1. Equalities Training INSET September 2014

2. “The school is meticulous in its recording of bullying and prejudice based incidents and shows how each incident has been followed-up.” OfSTED Inspector, July 2013

3. 2014-15 News/Reminders: Have an Equalities lens on all you do: schemes of learning, specific lesson plans, displays, language (capitalisation for minority groups). Focus on radicalisation (Child Protection) New SEN/D COP will come into force – more from Jo Neville will be forthcoming.

4. Individual incidents of Prejudice: 2013-142012-132011-12 No. of Racist Incidents Recorded 316192 A great deal of work is being done around Equalities and it is the theme of this term's Learning for Life lessons. Both the level of incidents recorded here and related data in the SAWSS survey indicate that BME students are enjoying their experience at Varndean School. No. of Gender Identity 272 No of Sexual Orientation 22342 No. of Disability /SEN or medical related incidents 88 Was not reported separately in 2011-12

5. Your Involvement At Varndean, we follow all the recommendations of the ‘Bullying and prejudice-based incident recording and reporting guidance for Brighton & Hove Schools’ It states: Recording and monitoring is one important part of a school’s activities to develop effective strategies for preventing and responding to bullying and to:  Foster good relations;  Advance equality of opportunity;  Eliminate discrimination. (Equality Act; 2010)

6. Your Involvement Equalities Group – Liz Wilson (Anthony Easton), Shirley Peters, Donna Peters & all staff will be invited Senior Students: Equality – Mariama Jobe Student Cabinet – Tamsyn East Learning for Life – Laura Nicolson Peer Mentors – Fiona Hall Form Tutors – most of you (be aware of our vulnerable students/groups of students) Varndean School’s SMSC work – all of us

7. Principles 1) Acknowledge that intolerance exists in wider society, and that it can lead to equalities related bullying in schools. 2) Let the pupils know where we as a school stand and you as a representative of the school. 3) Listen to children and young people and create a ‘safe- to-tell climate’ 4) Involve children and young people in solutions. 5) Implement strategies for both prevention and intervention – zero tolerance.

8. We recognise that it is unlawful to discriminate against a pupil, prospective pupil or a member of staff by treating them less favourably if they have protected characteristics: age (staff only), sex, race, disability, religion or belief, sexual orientation, gender reassignment, pregnancy or maternity,

9. Action: Question What do you think that word means? What makes you think that? Do you mean that as a compliment or an insult? Do you realise that what you said is homophobic? Would you be happy if someone talked like that about your sister? Can you explain what you mean by calling that ‘gay’? How would you feel if someone spoke about you in that way? Confront Language like that is not acceptable. You might not think that remark’s offensive, but many would. Let’s talk about why people think like that. Personal response I’m not happy with what you said. Homophobic language offends me. I don’t want to hear it again. What you’ve said really disturbs/upsets me. I’m really surprised and disappointed to hear you say that. I hoped you would recognise that it is important to treat everyone with respect and that it is therefore wrong to use such homophobic language.

10. Action: Challenging homophobic language: a ‘palette’ of responses It is important that homophobic language is challenged, but the challenge or response will depend on a variety of factors including the age and understanding of the person using the language and their intention. This section offers a variety of responses for different situations and for different age groups (Key Stages 1-4). This script can be adapted for use in challenging all forms of prejudice. Institutional response In our school we always try to be kind to each other and when you use ‘gay’ like that it is unkind. The ground-rules we agreed at the beginning of the session said we would show respect to each other. The anti-bullying policy says that homophobic language is not tolerated. The school/youth centre policy says that we are all responsible for making this a safe place for everyone. That kind of language is homophobic and makes people feel unsafe. Therefore it is unacceptable.

11. Reporting Procedures If you see or hear an incident or bullying related to an Equalities issue: 1.Report it to the relevant school by talking to or e-mailing them on the same day and... 2.Log it in SIMS and mark it ‘further intervention required’. School Leaders/Student Managers will then follow up the incident and deal with it in line with our policies. Tell the students to do the same, i.e. report it to the relevant school base. How to log an incident: see CRL: Staff Only/Equalities

12. Definitions Bullying 1.It is repetitive and persistent. 2.It is intentionally harmful. 3.It involves an imbalance of power. 4.It causes feelings of distress, fear, loneliness and lack of confidence in those who are at the receiving end.

13. Definitions Racism Conduct or words or practices which disadvantage or advantage people because of their colour, culture or ethnic origin. Racist Incident A racist incident is any incident which is perceived to be racist by the victim or any other person.

14. Definitions and Actions racist incident racist bullying target perpetrator

15. For discussion: Whilst teaching Y10, the theme of your scheme of learning links with the Holocaust and you are informed by a Jewish boy in your class that derogatory comments have been made in his earshot by two other males in the lesson and the previous lesson. Racist Bullying or a Racist Incident?

16. For discussion: You are on duty at the gate as students leave and a Y9 boy, Marcus, joins a group of Y9 males and singles out a Black boy in the group and says, “What’s up my nigger?” Racist Bullying or a Racist Incident?

17. For discussion: Two Year 11 girls report that a group of Y9 boys are routinely lining up by the entrance to Friar Building and making comments of a sexual nature to the girls as they go to their lessons after breaks and lunches. Sexist Bullying or a Sexist Incident?