Transcript Ident_rec_chal_prejudiced incidents_schools

Creating Safe Learning
Environments for all
Sam Beal – Partnership Advisor Health and Wellbeing
November 2012
‘Everyone is an insider, there are
no outsiders – whatever their
beliefs, whatever their colour,
gender or sexuality.’
Archbishop Desmond Tutu, February
2004
Identifying and responding to prejudice
Aim:
• To develop staff awareness of the purpose of
bullying and prejudice based incident recording
• To develop confidence in identifying,
challenging and recording prejudice
By the end of the workshop participants will have:
• Increased knowledge of the Equality Act and
Ofsted as it relates to bullying
• Revisited definitions of bullying and prejudicerelated incidents
• Developed skills in challenging and
responding to prejudiced language
Groundrules
• Respect diversity of group and rights to
express different views
• Challenge appropriately, explore
assumptions and misunderstandings
• Confidentiality
• Support participation of others
‘Givens’ for the workshop
• Our ongoing commitment to ensuring a safe,
learning environment for all… we are already
doing a lot, but there is more to do
• The equality agenda is complex and
challenging…this workshop will just be focusing
on a small aspect of it (followed by curriculum
focused workshop)
• We will not always get it right, but can seek to
challenge ourselves and others appropriately
and sensitively
Paired discussion
• What do we know about bullying in our
school already?
• What do we know about prejudice based
incidents in our school already?
• Who do we report information on bullying
and prejudiced based incidents to?
• How is this data used to inform and develop
practice in our school?
What is bullying?
• Bullying is behaviour by an individual or group,
repeated over time, that intentionally hurts another
individual or group either physically or emotionally.
Bullying can take many forms (for instance, cyberbullying via social media or the internet). It can involve
verbal taunts, name calling, physical injury, and damage
to property, rumour spreading, shunning or ridicule and
is often motivated by prejudice against particular groups,
for example on grounds of ethnicity, religion, belief,
gender or gender identity, sexual orientation or disability,
or because a child is in care, has caring responsibilities
or mental health issues. It might be motivated by actual
differences, perceived differences or as a result of
association with someone else.
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Adapted from; Preventing and Tackling Bullying Advice for Head Teachers, Staff and Governing
Bodies, DfE, 2011
Prejudiced based incident / Hate Incident
• This is a one-off incident which is perceived by
the victim or any other person, to be motivated
by hostility, prejudice or ignorance, based on a
person’s perceived or actual ethnicity, gender,
disability, religion, beliefs, sexual orientation or
gender identity or their association with
someone from one of these groups. These can
also include indirect prejudice driven behaviour
that is not targeted at one individual. The impact
of this expression of prejudice against an
equality group whether intentional or not can
be damaging and must therefore be responded
to as a prejudice based or hate incident.
Brighton & Hove Equality and Anti-Bullying Strategic Group, 2012
Framework for School Inspection, September 2012
Key judgements:
• achievement of pupils at the school
• quality of teaching in the school
• behaviour and safety of pupils at the
school
• quality of leadership and management of
the school.
Framework for School Inspection, September 2012
• Inspection will focus on the needs of pupils and
parents by evaluating the extent to which
schools provide an inclusive environment which
meets the needs of all pupils irrespective of age,
disability, gender reassignment, race, religion or
belief, sex or sexual orientation
• pupils’ behaviour towards, and respect for, other
young people and adults, and their freedom from
bullying, harassment, and discrimination
• Spiritual, moral, social and cultural development
Ofsted School Inspection Handbook, September 2012
• types, rates and patterns of bullying and the
effectiveness of the school’s actions to prevent
and tackle all forms of bullying and harassment
– this includes cyber-bullying and prejudicebased bullying related to special educational
need, sexual orientation, sex, race, religion and
belief, gender reassignment or disability
• the effectiveness of the school’s actions to
prevent and tackle discriminatory and
derogatory language – this includes homophobic
and racist language, and language that is
derogatory about disabled people
Subsidiary guidance: Supporting the inspection of maintained schools
and academies from September 2012
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Consider how well schools analyse their
information about bullying and use this
analysis to plan future actions. Note that a
record that shows a large number of bullying
incidents may reflect careful record keeping
rather than a high level of bullying. Take
account of whether pupils respond to the
action taken or whether incidents of bullying
are repeated. Consider whether there are any
links between bullying and pupils’ absence
from school.
