Brunel Academies Trust

Equality at Brimble Hill

The equality act of 2010 replaced nine major Acts of Parliament dealing with equality and discrimination. The act applies to all maintained, independent and free schools, as well as academies.

Everything that a school does must be fair, non discriminatory and must not put individuals or groups of people at a disadvantage. Schools 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.

Actions and behaviours that are unlawful:

  • Direct discrimination
  • Indirect discrimination
  • Failing to make reasonable adjustments for disable 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 discrimination.

Brunel Academies Trust Equality and Diversity Statement

Brunel Academies Trust Equality, Diversity Policy

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. The equality duty replaces the previous three sets of duties on schools to promote disability, gender and race equality through having equality policies and actions for these three groups.

Schools are required to have due regard to the need to:

  • Eliminate unlawful discrimination, harassment and victimisation
  • Advance equality of opportunity
  • Foster good relations
  • 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 objective at least every four years.

School Objectives

  • To promote levels of parental engagement in learning and school life, to ensure equity and fairness in opportunities for access and engagement.

  • To ensure parity in terms of early reading teaching and learning in order to support equality and access to both the curriculum and functional and leisure reading opportunities in their future lives.

  • Curriculum meets the needs of all including the most complex of learners and that these learners can retain knowledge and skills longer term to support equality and access to the curriculum.