| Ref 0.1 | The setting can demonstrate that the Equality Act 2010 is embedded in policy, procedures, and practice. |
|---|---|
| Red | Leadership and governance are unaware of the public sector equality duty |
| Amber |
Only the governing body and some senior leaders know about the public sector equality duty. The public sector equality duty is only superficially included in the setting’s values and ethos. |
| Green | All staff know about and practice the public sector equality duty All staff understand and apply this duty in their daily work |
| Resources | |
| Ref 0.2 | The setting publishes information about their compliance with the General Equality Duty under the Public Sector Equality Duty (PSED) and reviews at least on an annual basis. |
| Red | The setting is not compliant with the Public Sector Equality Duty and does not have an equality statement that is reviewed at least on an annual basis. |
| Amber |
Few people in the community know about the setting’s equality statement and its compliance with the Public Sector Equality Duty. A statement has been published on the setting's website and is reviewed an annual basis. For Early Years settings this will be reflected in their Equalities Policy. |
| Green | The setting’s position is clearly known by all members of staff and this is regularly revisited. All staff are clear about their duties in relation to this statement and how it relates to their work. All policies have explicit reference to the setting’s Public Sector Equality Duty. This is to avoid negative discrimination against those with protected characteristics and to consider taking positive action such as making reasonable adjustments for this cohort. The setting’s statement acknowledges that children, families, and communities may face multiple disadvantages. |
| Resources |
• Making sure your school meets the Public Sector Equality Duty | EHRC • Equality Act Guidance and Technical Guidance from the Equality Human Rights Commission. • Equalities impact assessment - early years foundation stage regulatory changes consultation • Equalities Guidance for Early Years Settings - Tower Hamlets Council Early Years Inclusion Team |
| Ref 0.3 | The setting has published their Measurable Equality Objectives and reviews them at least every four years. |
| Red | The setting is not compliant with the Public Sector Equality Duty and does not have Measurable Equality Objectives that are reviewed at least every 4 years. |
| Amber |
The setting has measurable Equality Objectives which are reviewed at least every 4 years which are published on the setting’s website. Knowledge of these is limited to some members of the senior leadership team. For Early Years settings this will be in their Improvement Plan and or using the Bristol Standard dimensions - Equalities, Diversity, and Inclusion. |
| Green | The setting has measurable Equality Objectives which are reviewed more regularly than every 4 years. Objectives are based on regular reviews of equalities data and are shared and implemented by all staff. This includes understanding the needs of different communities |
| Resources | |
| Ref 0.4 | The setting has an awareness and application of anti-oppressive practice through development of a whole setting approach to embedding the Human Rights Act 1998 and the United Nations Convention on the Rights of the Child. |
| Red | The setting has not raised awareness of human rights or the rights of the child either through the curriculum or school values. |
| Amber |
The setting has measures in place to review its compliance with the Human Rights Act 1998 and has taken reasonable steps to ensure that the setting’s community are aware of the rights of children and their families. Some members of the senior leadership team are aware and considers human rights on behalf of the school. For Early Years, this will be evidenced in their policies and enacted through the curriculum. |
| Green | The setting has completed an audit tool such as UNICEF’s ‘Right Respecting’ accreditation (or equivalent) which embeds rights in policy, practice, and culture. There is a consensus and understanding by all members of staff around their duties to comply with the Human Rights Act 1989. There is evidence that awareness of human rights is embedded across the setting, including amongst staff, children, and their families. There is evidence that the setting reviews its practice at least on an annual basis where human rights may have been compromised (e.g. effectiveness of exclusions and suspensions, for Early Years, how this reflected in the curriculum). |
| Resources |
• Accreditation - Rights Respecting Schools Award (unicef.org.uk) • HUMAN RIGHTS FRIENDLY SCHOOLS • TOOLKIT - Amnesty International • Becoming a human rights friendly school: A Guide for schools around the world |
| Ref 0.5 | The setting has identified safe spaces for children who experience additional barriers to accessing support due to protected characteristics. |
| Red | The setting has not identified safe spaces for children or staff with protected characteristics. |
| Amber |
The setting has developed safe spaces for children who identify as lesbian, gay, bi, or trans (LGBTQ+) to share their concerns with members of staff in line with Part 2 of Keeping Children Safe in Education. |
| Green | In addition to conditions set out in the AMBER: The setting has taken proactive steps to develop safe spaces for other prominent protected characteristics for children and staff in their community. Senior leadership creates spaces to listen to and promote the voices of marginalised individuals. Members of staff champion equality work and have undertaken additional training to consider developing inclusive spaces. |
| Resources |
• Participation-guidance.pdf (bristolsafeguarding.org) |
| Ref 0.6 |
The Statement of Principal and Practice reflects the theoretical or therapeutic models used in the setting. (The statement includes an outline of provision for children with special educational needs or disabilities.) |
| Red | The setting does not have a statement in place that is reviewed on a regular basis. |
| Amber |
There is a statement in place which is publicly available and is known by members of the setting’s community. This is reviewed at least every 2 years. |
| Green | The statement has been co-constructed with children, families, and members of staff. It has been written in a way which is accessible. The statement is embedded in the setting’s practice, policy, and culture. This is reviewed at least on an annual basis. |
| Resources |
Mandatory for Residential Special schools • Residential special schools: national minimum standards - GOV.UK (www.gov.uk) |
| Ref 0.7 | The setting has mechanisms in place to ensure that children with Special Educational Needs and Disabilities can access appropriate and proportionate support according to their presenting needs through a graduated response. |
| Red | The setting does not have a graduated response. SEND provision is not well planned or regularly monitored. |
| Amber |
There is an identified SENCO who is undertaking the relevant national training. A clear, costed whole setting plan outlining Ordinarily Available Provision in all four areas of the code of practice. A clearly demonstrated graduated response is evidenced. There are monitoring cycles for school-based support for children. This takes place 3 times a year and includes parent and child's voice. There is a commonly understood criteria for identifying additional need and adding children to the SEND register. |
| Green | In addition to conditions set out in the AMBER: The setting has a qualified SENCO who is part of Senior Leadership Team. There is a designated SEND governor who oversees the effectiveness of performance in line with local and national expectations. A Special Education Needs and Disability information report which has been co-constructed with children and families. This is reviewed annually and published on the setting's website. |
| Resources |
• Ordinarily Available Provision • Special educational needs co-ordinator's (SENCO) national professional qualification - GOV.UK |