Technology


Racial Equility


This policy statement underpins the Education Service Racial Equality Policy and reflects the Middlesbrough Council's Diversity Policy Statement.

As part of our commitment to equal opportunities, Macmillan Academy will seek to eliminate all forms of racial discrimination. It is illegal to discriminate - directly, indirectly or unintentionally.


Background


Macmillan Academy values the diversity of the local population and seeks to reduce social exclusion by being more responsive to community and individual needs. Macmillan Academy is fully committed to equality of opportunity for all people, across the full range of its activities as a provider and an employer. This pledge is expressed through the mainstreaming of race equality issues in policy development, consultation, implementation and evaluation.

To comply with the Commission of Racial Equality, Standards for Local Authorities, and the Race Relations (Amendment) Act 2000 it is a specific requirement that the Academy prepares a written Racial Equality Policy. This policy covers our service delivery and employment practices.

Macmillan Academy's approach to race equality will take into account recommendations from the Stephen Lawrence Inquiry Report and to bring Macmillan Academy in line with the Race Relations (Amendment) Act 2000. Macmillan Academy has adopted the definition of a "racist incident" from Recommendation 12 of the report of the Stephen Lawrence Inquiry as well as the definition of "institutional racism".


Aims and Objectives of the Policy


Service Delivery

  • assess the impact of policies, practices and procedures. establish monitoring systems.

  • ensure that our Academy is accessible to black and minority ethnic communities, and where necessary, appropriate services are developed to meet identified needs.

  • monitor the take-up of our Academy accordingly to ethnicity.

  • train all our staff to fully understand all forms of racism.

  • that all aspects of Academy life are culturally sensitive.

  • monitors key results on attainment, exclusion and attendance with regard to ethnicity.

This information will then be used to develop policies and services and black and minority ethnic people.


Policy
Macmillan Academy will aspire to:

  • have non-discriminatory policies and procedures, which comply with relevant legislation.

  • promote equality of opportunity and good relationships between persons of different racial groups.

  • establish effective consultation and liaison arrangements with black and minority ethnic communities to ensure that they are fully consulted on the development of equality policies.

  • develop and employ effective procedures for dealing with and monitoring racist incidents in the Academy.


Employment
Macmillan Academy will do all in its power to eliminate racial discrimination and promote equality of opportunity in employment. Macmillan Academy will endeavor:

  • to achieve a racially balanced workforce, reflected at all levels.

  • to gather and publish the number of black and minority ethnic staff employed.

  • to ethnically monitor applicants for jobs and promotion.

  • to monitor and analyse grievances, disciplinary action, performance management, training, dismissals and the use of exit interviews to establish their reason for leaving.

  • to ensure that all advertising material sand literature relating to employment will avoid stereotyping black and minority ethnic people.

  • to ensure that indirect discrimination does not occur through the use of unnecessary job criteria.

  • to ensure that every selection decision is informed and fair by ensuring that shortlisting is based purely on facts and person specification.

Responsabilities for Implementing the Policy


The Governing Body of Macmillan Academy is to ensure that the policy is implemented in all areas of school life.

The Principal is to ensure that all staff and students comply with the policy.


Complaints Procedure (This Section is Currently Under Review)


Any employee who feels that they have been subject to racial discrimination should refer to the Academy's Personnel Handbook.
Macmillan Academy will be responsible for keeping a record of all racial complaints. All complaints, of a racial nature will be recorded and will be made available to Governors.


Review


The Governing Body of Macmillan Academy will review, assess and monitor the policy.

To ensure it is working and to identify areas of improvement. This Racial Equality policy will be reviewed annually.


Procedures Should an Incident Occur


All incidents should be responded to immediately and appropriately. Referral may be necessary to HOD, HOY or Assistant Principal (Student Development).

Academy staff must understand that their reactions to such incidents will influence the attitudes of students. For example, a failure to respond may be seen as condoning racist behaviour.

Staff should acknowledge that students and staff who have experienced racism may have developed strategies to deal with this. Intervention should, where possible, support and empower students/staff who have suffered harassment. A balance should be struck between supporting students/staff and protecting them. For example, the Academy's response, where appropriate, be discussed with students/staff involved.

The perception of the person who has experienced harassment should be given particular attention.

All incidents of racial harassment will be treated as serious disciplinary matters. As with any other serious disciplinary matter the way it is dealt with should be appropriate to the incident itself.

For example, a deliberate racist (verbal or physical) should be dealt with on the same basis as any other serious attack involving discipline of the offender, support for the student/member of staff who has been attacked and counselling for both parties. Where the incident is judged to be unintentional then the emphasis would be on counselling and support for both parties.

Consistency in dealing with incidents is essential if students and staff are to be clear about the Academy's commitment to deal with racism.

