Strategic Equality Plan 2016     


            Parcyrhun School - Strategic Equality Plan 2016


1 Equality vision and equality objectives

2 School strategies and equalities

3 The national equality agenda

3.1 The Equality Act 2010

3.2 The Human Rights Act 1998

3.3 The Welsh Language Act 1993 & the Welsh Language (Wales) Measure 2011

3.4 Counter-Terrorism and Security Act 2015

4 Pupils

4.1 A school for everyone

4.2 How we deliver equality

4.3 What support can you expect?

4.4 Positive Action

4.5 Communication

4.6 Curriculum, resources and involvement

4.7 Buying goods and services and working in partnership

4.8 Engagement

4.9 Training

4.10 Complaints and comments

5. Discrimination, victimisation and harassment

5.1 Discrimination

5.2 Harassment including bullying

5.3 Victimisation

5.4 Discrimination

6 Performance/ standards - how we deliver the policy

6.1 Leadership and Management

6.2 Taking decisions and Equality Impact Assessments

6.3 Identifying and publishing equality information

7 Employment

7.1 Employment

7.3 Requests in relation to a protected characteristic

7.4 Positive action in Employment

7.5 Monitoring and publishing information on employment

8 Action Plan 2016-2020















Parcyrhun Community Primary School lies on the outskirts of the town of Ammanford in the Pantyffynnon electoral division.  It is a category A/B school.  Pupils come mainly from the local area, both within and outside of the school’s catchment area.  Carmarthenshire’s Resource Base for the Hearing Impaired (Primary) is situated at the school and is an integral part of school life.

The area is one which is described as socially deprived and a number of pupils come from economically disadvantaged areas. 93.03% of pupils come from homes in which English is the first language, with 4.9% who come from homes where Welsh is the predominant language spoken.

The 2011 Census Socio-Economic profile(WIMD) highlights that statistically the Pantyffynnon Electoral Division is the 9th most deprived area in Carmarthenshire in Income, the 7th in terms of employment, the 4th most deprived in terms of Health and the25th in Education. Initial and Baseline Assessment on entry to school highlight below average levels of basic skills.  The area is a Communities 1st and Flying Start area.

School vision

                    Gorau dysg, cyd ddysgu

Parcyrhun is a secure, caring community in which all children will have the opportunity to achieve their full potential and become valuable members of society.  We are delighted to have your children with us and we hope that they will be happy in our school.

“Our aim is to ensure that all of our pupils fulfil their potential in a happy and caring environment”

At Parcyrhun School we aim to:

¨      care for all children

¨      encourage excellence and continuous improvement

¨      value individual contribution

¨      develop confident, independent learners

¨      place high emphasis on the development of skills particularly literacy, numeracy and ICT

¨      encourage aesthetic, spiritual, moral and social development

¨      develop self-discipline and high standards of courtesy, dress and  behaviour

¨      create an inclusive and caring school ethos

¨      teach the children to value and respect self and others

¨      promote close contact with parents and the wider community

¨      make learning fun!

Our hope is that:

Children, parents, staff and governors work together to create a happy, productive and inspiring school

This is the school’s 1st Strategic Equalities Plan (SEP) - it builds upon schools previous Disability Policy, Race Equality Scheme and Equality Policies. It sits above the school’s Inclusion Policy etc. This policy belongs to everybody and is relevant to all pupils, teaching and administrative staff, parents, carers, supporters and the local community.

The Equality Act 2010 gives us the framework for this plan. The Human Rights Act 1998, the Welsh Language Act 1993 and the Welsh Language (Wales) Measure 2011 are also relevant to this policy.

This Plan was approved by the Governing Body on 9.11.16

1 Equality vision and equality objectives

The Equality Act 2010 requires all schools to have equality objectives in place by April 2012. These objectives cover all following protected characteristics: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, sexual orientation, and include the Welsh language in Wales. Actions to achieve these objectives are in the action plan at the end of this document and have been included as an initiative or action in School Improvement Plan.

To choose objectives for Parcyrhun School we:

¨      Discussed children’s rights at school council and as part of the Child’s Commisioner of Wales Super Ambassadors scheme

¨      Consulted with staff

¨      Gathered information through parent and pupil questionnaires

¨      Approved the plan with at Governing Body Meeting

These are the equality objectives we chose.

