Equality in Schools
equality in schoolsIntroduction
Every child has the right to access the curriculum, Equality of access. This means that children can work to the best of their ability and be treated equally within their learning. The schools have a duty to support these rights and they must be reflected through their policies and procedures and must comply with current legislations and codes of practice. The Equality Act 2010
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All pupils have the right to a broad and balanced curriculum. This must also be supported by high-quality teaching and learning experiences. Schools have a duty to ensure that all pupils have equal access to the curriculum irrespective of their background, race, culture, gender, additional need or disability.
To understand the importance of supporting the rights of children and young people, it is helpful to look in more detail at the intended outcomes of legislation, codes of practice and policies.
Policies on inclusion and equality of opportunity can only be successful if they help to raise achievement and to promote self-identity and good relationships.
Equal opportunity does not mean treating pupils the same, but ensuring that the curriculum meets the individual needs of all pupils. This involves understanding the barriers which exist through the participation of all children and young people.
Participation – asking children and young people what works, what doesn’t work and what could work better; and involving them in the design, delivery and evaluation of services, on an ongoing basis
Participation involves everyone within the school. There should be opportunities to talk to children and their parents about all aspects of the school and the curriculum. This could include the development and the review of school policies. Participation can be achieved formally through student councils and parents’ meetings. It may also take place in the classroom when children and young people can be asked about how they learn best, what
Every child has the right to access the curriculum, Equality of access. This means that children can work to the best of their ability and be treated equally within their learning. The schools have a duty to support these rights and they must be reflected through their policies and procedures and must comply with current legislations and codes of practice. The Equality Act 2010
1.2
All pupils have the right to a broad and balanced curriculum. This must also be supported by high-quality teaching and learning experiences. Schools have a duty to ensure that all pupils have equal access to the curriculum irrespective of their background, race, culture, gender, additional need or disability.
To understand the importance of supporting the rights of children and young people, it is helpful to look in more detail at the intended outcomes of legislation, codes of practice and policies.
Policies on inclusion and equality of opportunity can only be successful if they help to raise achievement and to promote self-identity and good relationships.
Equal opportunity does not mean treating pupils the same, but ensuring that the curriculum meets the individual needs of all pupils. This involves understanding the barriers which exist through the participation of all children and young people.
Participation – asking children and young people what works, what doesn’t work and what could work better; and involving them in the design, delivery and evaluation of services, on an ongoing basis
Participation involves everyone within the school. There should be opportunities to talk to children and their parents about all aspects of the school and the curriculum. This could include the development and the review of school policies. Participation can be achieved formally through student councils and parents’ meetings. It may also take place in the classroom when children and young people can be asked about how they learn best, what