Sh3 23 2.1
SHC23 2.1
1. We welcome our duties under the Equality Act 2010 to eliminate discrimination, advance equality of opportunity and foster good relations in relation to age (as appropriate), disability, ethnicity, gender, religion and sexual identity.
2. We welcome our duty under the Educational and Inspections Act 2006 to promote community cohesion.
3. We recognise that these duties reflect international human rights standards as expressed in the UN convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities and the Human Rights Act 1998
In fulfilling the legal obligations cited above, we are guided by nine 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: * Whether or not they are disabled * Whatever their ethnicity, culture, national origin or national status * Whatever their gender identity * Whatever their religious or non-religious affiliation or faith background * Whatever their sexual identity
This is demonstrated through participation in: Celebration Assemblies, House Points, Group Tracking/assessment, Governor monitoring, Differentiated lessons, Interventions.
Principle 2: We recognise and respect difference.
Treating people equally does not necessarily involve treating them all the same. Our policies, procedures and activities must not discriminate but must never the less take account of differences of life-experiences, outlook and background, and in the kinds of barrier and disadvantage 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 background * Sexual identity
We ensure this
1. We welcome our duties under the Equality Act 2010 to eliminate discrimination, advance equality of opportunity and foster good relations in relation to age (as appropriate), disability, ethnicity, gender, religion and sexual identity.
2. We welcome our duty under the Educational and Inspections Act 2006 to promote community cohesion.
3. We recognise that these duties reflect international human rights standards as expressed in the UN convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities and the Human Rights Act 1998
In fulfilling the legal obligations cited above, we are guided by nine 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: * Whether or not they are disabled * Whatever their ethnicity, culture, national origin or national status * Whatever their gender identity * Whatever their religious or non-religious affiliation or faith background * Whatever their sexual identity
This is demonstrated through participation in: Celebration Assemblies, House Points, Group Tracking/assessment, Governor monitoring, Differentiated lessons, Interventions.
Principle 2: We recognise and respect difference.
Treating people equally does not necessarily involve treating them all the same. Our policies, procedures and activities must not discriminate but must never the less take account of differences of life-experiences, outlook and background, and in the kinds of barrier and disadvantage 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 background * Sexual identity
We ensure this