Lindfield Primary School is a school for four to eleven year old pupils and is situated in the village of Lindfield, West Sussex. As such it is a rural school, bordering the town of Haywards Heath, a commuter belt town. A large number of the children, but not all, come from professional families. An increasing number of children are now attending the School from outlying areas, which is dramatically changing its social demography and the long-established public opinion about its intake of children. This is a significant factor in establishing an appropriate code of practice for equal opportunities and inclusion within the School.

Lindfield Primary School was opened in September 2000 after the former infants’ and junior schools were closed down to form a new amalgamated primary school. The School has strong village and community ties and there are active links with the local churches, some local businesses, nursery schools, playgroups and secondary schools. The School has a very well informed and active governing body and PTA.

The policy for Equal Opportunities and Inclusion within Lindfield Primary School adheres to the guidelines laid down by the West Sussex Education Authority. Its purpose is to actively support the practice of a code of equal opportunity and inclusion across all aspects of school life. It is complementary to the county council’s Equal Opportunities in Employment Policy, which sets out the key areas to consider with regard to employment. The School follows these guidelines with respect to all rights of employment.

Central to the purpose of this policy is the belief that:

All members of the school community are treated with the respect and sensitivity implicit within the practice of a code of equal opportunities. Equality of treatment and opportunity operate regardless of background, ability, gender, religion or ethnicity. Diversity of background, religion, race and culture are welcomed and celebrated within this School. The School actively seeks to promote awareness and respect for the diverse nature of the society within which we live.

All members of the school community adhere to the principles of the code of equality in all aspects of school life and are committed to the development and implementation of the School’s policy. This includes a commitment to actively promote the change of any practices or attitudes, which might reinforce inequality. All members of the school community actively support the concept of inclusion for all pupils within the school environment.

The policy of equal opportunities and inclusion in this School covers statements of intent in the areas of expectations, curriculum, organisational procedures, language, resources and community.

The School’s policy operates with reference to the legislation outlined below, in an attempt to challenge discrimination in the areas of race, gender, disability and special educational needs.

Race: The Public Order Acts (1986 and 1936), The Race Relations Act (1976), The Representation of People Act (1949).

Gender: The Sex Discrimination Act (1975).

Disability: The Disability Discrimination Act (1996).

Special Educational Needs: The Education Acts (1993, 1981), The education Reform Act (1988).

Inclusion: Social Inclusion: Pupil Support (DfEE 1999), Index for Inclusion CSIE (2000).

Following the West Sussex guidelines on the provision of equality of opportunity and the establishment of inclusive practice within Lindfield Primary School, there is emphasis in our School on:

Parents are made fully aware of the school’s policy on equal opportunities and inclusion and are given a range of opportunities to be involved in the education of their children;

Staff members actively seek the support of parents and appropriate professionals in providing children who need specific measures of intervention to improve school attendance and involvement within the life of the School;

The School’s code of practice for equality of opportunity and inclusion is reflected through all practice within its community.

In the event of any act of discrimination within the School, all staff respond with the following intentions in mind:

 Curriculum provision for educating pupils about equality of opportunity

In addition to the curriculum issues covered under statements of intent, staff actively seek to encourage pupils’ understanding of the concepts of equal opportunity through appropriate content and attitudes and values developed across subject areas. These are recorded in the appendices, which may be used as a scheme of work across the appropriate key stages. Early Years is included in the appendix for Key Stage 1.

The implementation of the code of practice set out in the policy is the responsibility of ALL staff members. This includes dissemination of school practice as and when necessary to parents. The co-ordinator of equal opportunities and inclusion monitors practice throughout the school and through the scheme of work.

Our School is committed to working with parents to ensure that the rights and needs of individual children, particularly in the respects of inclusiveness, are met. Where there is a need to provide a specific programme of support to ensure the effectiveness of our commitment to inclusion and equality of opportunity, we work alongside parents. Our goal is to work in real partnership with parents in order to provide the best possible support for a child.

If it proves difficult to get the support of parents, particularly in terms of absenteeism, we seek appropriate support from outside agencies, such as the educational welfare service and social services.

Classteachers have the initial responsibility of referral of absenteeism or other concerns about a child’s ability to participate fully in the daily life of the classroom/school. This would include concerns about lack of support from parents. The referral should be made to the team leader, who should refer the circumstances as appropriate to either/and/or headteacher, special needs co-ordinator, co-ordinator for equal opportunities, office administration staff. A written note of referral should be made by both classteacher and team leader and placed in the child’s confidential file.

