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Promoting Equality and Diversity

Policy

P6 with Imam Yahya Barry, Edinburgh Central Mosque

Policy Implementation Date: August 2016 Review Date: June 2019

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Contents

Policy Statement

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Background and Legislation

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Key Principles

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Curriculum for Excellence; The Four Contexts of Learning

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Embedding equality and diversity in the Curriculum

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Leadership, roles and responsibilities for equality and diversity 9

Monitoring, quality assurance, training and review

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Appendices:

1. An Example of an Equalities and Diversity Framework 2. Cradlehall Primary Race Equality Policy 3. Resources to help implement this policy

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We all contribute to our team

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Promoting Equality and Diversity

Policy statement

Our children and young people are live in a diverse society in 21st century Scotland. Cradlehall Primary School is committed to creating an environment for the whole school community that demonstrates shared values of inclusion, equality, fairness and respect.

Our school recognises and celebrates difference within a culture of respect and fairness, and aims to meet the needs of every child in line with the principles of Getting it Right for Every Child (GIRFEC).

We work together with our children and young people, families and staff to ensure that inclusion and equality are part of all our activities. Our policy aims to:

Promote positive attitudes and behaviours towards equality and diversity

Promote understanding of equality and diversity through the school curriculum and ethos

Help the school to meet these aims and fulfil our legal obligations

We are committed to meeting the statutory duties of the Equality Act 2010 and this policy includes information about how we will comply with our duties and also provides guidance about our approach to promoting equality and diversity.

We recognise that these duties also reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998.

We also have equality commitments to our staff under the Highland Council HR policies.

This policy and associated guidance will be reviewed every 3 years.

P3B: Our Class charter

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Background and Legislation

This policy has been written as part of our school’s on-going commitment to

demonstrating good practice, advancing equality and valuing diversity. This reflects the

commitment of the Highland Council and its role as an Education Authority.

Equality and Diversity

Equality is about creating a fairer society, where everyone can take part and

where everyone has the opportunity to be all they can be. Equality of opportunity

has a legal framework to ensure protected groups are not discriminated against.

Diversity is about recognising and valuing difference, where everyone is

respected for who they are.

Equality Act 2010 and schools

The Equality Act 2010 (the Act) replaces previous separate equality legislation in Britain with a single, harmonised Act. The Act provides a modern and accessible framework of discrimination law which protects individuals from unfair treatment and promotes a fair and more equal society. The Act protects people from discrimination on the basis of the following protected characteristics:

Age*

disability

gender reassignment

marriage and civil partnership*

pregnancy and maternity

race

religion or belief;

sex

sexual orientation. *Age and marriage and civil partnership are not protected characteristics for the schools provision. However, in general, the Act applies across all the protected characteristics in a consistent way. The Act, and the principle of non-discrimination, covers all the activities in the life of a school including:

Admissions

Provision of education

Access to any benefit, facility or service

Exclusions

It is also unlawful to harass or victimise a pupil or applicant

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The Act also introduces a single Public Sector Equality Duty (the general duty). As a school this means we have to give “due regard” to the 3 elements of the duty in all our activities:

Eliminate discrimination, harassment and victimisation;

Advance equality of opportunity between people who share a protected characteristic and those who do not; and

Foster good relations between those who share a protected characteristic and those who do not.

In Scotland, the general duty is supported by a set of specific duties on schools and public bodies to help them secure positive outcomes in line with the equality legislation. Related legislation and Rights of the Child:

We learn about our Rights

Additional Support Needs: Schools are expected to make reasonable adjustments under the Act to provide auxiliary aids and services for disabled pupils under the Act. Provision for pupils requiring additional support in schools is covered by:

The additional support for learning (ASL) framework (Education (Additional Support for Learning) (Scotland) Act, 2004 and 2009);

Accessibility strategies (The Education (Disability Strategies and Pupils’ Educational Records) (Scotland) Act 2002)

Children’s Rights

Human Rights Act 1998

United Nation's Convention on the Rights of the Child (UNCRC) was ratified by the UK in 1991. It aims to recognise the rights of all children up to age 18 and ensure that children grow up in the spirit of peace, dignity, tolerance, freedom, equality and solidarity.

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Children and Young People’s (Scotland) Bill was agreed in February 2014. It introduces new duties for Ministers and public sector to promote children’s rights

Equality and Diversity Policy: key principles We work in partnership with other services, agencies and families to deliver integrated services for children, families and young people. Our Integrated Children’s Plan, ‘For Highland’s Children’, uses the principles of GIFREC (Getting It Right for Every Child) which sets out our commitment to improve and develop services against the key SHANARRI themes (Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible and Included), to achieve:

Enhanced support to children and families, when they need it

Improved services and improving outcomes for Highland’s children

Our approach to equality and diversity is based on the following key principles: 1. All learners are of equal value irrespective of their race; gender and gender identity; religious or belief; or sexual orientation. However, this does not mean we treat everyone the same, sometimes it means giving people extra help so that they have the same opportunities and outcomes as others. 2. We recognise, respect and value difference and understand that diversity is a strength. We take account of differences and strive to remove barriers and disadvantages which people may face, in relation to disability, ethnicity, gender, religion, belief or faith and sexual orientation. We believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here. 3. We foster positive attitudes and relationships. We actively promote positive

attitudes and mutual respect between groups and communities different from each other.