¨      Increased opportunities for pupils in the Resource Base for the |Hearing Impaired and Mainstream School to have access to a deaf role model

¨      Pupils to participate in Super Ambassadors Scheme  (Unesco Rights of the Child)

¨      Further increase opportunities for Children’s Voice across the school e.g. One Page Profiles

The following plan sets out our equality commitments. The Strategic Equality Plan will be evaluated through the School Development Plan.

2 School strategies and equalities

Implementing the Strategic Equality Plan is one of the key objectives of the School Improvement Plan. Equalities implications will be identified in each school improvement objective. Progress on this plan is reported to the Governors annually and included in the School’s Self Evaluation. The Plan will be reviewed within 4 years of setting the equality objectives in 2012.

3 The National Equality Agenda

The following pieces of legislation are at the heart of the equality agenda.

3.1 The Equality Act 2010

The 9 protected characteristics of the 2010 Equality Act include everybody: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation.

The Equality Act sets down Public Sector Duties that apply to all the school’s functions:-

¨      Promoting equality of opportunity

¨      Promoting good community relations

¨      Eliminating discrimination

Specific public sector duties for Wales are set out in the Equality Act 2010 (Statutory Duties) (Wales) Regulations 2011, as issued by the Welsh Assembly Government.

3.2 The Human Rights Act 1998

Human Rights and equality are inextricably linked. Equality is treated as a fundamental human right, from the principle of equal respect for the inherent dignity of all people.

Article 14 of the Human Rights Act prohibits discrimination ‘on any grounds such as sex, race, colour, language, religion, political or other opinion, national or social origin, association with a national minority, property, birth or other status’.

The words ‘other status’ have been held to cover, amongst other things, sexual orientation, illegitimacy, marital status, trade union membership, transsexualism, disability, carers and imprisonment.

Article 14 can only be used when attached to a complaint relating to another article of the Convention such as Article 3: right to life, liberty and security of person or Article 8: right to a private and family life, home and correspondence.

In some instances the Human Rights Act 1998 gives greater rights to people than other equalities legislation because it judges treatment against a fixed standard and does not rely on comparison between treatment of one group of people and another.

3.3 The Welsh Language Act 1993 & the Welsh Language (Wales) Measure 2011

The Welsh language has official status and belongs to all the people of Wales. The Welsh Language Measure puts the Welsh and English language on a basis of equality. The Welsh Education Scheme was approved by Vale of Glamorgan Council in 2009 and applies to all schools. The principles of the Scheme and this Plan are similar in promoting equality of opportunity and good relations and we will take the Welsh language into account alongside all the protected characteristics.

3.4 Counter-Terrorism and Security Act 2015

Section 26 of the Counter-Terrorism and Security Act 2015 (the Act) places a duty on certain bodies (“specified authorities”, including schools and registered childcare providers) to have “due regard to the need to prevent people from being drawn into terrorism”.

In fulfilling the duty in section 26 of the Act, all specified authorities are expected to participate fully in work to prevent people from being drawn into terrorism.

Specified authorities are expected to assess the risk of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology. This should be based on an understanding, shared with partners, of the potential risk in the local area.

Specified authorities will need to demonstrate that they are protecting children and young people from being drawn into terrorism by having robust safeguarding policies in place to identify children at risk, and intervening as appropriate.

Specified authorities should make sure that staff have training that gives them the knowledge and confidence to identify children at risk of being drawn into terrorism, and to challenge extremist ideas which can be used to legitimise terrorism and are shared by terrorist groups.

The duty is likely to be relevant to fulfilling other responsibilities such as the duty arising from section 149 of the Equality Act 2010.

4 Pupils

4.1 A school for everyone

Our school is open to everyone. We will not discriminate in our admissions criteria, in providing education and access to any benefit, service or facility either directly or indirectly, against anyone with a protected characteristic.

We will not discriminate on the grounds of:

¨      disability

¨      gender reassignment

¨      marriage and civil partnership

¨       pregnancy and maternity

¨      race

¨      religion or belief

¨      sex

¨      sexual orientation

¨      and the Welsh language in Wales.

Age is the 9th protected characteristic. In a school context it applies to everybody except pupils.

Opportunities in our school will be of equally high standard for everyone.

The school’s duty to our pupils goes beyond just the formal education. It covers all school activities, such as extra-curricular and leisure activities, after-school and homework clubs, sports activities and school trips, as well as school facilities such as libraries and IT facilities etc.

