ssThe Equality Act 2010 introduced a single Public Sector Equality Duty (PSED) (sometimes also referred to as the ‘general duty’) that applies to public bodies, including maintained schools and Academies, and extends to certain protected characteristics – race, disability, sex, age, religion or belief, sexual orientation, pregnancy and maternity and gender reassignment. This combined equality duty came into effect in April 2011. It has three main elements. In carrying out their functions, public bodies – including schools – are required to have due regard to the need to: 

  • Eliminate discrimination and other conduct that is prohibited by the Act, 
  • Advance equality of opportunity between people who share a protected characteristic and people who do not share it, 
  • Foster good relations across all characteristics – between people who share a protected characteristic and people who do not share it. 

At Sutton in Craven C of E VC Primary School, ensuringequality of opportunity for allpupils, staff, parents and carers irrespective of race, gender, disability, belief, sexual orientation, age or socio-economic background is a key commitment. We aim to develop a culture of inclusion and diversity in which all those linked to the school feel proud of their identity and ability to participate fully in school life. We are committed to ensuring equality of provision for everyone throughout the school community. One statement of Our Aims and Visions says:- 

“Our Christian Values underpin and motivate high expectations for us all and together they create a loving community, a climate of dignity, respect, safety and support, a place of love, courage, peace and high aspiration for all to flourish.”  

Our equality objectives for 2022 – 2026 are:-

  • To ensure the quality of teaching in PSHE is effective in allowing children to have a greater awareness of diversity in the community and the wider world including gender, sexuality, different families, religion, culture and disability.
  • To ensure that there is equality between the way boys and girls are treated; children and staff must understand that opportunities are available to all regardless of gender without promoting gender stereotypes.
  • To use a high level of appropriate vocabulary to ensure children can talk about diversity including: gay, lesbian, trans gender, consent, gender stereotypes, bullying