Introduction

The Race Relations (Amendment) Act 2000 imposes a general duty on schools to:

a. Promote racial equality;

b. Promote good race relations;

c. Eliminate unlawful racial discrimination.

There are also specific duties requiring each school to:

a. Prepare a written policy of race equality;

b. Assess the impact of its policies, including its race equality policy, on pupils, staff and parents, including the impact on attainment levels on such pupils;

c. Monitor by reference to their impact on such pupils, staff and parents, the operation of such policies, including their impact on the attainment of such pupils.

School Context

Lindfield Primary School is a school for four to eleven year old pupils and is situated in the village of Lindfield, West Sussex. As such it is a rural school, bordering the town of Haywards Heath, a commuter-belt town. A large number of children are now attending the school from outlying areas, which is dramatically changing its social demography and the long-established public opinion about its intake of children. This is a significant factor in establishing an appropriate code of practice for equal opportunities, race equality and inclusion with the school. Consequently, a policy for Equal Opportunities and inclusion was established in July 2001.

Lindfield Primary School was opened in September 2000. The school has strong village and community ties and there are active links with the local churches some local businesses, nursery schools, playgroups and Secondary Schools. The school has a very well informed and active governing body and PTA.

AIMS

At Lindfield Primary School we:

* Ensure that all pupils and staff are encouraged and able to achieve to their full potential

* Respect and value differences between people

* Prepare pupils for life in a diverse society

* Acknowledge the existence of racism and take steps to prevent it

* Endeavour to make the school a place where everyone, irrespective of their race, colour, ethnic or national origin, feels welcomed and valued

* Promote good relations between different racial groups within the school and within the wider community

* Oppose all forms of racism, racial prejudice and racial harassment

* Are pro-active in tackling and eliminating unlawful discrimination

* Have clear procedures in place to ensure that all staff deal with all forms of bullying and harassment promptly, firmly and consistently

* Ensure that all incidents of harassment are recorded and monitored

* Have staff who are trained to deal effectively with bullying, racist incidents, racial harassment and prejudice.

* Ensure that all visitors to the school adhere to Race Equality principles

Commitment

All members of the school community are treated with the respect and sensitivity implicit within the practice of a code of equal opportunities and inclusion. Equality of treatment and opportunity operate regardless of background, ability, gender, religion or ethnicity. Diversity of background, religion, race and culture are welcomed and celebrated within this School. The School actively seeks to promote awareness and respect for the diverse nature of the society within which we live.

All members of our school community adhere to the principles of the code of equality. We are committed to the development and implementation of the School's policy. This includes a commitment to actively promote the change of any practices or attitudes that might reinforce inequality. All members of the school community actively support the concept of inclusion for all pupils within the school environment.

The policy of equal opportunities and inclusion in this School covers statements of intent in the areas of expectations, curriculum, organisational procedures, language, resources and community.

Guidelines for Promoting Race Equality

The school promotes equality and challenges racism by:

* Exploiting opportunities to celebrate the richness and diversity of different cultures, e.g. encouraging international links through TIPD visits, contacts with teachers/schools from other countries, appropriate RE lessons

* Exploiting opportunities through assemblies and the teaching of PSHCE to deal with issues of prejudice e.g. circle time

* Celebrating all children's achievement e.g. credit certificates

* Reviewing texts to ensure appropriateness and inclusiveness.

* Ensuring all staff challenge inappropriate racist comments used both in and out of lesson-times.

* Report any racist incident using the definition of a racist incident found in the Steven Lawrence Inquiry Report; " A racial incident is any incident which is perceived to be racist by the victim or any other person."

* Examining the curriculum content to eliminate the use of negative images and promote the use of positive images wherever possible.

Implementation

The Governing Body - is responsible for ensuring that the school fulfils its legal

responsibilities. A named Governor will be responsible for monitoring the implementation of the policy.

The Headteacher - has overall responsibility within the school for implementing the

policy and will be the named person responsible for taking

disciplinary action in any case of racial discrimination. The Head is

also responsible for reporting any racist incident to the

Governing Body.

The Staff - are vigilant both in the playground and around school for any

type of racist incident from overt name-calling to the more subtle

forms of victimisation caused by perceived differences.

Breach of the Policy

* The school will complete a report for any incident that occurs, whether for pupils or staff, and submit it to the LEA;

* Due to the immaturity of primary pupils, parents will be consulted regarding any racist incident and they will be involved in the creation of strategies to modify the behaviour of the perpetrator/s;

* The consequences of any further breach of conduct will be clearly stated with the ultimate sanction of exclusion;

* Total numbers of racist incidents must be published annually

* The self-defined ethnic identity of any excluded pupils must be published annually

* In the case of an adult incident, the procedures outlined in the Personnel file will be instigated.