Subsidiary guidance: Supporting the inspection of maintained schools
and academies from September 2012
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In order to evaluate pupils’ attitudes to
homophobia and other forms of
prejudice, inspectors should specifically
ask pupils about the type of language
they hear around the school. This should
be compared to responses from staff in
order to test the school’s attitudes to
such issues.
Subsidiary guidance: Supporting the inspection of maintained schools
and academies from September 2012
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Inspectors should explore with a range of staff,
the training they have had about different
aspects of bullying, including prejudice-based
bullying; how confident they feel as result; how
well supported they are by senior staff when
they encounter bullying and how they promote
an understanding of individual differences
through the curriculum. In particular, inspectors
should consider how pupils are taught about
diversity in subjects such as personal, social
and health education (PSHE) and citizenship.
Groups of pupils
• Ofsted
• disabled pupils, and
those with SEN
• those with protected
characteristics*
• Boys / girls
• Highest and lowest
attainers
• looked after children
• pupils eligible for free
school meals
• children of service
families
• those receiving
alternative provision
• *Protected Characteristics /
Equality Act
• Gender
• Gender reassignment
• Sexual orientation
• Race / ethnicity
• Religion
• Disability
Would include therefore:
• pupils who whom English is an
additional language
• minority ethnic pupils
• Gypsy Roma Traveller pupils
Equality Act 2010
All members of the school are protected
from discrimination on the basis of:
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Age (adults only)
Disability
Gender reassignment
Marriage or civil
partnership (adults only)
Sex
Sexual orientation
Pregnancy & maternity
Race
Religion or belief
• Direct discrimination and
 discrimination based on
association or
 discrimination based on
perception
• Indirect discrimination
• Discrimination arising
from disability
• Harassment
• Victimisation
• Failure to make
reasonable adjustments
for a disabled person
Equality Act 2010 – schools as education
providers
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The Act makes it unlawful to discriminate
against, harass or victimise a pupil or potential
pupil with protected characteristics…
In relation to admissions
In the way it provides education
In the way it provides pupils access to any
benefit facility or service or
By excluding a pupil or subjecting them to any
other detriment
Equality Act 2010 – schools as education
providers
• The Positive Action provisions mean that
schools can target measures designed to
alleviate disadvantages experienced by, or to
meet the particular needs of, pupils with
particular protected characteristics. It is never
unlawful to treat disabled pupils more favourably.
• Although the Act covers the way in which
schools treat their pupils, former and prospective
pupils, relationships between one pupil and
another are not within its scope.
Public Sector Equality Duty (April 2011)
The PSED requires schools to have ‘due
regard’ to the need to:
• Eliminate unlawful discrimination,
harassment and victimisation
• Advance equality of opportunity
• Foster good relations
Public Sector Equality Duty (April 2011)
The specific duties regulations require schools:
(a) to publish information to demonstrate how
they are complying with the Public Sector
Equality Duty, and
(b) to prepare and publish equality objectives.
• What are the school’s equality objectives?
Questions to consider…
• How are we recording and monitoring bullying
and prejudice based incidents?
• How does the curriculum build a positive sense
of identity, a valuing of diversity and pupils’
ability to stand up for themselves and others?
• How well are we monitoring the progress of
different groups?
• How well do we engage with parents / carers
(including those from protected groups) around
these issues?
• Do we have further training needs?
Links
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Community Cohesion
Narrowing / Closing the Gap
Pupil Premium
Ofsted
Domestic Violence Prevention
Healthy Schools / PSHE
Extremism