The school has a duty to make reasonable adjustments for disabled pupils. The duty is anticipatory. The school will ask disabled pupils whether they need any support or adjustments so that we are ready for them e.g. produce the lesson notes in large print or in an electronic format before the lesson. In some cases a disabled pupil may receive support under the special educational needs (SEN) framework under Part 4 of the Education Act 1993.

4.2 How we deliver equality

We will mainstream equality in providing education, access to benefits, service or facilities by making sure that people:

¨      Know the equality duties and the school’s equality commitments

¨      Can access all the benefits of being at the school

¨      Know how to ask for help

Are offered suitable support e.g. translation and interpretation, transport, technology, adaptations etc. where the lack of these services would place a person at a disadvantage on the grounds of a protected characteristic – to meet a need, not only a preference

¨      The impact upon the person involved is of great importance in determining what is reasonable

4.3 What support can you expect?

The school can only refuse to deliver support or adaptation if the school can prove that service is ‘unreasonable ‘or ‘impractical’. However this can only apply to particular and unforeseen circumstances.

4.4 Positive Action

The school can take proportionate positive action to address disadvantages faced by pupils of a protected characteristic, or where it would enable or encourage participation by an under represented group. An example of this is engaging male role models to work with all children (as well as small groups of boys) in order to engage boys in developing better reading and writing skills. We will gather evidence before taking positive action.

4.5 Communication

The school will communicate with people a way that is suitable for them. We will:

¨      Design materials that are easy to read, clear language and clear layout

¨      Use images that reflect the school and our local community

¨      Ask people of their preferred method of communication, where we can record it and use it e.g. email rather than letters to parents and carers

¨      Provide information in a variety of formats including large print, Braille, local languages etc. where needed

¨      Attach full contact details to make it easy for people to contact us

¨      Train and support employees in communication

¨      The school recognises British Sign Language as a language in its own right. The school will promote Deaf culture and identity and make use of suitable BSL interpretation and recordings.

¨      We will train relevant staff in deaf equality and BSL skills and make it known to all staff that have the relevant skills to deal with pupils, visitors, parents and governors.

4.6 Curriculum, resources and involvement

We will mainstream equality through the curriculum in our choice of diverse and challenging materials and activities. We will support children and young people to examine their lives and personal identity. This is in the light of people’s experiences which are both similar and different to them.

The images we use will reflect the diversity of society in a positive way so to meet the third duty of the Equality Act - to promote good relations between people. We will not omit or avoid certain equality issues because to do so would be to promote a false picture of the people of Carmarthenshire.

We will welcome people across the protected characteristics to our school to share their skills and experience. We will make sure that we make all people feel welcome.

4.7 Buying goods and services and working in partnership

The school will pass on its equalities duties to any person or body who:

¨      works for us or with us,

¨      delivers goods for us,

¨      whether they are paid, voluntary or partners.

All school contracts will state that they have to meet the equalities standards as set out in this Plan. The impact of this is that school related activities will be fair and equal for all employees, pupils and parents.

4.8 Engagement

The school consults and involves all the school’s stakeholders on matters that concern them, including this Plan and Equality Objectives. Engaging people will give us evidence to work out how well we are doing in delivering equality.

The school has procedures for finding out how pupils think and feel about the school.

4.9 Training

We’ll make sure that all people involved with the school know our equality commitments and their personal duty under it. We’ll provide suitable training for all staff and pupils. Where there are issues or potential issues e.g. social tensions, we’ll continue to address matters through the curriculum and where it’s needed use targeted external interventions, for example Show Racism the Red Card.

We will encourage employees and governors to continually develop their learning and experience of equality matters through a range of methods including study, shadowing, partnerships and twinning work etc.

4.10 Complaints and comments

We like getting feedback about the school. We need people to tell us how we are doing. If you have a concern or complaint please let us know. You can tell a teacher or school employee, telephone, write or email us. If you’d like to make an appointment with a relevant person, we’ll arrange it and feel free to bring along a friend or colleague for support.

When we deal with a concern or complaint we will do our best to keep people involved and informed of what’s happening and check that everyone is happy with the process. Advocacy and personal support is available for children and young people who need it.

5. Discrimination, victimisation and harassment

5.1 Discrimination

The Equality Act 2010 protects people from discrimination. The school will make sure that nothing we do discriminates against any person or people on the grounds of a protected characteristic. Human Rights are applicable to all people in relation to the school.