Sex Education Policy


Development

This policy was developed and agreed in consultation with governors, senior management team, staff, parents, students and other relevant outside agencies e.g Middlesbrough Health Promotion. The Academy has liaised with its feeder schools through the Middlesbrough Health Promotion personnel to ensure the teaching and learning is progressive. This policy reflects national aims and objectives including National Healthy School and Quality Standards. Publications are available for information and are housed in Assistant Principal (Student Development)'s office.

To Whom Does the Policy Apply


This policy applies to the Academy students, all staff, visitors on site and parents.

Overall Aim


To clarify the provision of Sex and Relationship Education to all students (including education about HIV and AIDS and other sexually transmitted infections) and the teaching of human growth and reproduction as set out in the National Curriculum. We recognise that we are only one component of our student's education and that family, community and social groups all have a contribution to make on Sex Education. Our Sex Education programme reflects the aims and values of our Academy and its governing body.

Roles and Responsabilities


Governors

The Governing Body has a written statement of the policy available to parents. They will continue their involvement through regular evaluation of it.

Principal

The Principal takes overall responsibility for ensuring that any Sex Education is provided in a way that ensures students are taught about the nature of marriage and its importance for family life and for bringing up children and that students are protected from teaching materials which are inappropriate, having regard to the age and cultural background of the students concerned.

Heads of Years

Heads of Year have the responsibility of writing to parents to inform them of their right to withdraw their child from all or part of Sex and Relationship Education.

Teaching Staff

Teachers have a responsibility to ensure the safety and welfare of students and because teachers act 'in loco parentis', parents need to be reassured that the personal beliefs and attitudes of teachers will not influence the teaching of Sex and Relationship Education within the tutorial framework. Teachers are required to adhere to the Academy's policy on confidentiality between themselves and students, especially when they believe that a student has embarked on a course of conduct that would place him or her at moral or physical risk or in breach of the law. Teachers cannot offer or guarantee absolute confidentiality. It is only in the most exceptional circumstances that Academy will be in a position of having to handle information without parental knowledge. Where younger students are involved this will be grounds for serious concern and child protection issues will need to be addressed. Students should be encouraged to talk to their parents or carers and give them support to do so. If there is evidence of abuse the child protection procedure should be adhered to, ensuring that students are informed of sources of confidential help, for example the Academy sister, Counsellor, GP or local advice service.

Students

Students need to be taught to behave responsibly towards sex and relationship issues and be able to make informed decisions.

Parents

Parents or guardians have the right to withdraw their children from all or part of any Sex Education provided, but not from teaching the biological aspects of human growth and reproduction necessary under National Curriculum Science.

Use of Visitors and Outside Agencies

Where visitors and outside agencies are involved, their contribution must have been planned as part of an overall programme of Sex and Relationship Education. Their contribution should complement the teaching already taking place in the Academy.

Limits of Confidentiality

Students disclosing information about sexual activity by themselves, or by people they know, should be reminded that the teacher cannot offer absolute confidentiality.

It should be noted that if the preservation of a confidence: enables criminal offences to be committed or results in serious harm to the student's health and welfare civil or criminal proceedings will ensue.

If a person discloses information relating to underage sexual activity then absolute confidentiality cannot be guaranteed. Students should be reminded of this when appropriate. Any such disclosure should be reported to designated teacher for Child Protection and/or Assistant Principal (Student Development).

Outline for Sex and Relationship Education


Aims and Objectives

  • Develop positive values and a moral framework that will guide their decisions, judgements and behaviours.
  • Be aware of their sexuality and understand human sexuality.
  • Understand the arguments for delaying sexual activity.
  • Understand the reasons for having protected sex.
  • Understand the consequences of their actions and behave responsibly within sexual and pastoral relationships.
  • Have the confidence and self esteem to value themselves and others and have respect for individual conscience and the skills to judge what kind of relationship they want.
  • Communicate effectively.
  • Have sufficient information and skills to protect themselves and where they have one, their partner from unintended/unwanted conceptions and sexually transmitted infections, including HIV.
  • Avoid being exploited or exploiting themselves.
  • Avoid being pressured into unwanted or unprotected sex.
  • Have access to confidential sexual health advice/support and, if necessary, treatment.
  • Know how the law applies to sexual relationships.


The National Curriculum and Education Reform Act 1988 Requirements


The National Curriculum Science Order states that:

At key stage 3 students should be taught:

  • 1d that fertilisation in humans ……………. is the fusion of a male and female cell

  • 2f about the physical and emotional changes that take place during adolescence

  • 2g about the human reproduction system, including the menstrual cycle and fertilisation

  • 2g about the human reproduction system, including the menstrual cycle and fertilisation

  • 2h how the foetus develops in the uterus

  • 2n how the growth and reproduction of bacteria and the replication of viruses can affect health


At key stage 4 students should be taught:

  • 3f the way in which hormonal control occurs, including the effects of sex hormones

  • 3g some medical uses of hormones, including the control or promotion of fertility

  • 3l the defence mechanisms of the body

  • 4d how sex is determined in humans.