Experiencing hospitality at the Gurdwara

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4. We foster a shared sense of inclusion and belonging. We want all members of our school community to feel a sense of belonging within the school and wider community and to feel that they are respected and able to participate fully in school life. 5. We observe good equalities practice for our staff. We ensure that policies and procedures benefit all employees and potential employees in all aspects of their work, including in recruitment and promotion, and in continuing professional development 6. We have the highest expectations of all our children. We expect that all pupils can make good progress and achieve/attain to their highest potential. 7. We work to raise standards for all pupils, but especially for the most vulnerable. We believe that improving the quality of education for the most vulnerable groups of pupils raises standards across the whole school. 8. Challenging prejudice and stereotyping

We tackle negative prejudice and stereotyping. We challenge and report all incidents of prejudice based bullying, for example racist, homophobic or bullying of people because of a disability. We will also challenge gender-based and other stereotypes.

Exploring the lost Jewish culture of Galicia, P7 Comenius Group

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Curriculum for Excellence: the “four contexts for learning”

This Policy celebrates and recognises the work that our school is undertaking to promote diversity and equality through all aspects of planned learning, which is an important aspiration of Curriculum for Excellence. Our school aims to meet the challenge to develop children and young people as responsible citizens who:

show respect for others; who understand different beliefs and cultures;

are developing informed, ethical views of complex issues;

know why discrimination is unacceptable and how to challenge it; and

understand the importance of celebrating diversity and promoting equality. Building the Curriculum 3 defines the curriculum as “the totality of all that is planned for

children and young people throughout their education”, including:

ethos and life of the school as a community;

curriculum areas and subjects;

interdisciplinary learning (IDL);

opportunities for personal achievement.

We promote learning within a positive ethos and climate of respect and trust based upon shared values across the school community:

including parents, whether for young people in school or those not in school; All members of staff contribute through open, positive, supportive relationships

where children and young people will feel that they are listened to; promoting a climate in which children and young people feel safe and secure; modelling behaviour which promotes effective learning and wellbeing within the

school community; being sensitive and responsive to each young person’s wellbeing.

Our young people are encouraged to contribute to the life and work of the school and, from the earliest stages, to exercise their responsibilities as members of a community. This includes opportunities to participate responsibly in decision-making, to contribute as leaders and role models, offer support and service to others and play an active part in putting the values of the school community into practice.

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Embedding Equalities and Diversity in the Curriculum

Curriculum areas and subjects Our curriculum is organised into eight curriculum areas. In practice, learning activities are frequently organised different areas. This is known as interdisciplinary learning. Interdisciplinary learning IDL

IDL can take the form of individual one-off projects or longer programmes of study which:

are planned around clear purposes;

are based upon experiences and outcomes drawn from different curriculum areas or subjects within them;

ensure progression in skills and in knowledge and understanding;

provide opportunities for mixed stage learning within a context IDL can also take advantage of opportunities to work with partners who are able to offer and support enriched learning experiences and opportunities for children’s wider involvement in society. Examples from our school curriculum include:

People, Place and Environment:

Working with families to explore diversity and immigration in the UK

and create a family tree to understand “Where I am from?”

People, Past Events and Societies:

Working with the Anne Frank Huis Museum

education department to explore how denial of human rights impacts upon the lives of ordinary

people through a study of Anne Frank and other Jews living in Amsterdam during WWII

.

Languages:

We explore Children’s Rights through workshops and performances given by a

professional Theatre Company.

RMPS

Seek opportunities to actively engage with people of faith through visit to local mosque

Whole school activities:

Celebrating Christmas by looking

at traditions and music in different

European countries

. Religious, Moral and

Philosophical Education:

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Leadership, roles and responsibilities for equality and diversity

The Head Teacher will ensure that:

The policy is fully implemented and promoted, making certain that all staff are aware of their responsibilities and are given appropriate training and support.

Appropriate action is taken in any cases of unlawful discrimination.

All prejudice-based bullying incidents are recorded and that appropriate action is taken.

Take a lead role in the school’s self-evaluation procedures and staff development for equality and diversity

Information is collected and monitored on attainment, attendance and exclusion in terms of equality.

The Council’s recruitment and selection policies are adhered to.

Independent contractors, volunteers and visitors to the school are aware of this policy.

The Equality and Diversity Co-ordinator will:

Develop and maintain up to date knowledge of equality law and best practice

Co-ordinate the implementation of the equality and diversity policy

Take a lead role in communicating the policy to other staff and monitoring outcomes

Review and disseminate enrolment data

Take a lead role in addressing prejudice–based bullying incidents including the recording and investigation.

