Values and Ethos
- We are a CARING, NURTURING, ENCOURAGING school with a traditional ethos where politeness and courtesy is extended to all and is expected from all.
- We are a school with high expectations of RESPECT for each other –.
- We are a HARDWORKING school which delivers high standards of teaching, high standards in behaviour and high standards of achievement in all areas of the curriculum
- We are a SUPPORTIVE school where everyone who works with the pupils goes the extra mile because they are committed to the pupils
- We are an INCLUSIVE school that is proud to have a hearing impaired provision and to cater as well as we possibly can for those who have learning or physical difficulties. We strongly believe that a school should be judged on how well it looks after the most vulnerable children in the community.
Promoting the Protected Characteristics at Parkfields
Intent
The Equality Act 2010 set out nine Protected Characteristics with the purpose of providing protection against discrimination, harassment and victimisation. At Parkfields School, we strive to provide opportunities for pupils to learn about the Protected Characteristics and develop the confidence and vocabulary to assert the rights afforded to them.
The nine Protected Characteristics are:
- Age
- Disability
- Gender reassignment
- Race
- Religion or belief
- Marriage or civil partnership
- Sex
- Sexual orientation
- Pregnancy and maternity
These Protected Characteristics afford protection in a variety of situations, including:
- The workplace
- Public services like healthcare, education, councils and government departments
- Businesses and other organisations that provide services and goods (like shops, restaurants, and cinemas)
- Transport
- Clubs or associations (for example, your local tennis club)
The 9 Protected Characteristics are implemented at Parkfields through:
- Our school SIP, and SEF
- Our school core values
- Our school behaviour policy
- Conscious role modelling by all adults in the school community
- Active engagement and communication with parents and carers
- Thought for the week
- Assemblies
- Across the curriculum
- Personal, Social, Health Education (PSHE) lessons, including the RSHE curriculum
- Religion and Worldviews lessons
- Sporting, Art and Cultural Events
- Pupil Voice
- Educational visits
- Real-life learning outside the classroom
- Guest speakers
- Developing links with local, national and international communities
- Extra-curricular activities, after-school clubs, charity work and work within the local community
- Promoting diverse representation through digital signage, curriculum, displays, assemblies etc.
| Learning about protected characteristics in PSHE / RS | ||||
|---|---|---|---|---|
| PSHE | ||||
| Religious Studies | Year 5 | Year 6 | Year 7 | Year 8 |
| Age | Term 1 & 3 | Term 2 | Term 1 | Term 1 |
| Disability | Term 1 & 3 | Term 2 | Term 1 | Term 1 |
| Gender reassignment | Term 1 & 3 | Term 2 | Term 1 | Term 1 & 3 |
| Race | Term 1 & 3 |
Term 2 Term 1 |
Term 1 | Term 1 |
| Religion or belief |
Term 1 & 3 Term 1,2,3 |
Term 2 Term 1,2,3 |
Term 1 Term 1,2,3 |
Term 1 Term 1,2,3 |
| Marriage or civil partnership | Term 1 | Term 2 | Term 1 | Term 1 & 3 |
| Sex | Term 1 & 3 | Term 2 |
Term 1 Term 1 |
Term 1 & 3 |
| Sexual orientation | Term 1 & 3 | Term 2 | Term 1 | Term 1 & 3 |
| Pregnancy and maternity | Term 3 | Term 1 | Term 1 & 3 | |
The impact of embedding the 9 Protected Characteristics at Parkfields Middle School:
- Self-esteem, self-knowledge and self-confidence
- Increased respect for and understanding of the British Values
- Acceptance of responsibility for their own behaviour
- Respect for their own and other cultures
- Understanding of how they can contribute positively to school and home life and to the lives of those living and working in the locality and further afield
- An understanding of Equality, Human Rights and Protected Characteristics
- An understanding of how citizens can influence decision-making through the democratic process
- An appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety
- An understanding that the freedom to choose and hold other faiths and beliefs is protected in law
- An acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour
- An understanding of the importance of identifying and combating discrimination, harassment and victimisation
- Development of the vocabulary and confidence to report discrimination against themselves or others.
- Pupils can articulate key concepts and use terminology precisely and respectfully.