Dartree Walk, Barnsley, South Yorkshire, S73 9NL
Telephone: 01226754336
Gender Equality Scheme- Upperwood Primary school
1. School Ethos, Vision & Values
1.1 What do we understand by “gender”?
1.2 Schools Strategic Priorities
1.3 Strengths & Weaknesses
2. The Duties
2.1 The General Duty
2.2 The Specific Duty
3. How we will meet the General Duty & Specific Duty
3.1 Involvement of both Males and Females in developing the Scheme
3.2 Developing a voice for all pupils, staff and parents/carers
3.3 The Governing Body
3.4 Removing Barriers
3.5 Gender in the Curriculum, including teaching and learning
3.6 Eliminating Harassment and Bullying
3.7 School Facility Lettings
3.8 Contractors & Procurement
3.9 Information, Performance and Evidence
3.10 Impact Assessment
3.11 Reviewing/Monitoring
Senior Member of Staff Responsible
Designated Member of Staff
Governor Responsible
1. School Ethos, Vision & Values
Upperwood school is committed to ensuring equal treatment of all its employees, pupils and any others involved in the school community, regardless of gender. We will ensure that neither males nor females are treated less favourably in any procedures, practices or aspects of service delivery.
This school will not tolerate harassment of people based on their gender or transgender status.
We are committed to ensuring equality of education and opportunity for staff, pupils and all those receiving services from the school, irrespective of gender. The achievement of all pupils and students will be monitored on the basis of gender and we will use this data to raise standards and ensure inclusive teaching. We will aim to provide our pupils with a firm foundation which will enable them to fulfil their potential, regardless of gender or stereotypes. We will seek to eliminate unlawful discrimination against pupils and staff by adhering to our duties as an employer under the legislation. We believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here.
1.1 What do we understand by “gender”?
Sex and gender are terms often used interchangeably. Sex more properly refers to biological differences of male and female; gender refers to society's construction of a system which identifies what is masculine and feminine. Individuals incorporate this system to develop their gender identities.
We continue to encourage parents and members of the community into
school regardless of gender. We actively promote equal opportunities in the
recruitment process. We have high expectations of all our learners regardless of gender, and we strive to encourage all our pupils in full participation of school life.
1.3 Strengths & Weaknesses
Strengths
Weakness
The Equality Act 2006 created the Gender Equality Duty for all public sector bodies including schools. The Gender Equality Duty has two parts to it, the “general” duty and the “specific” duty.
2.1 The General Duty
We will actively seek to:
• Eliminate unlawful discrimination and harassment
• Promote equality of opportunity between men and women
2.2 The Specific Duty
We will:
community groups to help determine our gender equality objectives
and actions to meet them, in consultation with our stakeholders
(usually within three years) the actions we have identified
The production of this Gender Equality Scheme provides us with a framework for integrating gender equality into all aspects of school life and demonstrates how we are seeking to meet the specific duty i.e. to produce a Gender Equality Scheme for our school.
Our key actions are as follows:-
3.3 The Governing Body
Governing body proceedings are accessible to both men and women and
timings of meetings are agreed to fit in with work/life demands. Neither gender
group is under represented in the governing body at Upperwood Primary School
Both male and female parents/carers are invited to parents’ evenings. We provide copies of reports and information and arrange alternative appointments as requested, We encourage fathers to come into school to experience the school learning environment and to help out on school trips and with clubs. Our work placement scheme ensures that both boys and girls are given access to placements at school. Students train at our school regardless of gender. We employ both male and female supply staff and lunchtime supervisors.
3.5 Gender in the Curriculum, including teaching and learning
Our curriculum is varied and caters for the learning needs and interests of males and females. Both genders are positively portrayed and we use positive role models from both genders through visitors in school and specific expertise and skills. E.g, Katherine Brunt lady cricketer.
Our school challenges gender stereotyping through our provision such as role play in EYFS, and through our high participation in school sport and competition. Boys take part equally in dance, netball and dramatic arts, textile technology and cooking, while girls enjoy football, cricket, rugby, outdoor pursuits as examples.
3.6 Eliminating Harassment and Bullying
Refer to school policies on bullying, equal opps, disability equality which clearly indicate how discrimination, bullying, harassment of all children, young people and adults will be dealt with, regardless of gender.
3.7 School Facility Lettings
The school buildings are used for voting
Parents are encouraged to attend social events, celebrations and consultation
evenings with all their children – including babies, toddlers and older children. We offer crèche facilities for the purpose of FOCUS meetings.
3.8 Contractors & Procurement
We are going to ask our school community if they feel that there are gender inequality issues or concerns in school in terms of curriculum entitlement, behaviour, equality of participation in aspects of school life, whether both parents feel they have access to information about their children, and whether both parents /staff/ other stakeholders feel they have equal opportunities to take part in school life.
We will collect data on pupil performance and analyse attainment, achievement, vulnerability and pupil perception of learning in terms of gender. We will put equality of gender at the heart of raising standards for boys and girls in Reading, Writing and Mathematics.
We will report back on our analyses through Headteacher’s report to governors, school council, school website (our scheme and action plan will be published)
Annual report on criteria for success identified in Action Plan will monitor the impact of school meeting the Duty.
This Scheme must be reviewed and publicly commented upon each year and revised at least every three years. There will be an annual report to govenors which will be available on our website and referred to in our newsletters.
Senior Member of Staff Responsible _______________________
Designated Member of Staff________________________