Governance
Equality & Diversity
Horizon Community College welcomes its duties under the Equality Act 2010 and the Prevent Duty guidance 2015 to eliminate discrimination, advance equality of opportunity and foster good relations and positive attitudes in relation to age, disability, ethnicity, gender (including issues of transgender, and of maternity and pregnancy), religion and belief, and sexual orientation/identity (including marriage and civil partnerships).
Our Equality Policy provides a framework for us to pursue these duties and ensure that no person, through their contact with the college, receives less favourable treatment. The principles apply to all members of the extended college community – students, staff, governors, parents, carers and members of the local community.
We provide additional opportunities for the students to use their home language to support their learning and development of English together with promoting British Values.
If you would like to know more about our EAL offer, or you are a school EAL lead and would like support developing your provision then contact info@horizoncc.co.uk
To read the Equality policy in the full version, click below.
Statement
In fulfilling the legal obligations cited above, we are guided by the following principles:
Principle 1: All ‘learners’ are of equal value
We see all learners and potential learners, their parents and carers and staff, as being of equal value:
• whether or not they are disabled
• whatever their age
• whatever their ethnicity, culture, national origin or national status
• whatever their gender
• whatever their religious or non-religious affiliation or faith background
• whatever their marital status
• whatever their sexual identity
• whether they are pregnant or on maternity leave
Principle 2: We recognise and respect difference
Valuing all ‘learners’ equally (Principle 1 above) does not necessarily involve treating them all the same. Our policies, procedures and activities will not discriminate but will nevertheless take account of differences of life-experience, outlook and background, and of the kinds of barriers and disadvantage people may face, in particular, though not exclusively, in relation to their:
• disability, so that reasonable adjustments are made
• ethnicity, so that different cultural backgrounds and experiences are recognised
• age
• gender and gender identity, so that the different needs and experiences of males, females and transgender people are recognised
• Whether they have undertaken/are undertaking gender reassignment
• religion, belief or faith background
• sexual identity
• marital status
Principle 3: We foster positive attitudes and relationships, and a shared sense of cohesion and belonging
We intend that our policies, procedures and practice will promote:
• positive attitudes towards disabled people, good relations between disabled and nondisabled people, and an absence of harassment of disabled people
• positive interaction, good relations and dialogue between groups and communities different from each other in terms of ethnicity, culture, religious affiliation, national origin or national status, and an absence of prejudice-related bullying and incidents
• mutual respect and good relations between males and females and an absence of sexual and homophobic harassment
Principle 4: We observe good equalities practice in staff recruitment, retention and development
We ensure that policies and procedures support all employees and potential employees, for example in recruitment and promotion and in continuing professional development:
• whatever their age
• whether or not they are disabled
• whatever their ethnicity, culture, religious affiliation, national origin or national status
• whatever their gender and sexual identity, and with full respect for legal rights relating to pregnancy and maternity
Principle 5: We consult and involve widely
We engage with a range of groups and individuals to ensure that those who are affected by a policy or activity are consulted and involved in the design of new policies, and in the review of existing ones. These groups and individuals include:
• disabled, as well as non-disabled, people
• people from a wide range of ethnic, cultural and religious backgrounds
• people of all ages
• males, females and transgender people
• people of all sexualities
Principle 6: Society as a whole should benefit
We intend that our policies and practices should benefit society as a whole, both locally and nationally, by fostering greater social cohesion and encouraging greater participation in public life by:
• disabled, as well as non-disabled, people
• people from a wide range of ethnic, cultural and religious backgrounds
• people of all ages
• males, females and transgender people
• people of all sexualities
Principle 7: We base our policies and practices on sound evidence
We maintain and publish quantitative and qualitative information which shows our compliance with the public-sector equality duty (PSED) set out in clause 149 of the Equality Act 2010. This information is used by the college when determining ‘next steps’ and developing the following year’s development plan. Our equality objectives are integrated into this plan and so progress towards achieving them reported to governors across the year.
