Equality Opportunities at Bishop Luffa School
Always our best because everyone matters
The Vision and Aims of Bishop Luffa School encompass all that we value and consider important for the development of our pupils. We are committed to equality of opportunity, within the law, for all members of the school, staff and pupils alike.
Curriculum – Policy
The school is committed to prevent discrimination against a pupil or prospective pupil by treating them less favourably because of their:
- religion or belief
- sexual orientation
- gender reassignment
- pregnancy or maternity
The School provides Equality of Opportunity to our pupils through the curriculum and extra-curricular aspects. There is equal access to learning and resources, and pupils of all abilities are encouraged and challenged in their learning. All students have the opportunity to study all subjects.
Curriculum – Practice
All pupils have equal access to all aspects of the Curriculum and the conditions are set in the school in which all pupils can learn effectively. The course brochures provide clear guidelines for entry to courses and these are reviewed regularly. The Support Handbook details the support that is given to pupils of all abilities, and to those who experience emotional or physical difficulties. The Support Department work with subject specialists to ensure access for all to the Curriculum. Access for all is monitored by the departments and the Support Co-ordinator.
Accessibility to aspects of courses is continually being improved through changes in organisation of work, differentiation, worksheet presentation and individual education programmes. The work in subject areas is supported by the Support Department.
Personal and Social Development – Policy
We aim to provide an environment in which all have a respect for each other and the world in which we live. Personal and Social Education is integral to the Curriculum and it is policy to have a timetable allocation for all pupils to support the work in and out of the classroom. The Code of Conduct for each pupil and the anti-bullying policy support the aims of the school. They ensure that each pupil is aware of their responsibilities and the expectations placed on them with regard to their own conduct and their treatment of others. There is a stated policy on Rewards and Sanctions in the Staff Handbook.
There are many opportunities for extra-curricular activities and in addition to the Charging Policy, the School, through the Parents’ Association support families with financial difficulties in order that no pupil is disadvantaged in extra-curricular activities.
We aim to give those pupils and staff who are disadvantaged through physical disabilities the same opportunities as others by adapting the environment and employing strategies to enable them to cope in the school environment. This is within the limitations of the possibilities that the site allows.
Personal and Social Development – Practice
Before entry to the school each pupil is made aware of the expectations through the Prospectus. On arrival, through the tutors, the pupils are introduced to the Code of Conduct and the Anti-Bullying Policy. Awareness is raised at School Council, where the pupils have a voice in the development of the school. This forum gives pupils the opportunity to develop confidence, be open to change and be receptive towards others.
The issuing of rewards and sanctions is monitored through the Pastoral Team, and any discrepancies are followed up by a senior colleague.
The Pastoral Heads keep records to monitor, as well as act on, any instances of behaviour which are unacceptable.
The Parents’ Association run the second-hand uniform shop which is of help to a great many families, and they vary the charges for their social events so that all families have an opportunity to participate.
To help those with physical disabilities there are toilet facilities with wheelchair access in the school and in the Bridge Club. Recessed matting areas are being replaced. Special arrangements are made for pupils who have to move about with crutches; normally this means leaving a lesson slightly early, with a helper, to miss the rush of lesson changes.
There is emphasis on EFFORT as well as achievement in the Rewards system. This means pupils of all abilities can score.
Staffing – Policy
The Directors are in agreement with the West Sussex County Council’s Policy on Equal Opportunities in Employment. It is agreed that all staff should be represented at all levels of consultation and decision-making and that the Teachers and Support Staff should have equal access to information and consultation through their line-managers and the various Committees and Working Groups.
Staffing – Practice
The Directors have adopted the West Sussex County Council’s Policy on Equal Opportunities in Employment. All staff are represented on Committees and all have an opportunity to take part in working groups. The school complies with health-related questions for job applicants, as per the law and review the existing practices to ensure we comply with both Health Standards Regulations and Section 60 of the Equality Act (Annex 1).
Evaluation of our Policies and Practices
Evaluation of all our Policies and Practices, their objectives and implementation, is systematically carried out through the year and reported to the relevant Directors’ Committees. This includes regular formal surveys of pupils, Sixth Form students, parents and staff. The practice of frequent, informal Pupil Voice is embedded in the school’s culture. Leadership Team members take responsibility for ensuring best practice in Equality of Opportunity in the areas of: Curriculum, Staffing, Learning Support, Buildings and Environment, and Social Interaction. All policies are reviewed by Directors following a published schedule (Annex 2).
1. Health Standards Regulations and Section 60 of the Equality Act.
2. Directors’ schedule for the review of School Policies