Underpinning good practice

The race, disability and gender equality duties underpin good teaching, writes Education Journalist of the Year Dorothy Lepkowska.

Teaching: the GTC magazine, summer 2008

It’s no longer enough to say ‘black pupils are underperforming’ or ‘boys do less well than girls’. You need to be able to look beyond. Ask why does this Bangladeshi girl do less well than that one, and reflect on what you know about that pupil as an individual.

This may seem like stating the obvious. As a teacher – and a school – of course you strive to get the best from your pupils. You make sure they are treated equitably, have equal access to the curriculum, are happy and feel cared for.

Responsibilities

These considerations now have to be explicit. Schools are legally required to have schemes or policies in place. These must show how they promote race, disability and gender equality, and how this is reflected in their day to day work and their outcomes.

Once written, a policy and the action plan that goes with it will help to promote discussion within the school, and remind staff of the school’s responsibilities.

Outcomes are most effective when schemes are incorporated into a school’s planning and considered integral to raising standards, rather than just something extra to do.

The three duties are aimed at promoting attainment and achievement for all, encouraging good practice in the classroom and bringing about social cohesion. They apply in all areas ranging from delivery of the curriculum to hiring staff.

In a nutshell, the duties mean considering every pupil and member of staff as an individual.

What teachers say

Michael Wilson	Gillian Winter

Michael Wilson, head of Orrell Holgate primary school inWigan, invited in a group of adults with disabilities when drawing up his disability duty.

'Don’t be afraid to seek advice,' he advises. ‘We found there were all sorts of issues we had not considered, such as where to place a Braille sign on a door. I would have said right in the middle, but of course the sensible answer is by the handle.’

Altrincham girls’ grammar school in Trafford has produced an equalities scheme which jointly comprises the three categories of race, disability and gender. 'There is a very strong belief at the school in student voice,’ says Gillian Winter, assistant head. ‘We relied heavily on this in developing our scheme, in keeping with requirements to consult stakeholders.

‘Opinion was canvassed from both the student council and pupil forum, as well as teachers and parents.’

Schemes must be practical, says Ofsted

Inspectors will examine the effects of the equalities schemes on the outcomes of pupil achievement, attainment, personal development and well-being, as well as in issues such as curricular provision and school management.

Roger Shippam, Ofsted’s deputy director for education, says that while written schemes are a requirement, they must also work in practice. ‘My advice would be get the practice right first andmake sure this is backed up in writing,’ he says.

The process of drawing up equality policies can act as an excellent management tool for schools, says Phil McCarvill, head of public sector duties at the Equality and Human Rights Commission.

‘The whole process should be open and robust,with everything up for discussion,’ he says. ‘It allows them to deal with all those things they have been putting off, such as under-achievement among some groups, or inconsistent rewards and punishments.

'A failure to draw up schemes, however, leaves schools open to costly tribunals or trips to court.’

GTC figures show that large numbers of teachers are unaware if their school has a scheme, or if it does, of its contents.

The duties at a glance

Race equality duty:

• To eliminate discrimination, promote equal opportunities and promote good relations between people of different racial groups
• Specific duty on schools to produce a race equality scheme by 2002

Disability equality duty:

• To promote equality, eliminate discrimination and harassment and encourage participation by disabled people in public life
• Duty on secondary schools to publish disability equality scheme by December 2006, and on primary and special schools by December 2007

Gender equality duty:

• To promote gender equality and eliminate sex discrimination
• Schools and all public authorities required to publish a gender equality scheme by April 2007.