Links with other School Policies

The policy should be reviewed annually in relation to the aims and content of other school policies such as:-

* Equal Opportunities Policy

* Anti-bullying Policy

* PSHCE Policy

* Assessment Policy

* SEN Policy

* Recruitment and Selection Policy

Staffing

The Governing Body and the Headteacher are committed to fair recruitment and selection and use the recruitment procedures outlined in the LEA's "Personnel Procedures".

The school submits information to the LEA annually regarding staff in post, applicants for employment, training and promotion, to enable the publication of ethnic monitoring of school based staff.

They strive to provide access to training and professional development appropriate to each member of staff.

Monitoring, Assessing and Reviewing

The following records will be used in the monitoring process:

* Records of returns regarding racial incidents

* Internally produced results of optional tests and SATs

* PANDA information

* Attendance records

* Exclusions.

Initially, an Action Plan for compliance with the Race Relations Act will be set up to ensure full and complete implementation of the Act. Monitoring systems will then take over to ensure continuation and/or modification of the strategies.

The monitoring systems will also include issues of gender, special needs, and disability. They are intended to identify any trends that may reveal inequalities between groups. These trends can then be addressed.

Any racial incidents, and all monitoring and review findings, will be reported to the Governing Body and summarised in the Annual Report to Parents.

At Lindfield Primary School, we encourage mutual respect, care and concern for others. As a school we want our children to develop a clear view of right from wrong and to feel safe, secure and valued. We want them to appreciate the needs of others and of the community around them.

This policy was originally drawn up in 2000 after consultation with governors, staff, pupils and parents and is reviewed annually.

School Behaviour Code Principles

We will:

Classroom Behaviour Code/Rules

These are negotiated by class teachers and the children within individual classes at the beginning of the new school year. Each class draws up their own set of rules, which are displayed in the classroom.

School Council

Our School Council, which was established in 2000, has representatives from Year groups 2-6. They are actively encouraged to raise any behaviour/bullying concerns with the school and help formulate strategies to solve issues that may arise. The School Council representatives are given formal time with their classmates to consult before and feedback after meetings.

Guidance for staff

All school rules are introduced and reviewed through planned circle time, co-operative games and role-play.

In dealing with any unacceptable behaviour, staff should:

The quality of teaching and learning in each lesson directly affects the behaviour of pupils. All teachers need to be familiar with our school’s Teaching and Learning Policy and work within this framework.

Incentives/Rewards

Incentives, rewards and praise are given for effort and achievement in both behaviour and work.

Teachers use as appropriate:

Sanctions

When dealing with unacceptable behaviour, staff should try to understand the reasons for the behaviour and deal with it in a positive way. Where a sanction is necessary staff try to choose one, which is appropriate to the behaviour and child.

Playground Behaviour

There are two playgrounds, one for Key Stage 1 and another for Key Stage 2 children. In order to encourage acceptable behaviour at playtime, an area in each playground is reserved for children who wish to play quietly. Circle time and PHSE work encourages children to focus on desired behaviour and how they might accomplish it e.g.:

Skipping ropes and sponge balls are allowed on the playground to encourage a positive attitude towards playtimes and develop specific skills e.g. throwing and catching. When playground behaviour becomes unacceptable the child/children involved will be reminded of the School Behaviour Code. They could be asked, ‘which rule have I forgotten?’ It may then be necessary for the child/children to have a ‘time out’ session. Alternatively they:

Lunchtime Supervision

Mid-day supervisors will use a positive approach of praise and encouragement for good behaviour, which may involve their participation in playground games as a role model. There will also be occasions when they will need to discourage children from indulging in unacceptable behaviour by anticipating problems and intervening positively e.g. inviting the child to walk around with them to calm down, gently reminding children who are beginning to play wildly, to play kindly. Sanctions used by mid-day supervisors will depend on the problem but will include:

Challenging bullying effectively will improve the safety and happiness of our children. By showing that we take bullying seriously and that we care for our children provides a clear statement that bullying is unacceptable at Lindfield Primary School. Through consultation with staff, children and governors we have defined bullying as:

It is explained to children that:

I am a bully when I deliberately use words, strength or actions to hurt someone or when I know they cannot or will not stop me.

Bullying is not tolerated in Lindfield Primary School. All staff are alert to the signs of bullying and pupils are encouraged to tell their class teacher or other adult working in the school. This is shared in confidence with other staff. Teachers always take bullying seriously and deal firmly with such behaviour. If a child persists in bullying, the formal sanctions outlined earlier in our policy will be brought into play.

