In fulfilling the legal obligations cited above, we are guided by 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 regardless of whether or not they have a disability, 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 backgrounds and 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 people with a disability; good relations between people with and without a disability; an absence of harassment of people with a disability; 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, 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 have a disability; 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 people with and without a disability; people of different ethnic, cultural and religious backgrounds and 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. We consult and involve: people with and without a disability; people from a range of ethnic, cultural and religious backgrounds; both women and men, girls and boys and people of any sexual orientation.
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, and greater participation in public life of: people with and without a disability; people of a wide range of ethnic, cultural and religious backgrounds; both women and men, girls and boys and people of any sexual orientation.
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 7). 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. Addressing prejudice and prejudice-related bullying the school is opposed to all forms of prejudice which stand in the way of fulfilling the legal duties: prejudices around disability and special educational needs; prejudices around racism and xenophobia, including those that are directed towards religious groups and communities, for example, antisemitism and Islamophobia and those that are directed against travellers, migrants, refugees and people seeking asylum and prejudices reflecting sexism and homophobia.