Every school has a key role to play in eradicating prejudice and valuing diversity. Prejudice exists in all communities and every school should take action to challenge and prevent it. This policy should be read in conjunction with the Behaviour and Safeguarding / Child Protection Policies
The school’s behaviour policy makes clear that harassment will not be tolerated and explains how staff and pupils should deal with it. The policy is available on the school’s website and ensures that:
A prejudiced incident is any incident which is perceived as prejudiced by the victim or any other person - Prejudiced behaviour could involve any of the following activities:
Failure to take action, even when an incident appears to be of a minor nature could be seen as condoning prejudiced incidents and may lead to more serious incidents in future. The response should be proportionate to the incident.
The named Teacher with overall responsibility for dealing with prejudiced incidents is: Mr Painter.
The National Curriculum (1999) exhorts Teachers to create an effective learning environment where:
The ethos of the school is central to successful anti-prejudiced practice. Making clear the Governing Body's expectations of how staff, children and young people should treat each other is paramount.
It is essential that parents/carers should understand and have confidence in the school's readiness to challenge prejudiced incidents.
It is important that staff are aware of the priority attached to supporting victims, and that prior to an investigation all allegations are taken seriously. Prejudice harassment is intimidating and its victims can feel isolated and disabled in taking action.
It is clear that much under-reporting of incidents relates to victims' perceptions of the likely response to a complaint. This, they often believe, will be:
Therefore, any person investigating an incident needs to be aware of these common perceptions. Whatever happens, it should never be implied that harassment or an attack is the victim's fault.
The identification of the victim of an incident may not at first be straightforward. The investigation of its context and background must take account of the possibility of serious provocation lying at the heart of the responses of the individuals concerned. This is not to condone retaliatory action, particularly the use of violence, but to recognise that where the victim of prejudice harassment has retaliated, the action, particularly the sanctions contemplated, should take account of the degree of provocation.
Situations in which prejudice incidents occur vary enormously. In every case the context in which the incident takes place will influence the school's response. This may range from gentle but firm correction and explanation to the use of disciplinary procedures. Incidents will need, therefore, to be assessed in terms of seriousness to assist everyone in gauging their response. The overriding need will be to ensure that a clear message is sent to perpetrators that the behaviour will not be tolerated.
As with other types of bullying and abuse, a pattern of seemingly minor events can have a cumulative effect on the victim and the victim's community. It is important that staff and pupils perceive the response to be genuinely even-handed. Firm rejection of the offensive behaviour needs to be combined with a framework of discipline that is perceived as fair. Sanctions are not just punitive but may include counselling and training where appropriate. Wherever possible a full apology to the victim will be sought from the perpetrator and will accompany any sanctions imposed.
It is important to record prejudiced incidents for the following reasons:
The school's procedures for dealing with prejudiced incidents are publicised on the school’s website. Parents will be informed if their child is involved in a prejudiced incident, either as victim or perpetrator. If possible, it should be ascertained whether the incident is isolated or part of a pattern of prejudiced behaviour against the family in school or in the wider community. Parents of perpetrators need to understand how seriously prejudiced incidents are taken.
If a parent or member of staff is not satisfied with the steps taken as a result of a prejudiced incident, the complaints procedure is the same as for other complaints and can be found in the school’s Complaints Policy
The governors will review annually the school policy on prejudiced harassment and ensure that all necessary measures and systems are in place, should an incident occur. These processes fall in line with policies for Behaviour and Anti-Bullying. Governors should be informed on an annual basis of prejudiced incidents, and this will be an agenda item for the Autumn Term governing body meeting.
Awsworth Primary & Nursery School
Awsworth Primary & Nursery School aims to be proactive in ensuring equality for pupils, parents / carers and staff with regard to their protected characteristics. To achieve this, we will endeavour to embed equality of access, opportunity and outcome for all members of our school community, across all aspects of life.
School Population: 313 pupils
No. of Pupils
11 (34.4%) / 21 (65.6%)
18 (56.2%) / 14 (43.8%)
18 (60%) / 12 (40%)
15 (38.5%) / 24 (61.5%)
16 (44.4%) / 20 (55%)
22 (47.8%) / 24 (52.2%)
33 (63.5%) / 19 (36.5%)
20 (43.5%) / 26 (56.5%)
153(48.9%) / 160 (51.1%)
* Full-time pupils ** Information not obtained for 4 pupils.
Any Other Mixed Background
Any Other White Background
Asian and Any Other Ethnic Group
Asian and Chinese
Information Not Yet Obtained
Other Mixed Background
White and Any Other Ethnic Group
White and Black Caribbean
White Eastern European
Special Educational Needs or Disabilities Categories
Specific Learning Difficulty
Moderate Learning Difficulty
Severe Learning difficulty
Profound & Multiple Learning Difficulty
Social, Emotional and Mental Health
Speech, Language and Communication Needs
Autistic Spectrum Disorder
SEN support but no specialist Assessment of type of need
Religion and Belief
Sexual Identity – The school has no data currently on any pupils questioning their sexual identity. The school will seek further advice and guidance on how to monitor this information and use this data in a sensitive manner.
Gender Reassignment - The school does not have any pupils in this category at the current time.
Short Term Objectives – On-going
1.1 Review Equality Objectives
Review EMET Equality Policy.
Develop Action Plan and approve with staff and governors.
Publish on the website.
Objectives ensure APS is proactive in maintaining a high profile of the protected characteristics.
1.2 Further development of pupil awareness of cultural diversity.
Continue to form partnerships with other schools.
Review curriculum to identify topics and opportunities to promote cultural diversity within subjects taught.
Review schools PSHE scheme
Embedding the community’s respect for cultural diversity.
Continue to educate children at Awsworth to develop cultural capital and promote equality.
Equality Objectives 2019-2022
The Equality Act 2010 requires schools to publish specific and measurable equality objectives. Our equality objectives are based on our analysis of data and other evidence. Our equality objectives focus on those areas where we have agreed to take action to improve equality and tackle disadvantages. We will regularly review the progress we are making to meet our objectives.
Checkpoint – Autumn 2021
Staff and governor meeting time to be devoted to updating staff on equality and diversity training.
Spring Term 2021
All staff and governors are aware of updated legislation and their responsibilities.
Teachers and SLT to track pupils on a termly basis and include actions to narrow the gap within pupil progress meetings.
Gap narrowed for disadvantaged groups.
Identify opportunities in the curriculum to look at other cultures / countries. Include the study of famous people from ethnic minorities and with a variety of abilities and to celebrate diversity.
BP – via Monday themed assemblies
Class Teachers – in lessons (RE/PSHE)
Greater understanding of and respect for differences.
Staff to be fully aware of who their Pupil Premium children are and to work with the PP Lead Teacher to ensure progress is tracked and additional opportunities provided to both close the gap in learning and to access extra-curricular activity.
CA – PP Lead Teacher
Gap narrowed for PP pupils.
Provision of adapted resources e.g. accessible texts for visually impaired children. Changes to the residential programme to ensure inclusion for all.
Pupils are fully included.
Made available as needs arise.
All stakeholders feel included.
Assemblies to reflect diversity. Celebrate inclusion through RRSA and ISA work.
Pupils develop enhanced cultural capital as citizens of the future.