Victims of bullying will be re-assured, offered further support and their parents involved if necessary.

Awareness raising and consultation

Personal and Social Education is one method used to raise awareness and promote mutual respect, self-discipline and social responsibility which underlie good behaviour. Opportunities are given in circle time, role play situations and within PSHE lessons to discuss and understand the problem of bullying appropriate to the age of a child. Procedures to follow, who to tell and sanctions given are an important part of these discussions.

Implementation

There are many opportunities to promote our approaches to anti-bullying inside the school. Collective worship, write and draw activities mapping safe and unsafe areas around the school, role-play methods to work through ways of dealing with bullying from both the perpetrator’s and victim’s point of view, can all reinforce the school’s anti-bullying approach.

It is essential for teachers to follow-up after a bullying incident to check that the bullying has not started again. Bullying can be persistent and may recur. If children expect follow-up they are more unlikely to start bullying again.

There may be a few children who, due to personal circumstances, and probably low self-esteem, are locked into a self-defeating pattern of behaviour. These children may be beyond normal incentives and sanctions. These children may need an individual behaviour programme. The class teacher will work out these behavioural targets in conjunction with the Special Needs team or where necessary the Educational Psychologist.

Parents are in partnership with the school to promote good behaviour. A reminder of our behaviour expectations is included in our home/school agreement and in the brochure for new parents.

Monitoring

Monitoring by all staff is an essential element in the effectiveness of good behaviour and low incidences of bullying within our school. All children have an important role to play too. School Council representatives in each class report back any behavioural issues to the full meeting and any issues and actions arising are agreed. Regular class and Key Stage behaviour reminders and reviews form an integral part of monitoring our policy.

Evaluation

Information will be used from staff, School Council meetings, governors’ visits and parents to review and update our policy on an annual basis. Any key issues to consider will be highlighted. If a further consultation is required then the Headteacher and PHSE co-ordinator will put this into action.

Background to the School

Lindfield Primary School is a school for four to eleven year old pupils and is situated in the village of Lindfield, West Sussex. It is a rural school, bordering the town of Haywards Heath, a commuter belt town. A large number of the children, but not all, come from professional families. An increasing number of children are now attending the School from outlying areas, which is dramatically changing its social demography and the long-established public opinion about its intake of children. This is a significant factor in establishing an appropriate policy for the promotion of personal and social education within the School.

Lindfield Primary School was opened in September 2000 after the former Infants’ and Junior Schools were closed down to form a new amalgamated Primary School. The School has strong village and community ties and there are active links with the local churches, some local businesses, nursery schools, playgroups and secondary schools. The School has a very well informed and active governing body and PTA.

Definition

Sex and relationship education is learning about human development, reproduction, growth and change. Learning is set within the context of the ‘Key principles’ in our PSHE policy reflecting the school’s ethos and encouraging an exploration of morals, values and attitudes. It is about understanding the importance of stable and loving relationships, marriage and their importance for family life.

Provision

All children receive appropriate education on growth and reproduction from their class teacher. It is a natural and normal part of the school’s on-going cross-curricular work and as modules are studied, several strands will merge and overlap – science, health, citizenship, social education and R.E.

Content

Sex and relationship education provides information which is relevant and appropriate to the age of the children. The specific content (with year groups) is contained in appendix I.

Monitoring and Evaluation

The Headteacher undertakes monitoring of planning and delivery of sex and relationship education. The programme is evaluated regularly by senior staff and Year 6 children give their opinions on both content and delivery of the information.

Working with Parents

We are committed to working in partnership with parents and have included them in the consultation process of this policy. Parents with any concerns are always welcome to discuss them with the Head or the child’s class teacher.

The home is normally the best place for educating children about human reproduction as parents are often well placed to answer questions naturally as they arise. The school works towards this in partnership with parents.

Parents have the right to withdraw their child from any sex education lessons which do not form part of the National Curriculum orders for Science. See Appendix II

General resource material is available for parents to view on request. Unplanned issues such as homosexuality, masturbation, contraception (see note below), HIV (sex related) and other sexually transmitted diseases will not be covered. Staff, or visitors, will not answer questions by children on any of these topics.

For one session the School Nurse talks to the children in Yr. 6 about the range of products available for menstruation.

An opportunity is given for parents of years 5 and 6 children to watch, and discuss, the video programme used in sex education lessons.

* contraception: in one of the year 6 video programmes, it briefly mentions that the egg can be prevented from being fertilised but does not explicitly say how.