Single Equalities Scheme

Single Equalities Scheme - Policy Statement including a foreword from Cornwall Council

As outlined in its values and principles, Humphry Davy School is committed to justice and equality for all and this is carried through in school life. The school promotes learning for life by working with all to value, trust and respect each member of our community.

The Governing Body, in adopting this Single Equalities Scheme below, demonstrates its commitment to Equality in all respects and accepts its responsibility to promote equality and eliminate discrimination and harassment. Governors recognise both their statutory responsibilities and the actions that can be taken to improve further opportunities and outcomes for students, staff, parents and other users of the school. Implementation of this Scheme, which incorporates both Cornwall Schools’ Single Equality Scheme and Humphry Davy School’s response to it, is an important element in realising our vision and values.

Our approach is to build on race, disability and gender considerations from the start and at every level of the school, at strategic, policy, management and classroom level. The Scheme will be monitored and delivered by governors and the senior leadership team, including through School Improvement and Self Evaluation processes.

Objectives

Humphry Davy School will ensure that every student, irrespective of race, disability, gender, religion, belief or sexual orientation, has access to the support required to achieve their full potential. The school will ensure that strategies are in place to tackle under–achievement and that the school’s procedures for disciplining students and managing behaviour, which are set out in the Student Behaviour for Learning Policy, are fair, effective and equitable.

It is our intention that the adults working or volunteering in the school include, as far as possible, a balanced gender mix, appropriate representation of diverse ethnic groups and people with disabilities. We believe that this will provide students with good role models from all backgrounds.

The aim of this Scheme is to ensure that the needs of people from different ethnic backgrounds, boys and girls, and children and adults with disabilities are all met. We will involve the whole school community in its further development, publication, review and reporting.

Foreword - Cornwall Council aims to be recognised as a leader of diversity and equality in its work and as an example of good practice in delivery of services and employment. This Scheme for Cornwall’s schools reflects this ambition and the activities which will deliver this.

Equality of opportunity and social inclusion issues will ensure that all communities and organisations can truly benefit from and contribute to the improvements we are making, which are bringing long-term and positive benefits for Cornwall.

Success of the school’s Single Equality Scheme will require ownership by Governors, Senior leaders, all staff, the school community and the young learners, along with their partners.

The Cornwall School’s Single Equality Scheme (CSSES) serves essentially two purposes:

  1. To set out a school’s overall commitment to equality and diversity in one central  document. The CSSES therefore contains:

The school’s approach to all six Equality Strands: race, religion and belief, sexual orientation, disability, age and gender (including transgender), an

How the school will manage, plan and include its equality and diversity policy within its day to day work.

  1. To act as the ‘umbrella’ document for both statutory and non-statutory equality schemes. The CSSES therefore contains:

The school’s statutory equality schemes in relation to race, disability and gender

The school’s non-statutory schemes in relation to sexual orientation, religion/belief and age.

The CSSES will help schools to ensure that they focus more on the outcomes that matter to the community and people who use their services; and that their services are more accessible and delivered effectively.

The CSSES incorporates, for the first time, information, issues and potential areas for action in relation to sexual orientation, age and religion/belief. While there is no legal requirement to develop ‘schemes’ in these areas, broadening the approach to all six recognised equality strands illustrates the school’s commitment to ensuring equality for all.

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