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Aylands School

The Race Equality Policy

Aylands School’s REP is guided by three core principles:

Every pupil should have opportunities to achieve the highest possible standards, and the best possible qualifications for the next stages of their life and education
Every pupil should be helped to develop personal and cultural identity that is confident and open to change, and that is receptive and respectful towards other identities
Every pupil should develop the knowledge, understanding and skills that they need in order to participate in Britain’s multi-ethnic society, and in the wider context of an interdependent world.

Principles in practice

Headteacher Finlay Douglas describes specific strategies demonstrating the REP in practice:

Inclusion is considered in its broadest context where the goal is to leave school and make a positive input into society: 'Inclusion is not geographical. Society is where it matters. School provides the route. We do this by developing personal skills and qualifications.'
Recruitment and retention: BME staff, recruited over the past 2 - 3 years, now make up 20 per cent of the staff and reflect the diversity of the school community
Positive role models: these exist within the school community. External role models are provided through extensive enrichment opportunities, including extra-curricular activities
Staff commitment: all staff are committed to making a difference. They develop nurturing, loving relationships and there is a shared commitment to achievement between staff and pupils
Developing effective relationships with parents.

Embedding the REP

Strategies to review the impact and implementation of the REP are built into the School Improvement Plan and self-evaluation procedures. The principles of the REP are built into other school policies, ensuring consistent practice.

Staff commitment

Yvonne teaches year 5. She describes how ownership of the REP is created through staff development:

'All the staff develop the policy, with time given for work in groups. All the staff have an input into the REP so what is in it actually happens. Everyone works together; the pupils are very aware of the commitment to equality and everything is really fair.'

Student voice

Cheyne describes himself as hard-working and puts this down to the way his teachers help him do his best. Since joining the school he has learned to develop pride in himself. He represents his school in sports and this has helped him develop positive feelings about himself. Before joining Aylands he felt he wasn’t trusted. Now he feels proud of himself, proud of his school and is delighted in his family’s pride in him.

Shian describes how, for him, race equality means getting along easily with people no matter what race they are. His teachers help him do this:

'The teachers are there for you. Teachers talk things through with you. When there’s bad situations they help and that feels good because you get around things. We’re all treated equally. You know no one’s higher or lower than you.'

Parental partnership

Elaine’s relationships with staff are really helpful to her. All the staff know her and she can go to them at any time:

“School listens to me if I have a different view. In the past, when he felt he was treated unfairly, an apology was given to me and my son after we talked with the head. They showed equality then.”

Positive reports have turned things around. School staff make a point of ringing home to share success stories. The daily school diary is really helpful and has opened up ways for Elaine to talk with her son about what is happening. She feels the school supports her really well and she really applauds them.

Jane knew Aylands was the school for her son the first time she went there and it has changed her world. In the past she had worried whether his difficulties would have been addressed differently if he was white:

'There should have been more attention given to the dyslexia rather than focusing on the behaviour. I always believed there was more to it. Aylands took time to find out what was happening, not as a black boy or as a child with a problem. Aylands explained everything.'


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