There are four kinds of illegal discrimination, as defined in the Equality Act 2010. They apply to service delivery and employment across the protected characteristics:

1. Direct discrimination– where a person treats another less favourably because of a protected characteristic e.g. refused to admit a child because they are Roma.

2. Combined direct (dual) discrimination - where a person is treated less favourably because of a combination of protected characteristics e.g. a school excludes a pupil because they are black and male.

Discrimination based on association is now illegal. Direct discrimination occurs when you treat a pupil less favourably because of their association with another person who has a protected characteristic e.g. their brother is a disabled person.

Discrimination based on perception is now illegal. Direct discrimination also occurs when you treat a pupil less favourably because you mistakenly think that they have a protected characteristic e.g. discrimination against a young person who is believed to be gay, even if they’re not.

3. Indirect discrimination – when a policy or practice is apparently neutral but the effect places a group of people at a significant disadvantage e.g. a rigid school dress code which does not account for items of clothing linked to religion.

4. Discrimination arising from disability – where a person is treated less favourably because of something related to their impairment e.g. a pupil with a learning disability disciplined for not obeying a rule that they hadn’t understood because they didn’t understand the sign.

5.2 Harassment including bullying

The school’s work around personal and social education will help build a school community that understands and enjoys equality and diversity.

The Equality Act 2010 protects people from harassment. Harassment is unwanted behaviour that has the purpose or effect of violating a person's dignity or creating an intimidating, hostile, degrading, humiliating or offensive environment for that person.

The school has responsibility to protect pupils, prospective pupils, former pupils, employees etc. from harassment. The school will be pro-active on protecting people by raising awareness, training teachers and pupils, encouraging people to report harassment and will deal with problems as they arise.

Harassment now includes harassment based on association i.e. a friend of a disabled person, or perception i.e. mistakenly believed to be a Muslim.

Where there are instances of bullying in and associated with the school, we will deal with instances promptly and sensitively. We recognise that instances that are motivated by prejudice against people of a particular characteristic, or bullying that affects one group of people in particular, has a greater negative effect, both for the people involved and for the school community.

5.3 Victimisation

The Equality Act 2010 protects people from victimisation on the grounds of any of the protected characteristics. Victimisation is when a person subjects another person to detriment because they have done, or believed that they will do, a ‘protected act.’

A ‘protected act’ are acts that include giving information or evidence under the Equality Act 2010, bringing proceedings, or making an allegation in relation to the Act, as long as they have done so in good faith. That is, they thought they were being honest.

5.4 Discrimination

Name calling, physical attacks, threats, the spreading of false rumours in person and on-line are all made more serious where a person is victimised for who they are. We know that discrimination and prejudice are particularly damaging to the individual and to family, friends and the school community. The school will take incidents of discrimination seriously and sensitively. False allegations are also taken seriously.

We will take an active role where discrimination is identified and it involves our employees, pupils or premises. Incidents ‘on the bus’ or ‘outside school’ negatively affect our pupils as much as incidents in school and we will tackle it where it is known.

Discrimination involving adults are treated differently to those involving children and young people. All adults are fully responsible for their actions. Children and young people may need support and education in matters to do with prejudice and discrimination and as such we will try to find solutions that involve the whole group and avoid criminalising individuals’ because of their actions. We will work with partners to find solutions, in particular where incidents are complicated or involve a wider group of people.

6 Performance/ standards - how we deliver the policy

6.1 Leadership and Management

The Governing Body is responsible for ensuring that the school fulfils its legal equalities responsibilities. A member of the Governing Body has a watching brief for equalities matters. With assistance from the Headteacher, the Governing Body will ensure that this Plan is implemented.

The Governing Body has equalities issues as regular items on the agenda of Governing Body meetings and there is a governor with responsibility for equalities.

The named persons with responsibility for dealing with reported incidents of discrimination or bullying are Mrs B. Martin, Mrs N. Hallam ( Deputy Headteacher or Mrs G. Jones ( Acting Deputy Headteacher ). The school will make sure that all incidents of discrimination are both reported and recorded in a register. These incidents relate to the school, its pupils and staff. The register will be shared with the local authority to help it plan anti-discrimination work. Neither the school nor the local authority will ever publicly identify individuals involved in incidents.

The Equality Coordinator is a senior member of staff with special responsibility for implementing and promoting equalities matters and this Plan.

