Equality Statement

Equality is an incredibly important part of our ethos here at Inclusion – below we have set out our Equality Duty, targets and action plan to achieve this.

Inclusion Education Equality Duty
What is the Equality Act 2010?

The Equality Act 2010 covers all aspects of school* life to do with how a school treats
pupils and prospective pupils, parents and carers, employees, and members of the
community. Everything a school does must be fair, non-discriminatory and not put
individuals or groups of people at a disadvantage. In particular, a school must not
discriminate, harass or victimise a pupil or potential pupil in relation to:

• Admissions.
• The way it provides education for pupils.
• How it provides pupils access to any benefit, facility or service.
• Excluding a pupil or subjecting them to any other detriment.

What actions and behaviours are unlawful under the Act?

The Act defines a number of types of unlawful behaviour, including:
• Direct discrimination.
• Indirect discrimination.
• Failing to make reasonable adjustments for disabled pupils or staff.
• Discrimination arising from disability.
• Harassment related to a protected characteristic.
• Victimisation of someone because they have made, or helped with, a complaint about

Protected characteristics

The Act uses the term “protected characteristics” to refer to aspects of a person’s identity.
Treating a person less favourably because they have one or more of these characteristics
would be unlawful. The protected characteristics are:
• Age.
• Disability.
• Gender reassignment.
• Marriage and civil partnership.
• Pregnancy and maternity.
• Race.
• Religion or belief.
• Sex.
• Sexual orientation.

Public Sector Equality Duty
Since April 2011, schools have also been bound by a part of the Equality Act 2010 called
the Public Sector Equality Duty (also known as the PSED or simply the “Equality Duty”).
The new Equality Duty has two parts: the “general” duty and “specific” duties. The general
duty is the overarching legal requirement for schools and means they must consider how their policies, practices and day-to-day activities impact on pupils and staff. Schools are
required to have “due regard” to the need to:
• Eliminate unlawful discrimination, harassment and victimisation.
• Advance equality of opportunity.
• Foster good relations.
There are two specific duties for schools aim to assist them to meet the general duty.
These are:
• To publish information to show how they are complying with the Equality Duty. This
must be updated at least annually.
• To prepare and publish one or more specific and measurable equality objectives at least
every four years.

Inclusion Hampshire Equality Objectives 2020- 2024:

In Relation to Teaching and Learning
● Educate all about discrimination and prejudice and promote a harmonious environment.
● To reduce prejudice and increase understanding of equality through direct teaching across the curriculum
● To promote spiritual, moral, social and cultural development and understanding through a rich range of experiences both in and beyond the Provisions.

In Relation to Achievement
● Strive for all learners regardless of ethnicity, age, gender and ability to make progress in all aspects of  their learning and personal development
● To ensure that all ‘vulnerable’ learners achieve targets

  • In Relation to Leadership and Management
     Ensure the appointment of all staff is in line with equal opportunities legislation
  • To continually consider how well the organisation ensures equality of opportunity for all its learners

● To ensure all new and existing policies and procedures take account of our commitment
to achieving equality

Inclusion Education Targets:
● By July 2023, 90% of the staff will feel confident in responding effectively to
prejudice-related bullying, as shown by the annual staff survey.
● By the end of the 2023/ 24 school year, 100% of learners will feel they have
received support and education in challenging bullying, prejudice and
discrimination, as shown by end of year learner surveys
● The future outcomes of all learners with barriers to learning will be achieved, with 90% of learners securing a destination in mainstream, further education, employment or training by August 2024

1 * for the purpose of this document, ‘School’ refers to Inclusion College and Inclusion School ‘pupils’ to our students and learners.