability and religion or beliefs

Be able to resolve conflict in a respectful and understanding manner

Be able to challenge inequality (race, disability, sex, age, religion or belief, sexual orientation, pregnancy, maternity/paternity and gender reassignment) in a respectful manner

Work co-operatively with all members of the community Parents will:
Be respectful and tolerant of all members of the school community

Be aware of and adhere to the school’s Equal Opportunity Policy and its ethos

The Curriculum

Continue to review the taught curriculum and actively seek opportunities to address the issues of equal opportunities

Ensure that multicultural issues are not presented in a tokenistic way

To be aware of, and challenge, bias and stereotypical viewpoints within our teaching and language.
To draw on examples from many cultural traditions and recognise Britain as having a diverse cultural background

To help children explore the idea of ‘stereotyping’ in order that they can make more informed choices in relation to their identity (i.e., gender, ethnic or cultural background, disability)

To be aware of the balance of male/female roles, disabled/able-bodied and roles from a variety of cultural backgrounds when choosing historical figures or the work of artists, composers, authors, etc. as a focus for a curriculum area.

Staffing: recruitment and professional development

The Academy adheres to recruitment and selection procedures that are fair, equal and in line with statutory duties and Trust guidelines.
All those involved in recruitment and selection are trained and aware of what they should do to avoid discrimination and ensure equality good practice through the recruitment and selection process.
Equalities policies and practices are covered in all staff inductions
Employment policy and procedures are reviewed regularly to check conformity with legislation and impact

Admissions & attendance

The admissions process is monitored to ensure that it is administered fairly and consistently to all pupils, so that pupils from particular groups are not disadvantaged.

Co-op Academy Woodlands uses Leeds School Admissions for the above process.

Provision would be made for leave of absences for religious observance that includes staff as well as pupils.

New staff receive training on the Equality Act as part of their induction, and all staff receive refresher training every [September/insert other]. (You may wish to include information about the type of Equality Act training and refresher training offered to staff)

The school has a designated member of staff for monitoring equality issues, and an equality link governor. They regularly liaise regarding any issues and make senior leaders and governors aware of these as appropriate.

Equality considerations in decision-making

The academy ensures it has due regard to equality considerations whenever significant decisions are made.

The academy considers the impact of significant decisions on particular groups. For example, when a school trip or activity is being planned, the school considers whether the trip:

Cuts across any religious holidays
Is accessible to pupils with disabilities
Has equivalent facilities for boys and girls

Equality objectives

To continue to improve outcomes for key groups including Disadvantaged and SEND

To continue to improve provision for pupils for whom English is an additional language, particularly new arrivals at the early stage of English acquisition

To ensure pupils have a consistently high levels of attendance with a particular focus on our Disadvantaged, SEND and EAL learners

Promote understanding and respect for differences.

Monitoring arrangements

Governors and the headteacher will update the equality information we publish at least every year.

This document will be reviewed by governors and the headteacher at least every 3 years. This document will be approved by governors and the headteacher