6.2 Taking decisions and Equality Impact Assessments

Impact assessment refers to the review of all current and proposed plans and policies in order to help us act to promote equality and to ensure no person is disadvantaged by school activities through discrimination. Impact assessments are an on-going process to ensure that the school’s plans and policies are developed in an increasingly inclusive and equitable way.

As part of this school’s compliance of the specific duties of the Act, we will continue to undertake impact assessment of all new policies and plans prior to them being implemented. Similarly, we will impact assess our existing policies and plans whenever they are reviewed. As such, impact assessments are incorporated into the school’s planned review and revision of every policy.

6.3 Identifying and publishing equality information

The school will identify, publish and use equalities information each year to show how we are delivering the equality duty. The information we publish will be easy to find and easy to understand.

For pupils and school performance we will be publishing information on:

¨      Composition broken down by year group, ethnicity and gender and by proficiency in English / Welsh

¨      Composition broken down by types of disability and special educational needs

¨      Inequality of outcome and participation connected with ethnicity, gender and disability, and with proficiency in English / Welsh

¨      Instances of discrimination


We will be sensible in producing information. We realise that if the data group is very small then a breakdown of that data will not give us useful information e.g. looking at the academic achievement of two individuals in a year group cannot tell us about the performance of Chinese pupils in general. The published data will not identify any individual pupil.

Other matters including language needs, behavioural needs, poverty, schooling history etc. will be taken into account in analysing data and developing strategies to address equality differences

7 Employment

7.1 Employment

The school aims to be a fair employer and promote a friendly working culture. Without committed enthusiastic, skilled and empowered people the school cannot succeed. We’ll create a healthy, safe and supportive work environment where people are respected for who they are and employees can perform at their best.

We want our workforce to reflect society in Carmarthenshire and Wales. It is illegal to discriminate either directly or indirectly against people in selecting and employing people, in the terms of employment, access to training, promotion, transfers, retirement, dismissal, and other benefits on the grounds of any of the protected characteristics.

School employees are covered by the school’s Pay Policy which ensures that we have robust pay scales, performance management and commitment to continual professional development for employees through all employment levels.

7.3 Requests in relation to a protected characteristic

We will make every reasonable endeavour to meet employees’ requests relating to a protected characteristic, including dress, food, holidays, prayer times, work patterns, leave, support, physical adaptations etc. in order not to discriminate.

7.4 Positive action in Employment

Positive action measures can be used to counteract the effects of past discrimination, so that people in such groups can achieve their potential. We will evidence that we believe such disadvantages or underrepresentation exists before taking action.

7.5 Monitoring and publishing information on employment

We will monitor and publish equality information on our workforce in line with Vale of Glamorgan Council’s Strategic Equality Plan. This includes monitoring recruitment, employee development and retention.

The council’s payroll service supports us in this. We will publish data in a way that does not identify individuals.

Figures on employment will not inform us of the reason for any differentials. For the causes of any differentials and actions, we will ask current and prospective employees their opinions and experiences.

8 Action Plan 2016-2020

Equality and diversity is a normal part of the school’s everyday business. This action plan sets out the school’s main equality projects. There may be more or different work needed as opportunities arise. The action plan is aligned with the School Improvement Plan.











What we are going to do

How we monitor it

What is a successful outcome

Person responsible

Equality objectives 1

Increased opportunities for pupils in the Resource Base for the Hearing Impaired and Mainstream School to have access to a deaf role model


Deaf Role Model working

voluntarily in school on a regular basis

(COAST) project




Equality objectives 2

Pupils to participate in Super Ambassadors Scheme  (Unesco Rights of the Child)

Monitor outcomes and impact on a termly basis

(Special Missions)

Positive outcomes in terms of pupil well- being and PSD




Equality objectives 3

Further increase opportunities for Children’s Voice across the school e.g. One Page Profiles

School Development Plan

All pupils to have one page profiles by July 2017

All staff

Monitoring and reporting on equality progress











Access plan





Buying goods and services





Stakeholder engagement










Complaints and comments





Anti-bullying and good relations










Equality Self Evaluation Tool





Publishing equality information

























This policy was reviewed by the staff on 07.11.16 and adopted by the Governing Body on the 9.11.16


Signed : ____________________ ( Chair of Governors)  Date:  ___________


Signed : ____________________ ( Head teacher)          Date:  ___________