Section 1 of the Education Reform Act 1988 places a statutory responsibility upon schools to provide a broad and balanced curriculum which:

Promotes the spiritual, moral, cultural, mental and physical development of students at the school.

Prepares students for the opportunities, responsibilities and experiences of adult life.


Teaching Programme, Strategies and Resources


Sex and Relationship Education is delivered by the Personal Tutor in whole class or groups situations. A wide variety of teaching and learning strategies should be used, including establishing ground rules introducing 'distancing' techniques making use of discussion and project learning and encouraging reflection. These will encompass the broad aims of PSHE delivered through the Tutorial curriculum as reflected in the National Curriculum Science Order and the SCAA guidance.

It is also taught within other curriculum areas for example Science and RE. Where the teaching and learning includes issues which may be sensitive, staff and students will work within clearly understood and applied ground-rules (see QCA guidance).

(See also section relating to confidentiality)

Resources


All resources for Sex Education are kept in Assistant Principal (Student Development)'s office and/or in Head of Year's office. The resources are purchased after careful consideration and evaluation of the materials in line with national guidelines and the aims of this policy.

Spritual, Moral, Cultural & Social Policies


The rationale for Curriculum 2000 includes significant mention of students spiritual, moral, social and cultural development. It is a foremost element of education in Macmillan seeking to prepare students for the opportunities, responsibilities and experiences of life, developing principles for distinguishing between right and wrong, creating enduring values, producing integrity and helping students to be responsible, caring citizens capable of contributing to a just society.

Across the whole Academy SMSC will be found integrated into the curriculum, but special emphasis will be found in the Tutorial sessions and assemblies, as well as the whole Academy programme of Citizenship.

Spiritual Development


We seek to allow and encourage:

Spiritual Development with students, of whatever religious tradition or none, becoming aware of the spiritual dimension which is within them, having time to reflect and to know that there is something deeper and more enduring than the outward and material world that surrounds them.

Spiritual development will be assessed by the extent to which opportunities are provided throughout the whole curriculum and life of the Academy to:

  • develop a sense of mystery, wonder and joy at being alive in this world,

  • enjoy and respond to times of silence, stillness and reflection,

  • begin to develop beliefs and values by which to live and learn to respect the beliefs and values of others.

Moral Development


We seek to allow and encourage:

Moral Development enables students to take a thoughtful view of what is right and wrong, to recognise the interests of others as well as themselves and develop characteristics such as unselfishness, kindness, truthfulness and commitments to justice and integrity, so that they can live in ways that respect the well-being and rights of others.

Moral development will be assessed by the extent to which opportunities are provided throughout the whole curriculum and life of the Academy to:

  • be aware of and care for one's neighbour as oneself,

  • develop moral values,

  • understand how to make right choices and learn the consequences of making wrong ones,
  • develop self-esteem and learn to extend and receive forgiveness,
  • understand the importance of belonging to a community and that rights should be balanced with responsibilities.

Social Development


We seek to allow and encourage:

Social Development enables students to relate to others successfully developing social skills and characteristics such as tolerance, respectfulness, and a willingness to get involved, so that they can play a full and fulfilling part in the community and society as family members, citizens, workers and learners.

Social development will be assessed by the extent to which opportunities are provided throughout the whole curriculum and life of the Academy to:

develop skills such as co-operation, leadership, collaboration, responsibility, teamwork and initiative;

develop, experience and understand social relationships and the rights and responsibilities of individuals within the social setting;

find out about and gain understanding of the ways in which societies function in order to become good citizens.

Cultural Development


We seek to allow and encourage:

Cultural Development enables people to develop their own pace and identify in society and appreciate and participate in their own culture, and the cultures of others by developing their appreciation of, for example, the arts, sport, music and other aspects of culture so that they can participate in the cultural life of their communities and society for their own and others enrichment.

Cultural development will be assessed by the extent to which opportunities are provided throughout the whole curriculum and life of the Academy to:

value and encourage students' own cultural roots, interests and achievements and enrich, broaden and deepen these experiences;

enable students to demonstrate knowledge about their own cultural traditions and its practices whilst also recognising and appreciating cultural diversity;

comprehend something of the global community and developing meaningful links where appropriate.

Conclusion


The personal development of students, spiritually, morally, socially and culturally plays a very significant part in their ability to learn and achieve and is essential to the fulfilment of the whole Academy ethos and plan.


© Macmillan Academy 2017 | Endeavour Academies Trust