Equal opportunities

The aim of this policy is to ensure that all students, regardless of race, origin, culture, gender, religion or ability enjoy equal access to the learning opportunities in our academy. The intention is to create an environment free of prejudice and negative stereotyping. 

KEY REQUIREMENTS

• North Oxfordshire Academy will ensure the appropriateness of our curricular arrangements in meeting diverse needs both in curriculum design and pedagogy so that every student can succeed. We will ensure that curriculum resources reflect and celebrate diversity and adopt strategies so that no group is disadvantaged in accessing the complete range of curricular and extra-curricular experiences.
• In monitoring and supporting the progress and development of all students, North Oxfordshire Academy will be especially vigilant of those from minority groups, or with special needs, or in special circumstances. Special arrangements will be put in place where this is required to ensure equal opportunities for learning or for effective induction and home-school partnerships.
• The Principal, in consultation with the LGB, will ensure that appropriate training is provided for staff for the effective implementation of this policy.
• The Principal will undertake systematic monitoring and review of the procedures put in place to implement this policy and report the findings to the LGB.
• The academy will maintain records of the progress of groups of students and of incidents which breach this policy. Records must be archived for 10 years.

2 Key Principles
2.1 In respect of gender, North Oxfordshire Academy will seek to achieve the aims of this policy in all aspects of our work and at all stages of education. This will include:
(a) Giving guidance on subject choices and careers so as to encourage students to consider non-stereotypical opportunities.
(b) Considering gender issues when preparing for, and following up, work experience and other work-related learning.
(c) Taking account of the need for positive role models when inviting speakers and representatives into the school/academy and in the promotion of specific initiatives
2.2 In respect of minority ethnic groups, including refugees and the indigenous group when it is in the minority, North Oxfordshire Academy will work to a range of strategies which will include:
(a) The organisation of effective and efficient induction arrangements
(b) The creation of effective home-school links
(c) The positive affirmation of cultural and linguistic diversity
(d) The use of interpretation and translation services
(e) The development of links with local communities and their leaders
(f) Effective liaison with other local service providers
(g) Effective and efficient learning support strategies
(h) The provision of appropriate arrangements to support the spiritual, moral, social and cultural education of all students
(i) The accurate recording and pronunciation of the names of all students to encourage acceptance and respect for names from all cultures.
2.3 In respect of travellers, the academy will develop appropriate strategies which will include:
(a) The provision of distance learning packs to support continuous learning.
(b) Effective liaison with other local service providers
(c) The affirmation of travellers’ cultures in order to broaden the awareness of all students.

3 Roles and Responsibilities
3.1 Teachers are responsible for ensuring that as far as possible:
(a) Teaching styles, methods, language, questioning and classroom management includes and engages all students.
(b) Suitable resources are chosen which motivate and reflect different groups’ cultures and backgrounds.
(c) Stereotypes and what are thought to be stereotypical activities are effectively challenged.
(d) Teaching strategies are extended to meet variations in learning and attainment and are informed by known good practice.
(e) They are aware of possible cultural assumptions and bias within their own attitudes.
3.2 Leadership and Management:
(a) Senior managers are responsible for ensuring that appropriate arrangements are put in place to monitor the performance of potentially disadvantaged students.  Measures may include:
(b) Identifying and investigating any patterns with regard to exclusions and poor attendance in respect of particular groups;
(c) Monitoring differences in student attitudes to work and towards each other with a view to identifying any significant patterns and issues;
(d) Addressing issues such as sexual or racial harassment, bullying and hostile behaviour and ensuring that there are effective procedures for reporting and responding to such incidents;
(e) Ensuring that the performance of different groups of students is monitored and evaluated so that the particular needs of different students are met;
(f) Evaluating the impact of additional support on achieving standards.
3.3 It is the responsibility of managers to ensure that:
(a) Strategies are implemented to raise performance, aspirations and self-esteem;
(b) Staff development is provided to raise awareness of differences in need and to promote strategies to raise achievement in all students.
(c) An environment is created which affirms and supports ethnic, cultural, religious and social diversity and effectively promotes good personal, community and race relations.

4 Behaviour, Discipline and Exclusion
4.1 The academy discipline policy (Behaviour for Learning) will implement procedures for disciplining students and managing behaviour that are fair and applied equally to all.
4.2 All staff will operate consistent systems of rewards and discipline.
4.3 Exclusions and attendance will be monitored and action taken to address any concerns regarding different groups of students.