Equalities

Equality Objective Statement

At Greenhill, We welcome our legal duties under the Equality Act 2010 and the supporting statutory and advisory guidance. In fulfilling our responsibilities as a public-funded school, we commit to the three aims of the public sector equality duty (PSED) as set out in section 149 of the Act – namely:

• Eliminating unlawful discrimination, harassment and victimisation;

• Advancing equality of opportunity between people who share a protected characteristic and those who do not;

• Fostering good relations between people who share a protected characteristic and those who do not. Equality and Human Rights Commission

Our statement of intent

We will not discriminate against, harass or victimise any member of the school community—whether staff, pupil, prospective pupil or other stakeholder—on the basis of any of the protected characteristics defined in the Act:

• Sex

• Age (staff)

• Race

• Disability

• Religion or belief

• Sexual orientation

• Gender reassignment

• Pregnancy & maternity

• Marriage & civil partnership (in employment)

We recognise that in the context of education, age is not a protected characteristic for pupils when it comes to pupil-services, but it remains so for staff. Equality and Human Rights Commission

We are committed not only to eliminating discrimination, but also to proactively increasing understanding, celebrating diversity and promoting mutual respect across our community. We aim to nurture pupils’ spiritual, moral, social and cultural development, with specific emphasis on equality and diversity, and to eradicate any prejudicial incidents or behaviours. Prejudice is not tolerated and we continuously strive toward a more accepting, inclusive and respectful environment.

Our equality objectives

In order to fulfil these commitments, we have established the following measurable objectives, which we will review regularly and publish at least every four years (with annual progress updates) in accordance with the non-statutory guidance for maintained schools. Equality and Human Rights Commission

1. Curriculum diversity and representation
   To finalise and further develop a personalised curriculum which reflects and celebrates diversity, and promotes cultural understanding, including all protected characteristics.

2. Pupil mental health and equality of experience
   To support pupils’ mental health and wellbeing, including enabling them to raise concerns about discriminatory behaviour (towards themselves or others) in relation to the protected characteristics, and to promote a positive school culture of belonging.

3. Tackling prejudice and promoting understanding
   To actively address prejudice and misconceptions in our school community (among pupils, staff and parents/carers) particularly in relation to disability, race, religion, gender and other protected characteristics; and to promote understanding, empathy and positive relationships.

4. Curriculum opportunities for equality education
   To ensure that our curriculum (academic, personal/social, extra-curricular) provides sufficient and meaningful opportunities to learn about equality issues, diversity and the protected characteristics, in an age-appropriate and inclusive way.

5. Monitoring of bullying, harassment and discriminatory incidents
   To monitor incidents of bullying, harassment or victimisation of pupils and staff by protected characteristic (for example: race, disability, religion, gender), analyse patterns and use the findings to inform policy, practice and improvements in the experience of all members of the school community.

6. Accessibility of school environment
   To ensure that our school environment, facilities, resources and communications are as accessible as possible to all pupils, staff and visitors, including those with disabilities or needing reasonable adjustments.

7. Equal access to information and parental engagement
   To ensure that all parents/carers and prospective parents/carers have equal access to information about the school, its policies and their children’s progress, irrespective of disability, language, or other barriers, and to ensure engagement opportunities are accessible and inclusive.