Role Models Equal Opportunities For Children Policy

1 Introduction

1.1 Our company's aims statement values the individuality of all of our students. We are committed to giving all the children every opportunity to achieve the highest of standards. We do this by taking account of students' varied experiences and needs. We offer a broad and balanced curriculum, and have high expectations of all children.

The achievements, attitudes and well-being of all our students matter.

1.2 This policy is in accordance with The Equality Act 2010, which replaced all previous legislation in relation to equal opportunities. In line with that legislation, it seeks to ensure that Role Models provides equal opportunity for all children, giving due regard to groups with ‘protected characteristics’, in terms of gender, race, disability, sexual orientation, religion/belief, age, gender reassignment, pregnancy/maternity and marriage/civil partnership, in accordance with the Act.

2 Aims and objectives

2.1 We aim to act positively and have due regard to the need to challenge and eliminate unlawful discrimination – within both our courses and our community

2.2 We aim not to discriminate against anyone, be they staff, pupil or parent, on the grounds of gender, race, disability, sexual orientation, religion/belief, age, level of educational need or background.

2.3 We aim to promote the principle of fairness and justice for all through the education that we provide within our company. We recognise that doing this may entail treating some children differently.

2.4 We seek to ensure that all students have equal access to the full range of educational opportunities provided by the courses.

2.5 We constantly strive to remove any forms of indirect discrimination that may form barriers to learning for some groups of children.

2.6 We aim to ensure that all recruitment, employment, promotion and training processes are fair to all, and provide opportunities for everyone.

2.7 We aim to challenge personal prejudice and stereotypical views whenever they occur.

2.8 We value each student's worth, celebrating the individuality and cultural diversity of our course community, and showing respect for all minority groups.

2.9 We are aware that prejudice and stereotyping are often caused by poor self-image and also aware of the relationship between that and ignorance. Through positive educational experiences, and support for each individual's legitimate point of view, we aim to promote positive social attitudes and respect for all.

3 Racial equality

3.1 Within our courses and childcare we will:

  • strive to eliminate all forms of racism and racial discrimination;
  • promote equality of opportunity, regardless of race, ethnicity or religion;
  • promote good relations between people of different racial and ethnic groups;
  • seek to educate individuals in a manner which promotes community cohesion in a multicultural society.

3.2 We do not tolerate any forms of racism or racist behaviour. Should a racist incident occur, we will deal with it in accordance with company procedures

3.3 We endeavour to make our courses and the environment welcoming to all minority groups. We promote an understanding of diverse cultures through the topics studied by the children.

3.4 Our course content reflects the attitudes, values and respect that we have for minority ethnic groups.

4 Disability non-discrimination

4.1 Some children on our courses or within our childcare may have disabilities. We are committed to meeting the needs of these children. All reasonable steps are taken to ensure that these children are not disadvantaged compared with non-disabled children.

4.2 Role Models is committed to providing an environment that allows disabled children and adults full access to the course premises and to all areas of learning.

4.3 Role Models modify teaching and learning as appropriate for children with disabilities. For example, they may give additional time to complete certain activities, ensure access, modify teaching materials, or offer alternative activities if children are unable to manipulate tools or equipment.

4.4 Role Models has an ongoing risk assessment which is reviewed regularly and this accessibility statement:

We are committed to providing an accessible environment which values and includes all students, regardless of their educational, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to challenging negative attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.

5 Gender equality

5.1 We recognise that nationally, there is an unacceptable discrepancy in the achievement of boys and girls. We are committed to seeing all individuals and groups of pupils making the best progress possible on our courses.

5.2 We have put in place a number of measures to raise the achievement of the boys, in literacy in particular. These may include:

  • ensuring that early literacy skills are promoted in all activities;
  • ensuring that the starting points for writing activities capture the interests and imagination of boys and girls alike;
  • removing gender bias from our resources;
  • employing a variety of activities, and include a kinaesthetic element;
  • making sure that our course environment promotes positive male role models, in relation to learning and achievement;
  • minimising male stereotyping;
  • valuing and celebrating achievement in ways which will motivate boys.

5.3 We realise that although gender is one of the key factors affecting educational performance, it affects different sub-groups of boys and girls in different ways. Social class, ethnic origin and local context are all strongly linked to the relative achievement of boys and girls. We also seek to ensure that policies designed to improve the attainment of one gender group does not do so at the expense of the other.

6 The role of the Role Model

6.1 Role Models recognise the possibility of their own prejudices, but do their best to ensure that all students are treated fairly and with respect. We do not knowingly discriminate against any child.

6.2 When selecting course resources, Role Models strive to provide resources which give positive images, and which challenge stereotypical images of minority groups, or of boys and girls. All Role Models ensure that the language they use does not reinforce stereotypes or prejudice.

6.3 We seek to implement this policy when designing course content.

6.4 All our Role Models challenge any incidents of prejudice or racism. We record any incidents in the incident log book and draw them to the immediate attention of the Operations Directors.

We are committed to reviewing our policy and procedures annually. This policy was last reviewed in January 2024.