Menu
Home Page

10. Equality and accessibility

10. Equality and accessibility
 

10.1. The school understands its responsibilities in relation to the Equality Act 2010, specifically that it must not unlawfully discriminate against any pupil because of their protected characteristics. These include:

  • Age
  • Sex or sexual orientation
  • Race
  • Disability
  • Religion or belief
  • Gender reassignment
  • Pregnancy or maternity
  • Marriage or civil partnership

 

10.2. The school is committed to making reasonable adjustments, wherever possible, to promote accessibility and inclusivity of the curriculum.
 

10.3. The school understands that pupils with SEND or other needs, such as those with social, emotional or mental health needs, are entitled to learn about Relationships, Sex and Health Education, and the programme will be designed to be inclusive of all pupils.

 

10.4. Teachers will understand that they may need to be more explicit and adapt their planning of work and teaching methods in order to appropriately deliver the programme to pupils with SEND or other needs.

 

10.5. Provisions under the Equality Act 2010 allow our school to take positive action, where it can be evidenced to be proportionate, to respond to particular disadvantages affecting a group because of a protected characteristic. For example, we could consider taking positive action to support girls if there was evidence that they were being disproportionately subjected to sexual violence of sexual harassment.

 

10.6. When deciding whether support is necessary to support pupils with a particular protected characteristic, we will consider our pupils’ needs, including the gender and age range of our pupils.

 

10.7. In order to foster healthy and respectful peer-to-peer communication and behaviour between all pupils, the school implements a robust Behavioural Policy, as well as a Child Protection and Safeguarding Policy, which set out expectations of pupils.

 

10.8. The school understands that Relationships, Sex and Health Education may include topics which are triggers for teaching staff, and could relate to historic, recent, or current trauma. If this is the case, the school encourages staff to approach their line manager or the school’s designated wellbeing lead to discuss this.

 

Top