All Staff will:

Maintain the highest expectations of achievement for all pupils

Promote an ethos in the classroom that values equality, inclusion and diversity

Challenge prejudice and discriminatory behaviour

Deal fairly and professionally with any prejudice-based bullying incidents

Plan lessons that reflect the school commitments to equality and diversity

Keep up to date with the law on equality and any changes to policy. The Parent Council will:

Promote the policy to all parents/carers and the wider community.

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Monitoring and Quality Assurance

Commitment

Promoting diversity and equalities is the responsibility of all and will be reviewed regularly.

Equalities and Diversity staff training must take place within a three year

cycle.

Equality and diversity training must be included in induction processes for

new staff.

Policy Review must take place within a three year cycle.

It may be helpful to use the Diversity and Equalities Template on page XX and the

accompanying Equalities checklist.

This commitment to equality and diversity is clearly outlined in the Primary and

Secondary Steers and in the ECS Improvement Plan. The ECS Senior Management

Team and the ECS Equalities Working Group monitor the implementation of equality

outcomes in Education.

Diversity and Equality is monitored by the Senior Management Team as part of

internal quality assurance procedures as these relate to improvement planning,

classroom visits and sampling of pupils’ work.

The school will review practice and policy with regard to Equality and Diversity as

part of its on-going procedures of self-evaluation. In this it will be guided by the

advice contained within the checklists, audit tools and templates (see

appendices)

In schools:

Day-to-day monitoring of the policy in action is the responsibility of the School

Management Team and the Equality and Diversity Co-ordinator, currently the Head

Teacher.

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Appendix 1 – Our Diversity and Equalities Framework

experiences

Curricular Areas and subjects

• English Language: Identified

texts that explicitly explore

Diversity and Equality

• RMPS Programme of Study

• 1+2 Languages programme

• HWB Programme of study

IDL - Interdisciplinary learning

• Contexts for Learning

• Cross-stage Citizenship

Groups

• Buddies

Opportunities for personal achievement

Sports/Recreation

Athletics Club

Shinty Club

Orienteering Club

Football Club

Lego Club

Book Group

Junior Road Safety Officers

Strings and Brass

Peer Mediators

Young Leaders Outdoor learning

IDL Field Excursions

Eco Club

Playground maintenance

Residential Excursions Cultural

Inverness Music Festival

Choir Community events

Community Events

Sharing Learning with parents

Theatre Visit

Live Performance opportunities

Correspondence with children in partner school

Euro Quiz

Diversity and Equality

Partners

• Inverness Masjid • Edinburgh Central Mosque • Edinburgh Gurdwara • Ann Frank Huis, Amsterdam • Ecole Le Nôtre, Le Chesney • Podstowowa Nr. 3 “Thaddeus

Kosciuszko”, Sanok • Eden Court Theatre Drama Outreach • WE campaign facilitators • UNICEF Rights Respecting Schools • Cradlehall Care Home • Smithton & Culloden Free Church • Westhill Senior Citizens • Cradle-hall Nursery • Playgroup • Ranger Service • SSPCA • Community Police Officer • Safe Strong and Free • Feis Rois •

Ethos and life of the school as a community

• Inclusive Values and

Vision • Curriculum Rationale • Rights Respecting

Schools Award Level 1

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Appendix 2 – Cradlehall Primary School Race Equality Policy

Whilst the Promoting and Diversity Policy addresses generic equality issues and is in line

with current legislation, the school feels that the existing good practice in relation to the

promoting of race equality still requires to be highlighted separately. Hence the inclusion of

this policy below:

Race Equality Policy

Rational

The Race Relations (Amendment) Act 2000 requires schools to be pro-active in tackling

discrimination and promoting equality and good race relations. This policy confirms that

Cradlehall Primary School is opposed to all forms of racism and is committed to eliminating

unlawful discrimination, and to the promotion of equal opportunities and good race relations.

The contents of this policy are relevant to our whole school community, not just those pupils

and families from minority ethnic backgrounds.

Aims

The aims of this policy are to:

Promote positive attitudes and behaviour in pupils, staff and parents/carers towards people from different ethnic, cultural or national origins.

Promote through the curriculum and ethos of our school, tolerance for, knowledge and understanding about and positive attitudes towards people of different cultures, religions and origins.

Embed systems and structures to assist the school in fulfilling its obligations under Equalities legislation to pupils, parents/carers and staff.

Commitment and Responsibilities

The Head Teacher will:

Ensure that the requirements of the Authority’s Race Equality Policy are embedded in the school development planning process and are communicated to all staff, pupils, parents/carers and other bodies associated with the school

Ensure that all racist incidents are recorded and that appropriate action is taken in line with the Authority’s policy on Anti-Bullying and Anti-Racist Procedures

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Actively promote, through the ethos of the school, and though the provision of staff development opportunities for all staff, equality of opportunity, intercultural understanding and good race relations

Develop the confidence to challenge prejudice and racism at all times to help eliminate all unlawful racial discrimination within the Service

Ensure that curricular resources support education for Race Equality in a way that pervades all of the curriculum and allows pupils to understand the origins, nature and detrimental effects of racism

Monitor and review attainment, attendance and exclusion in terms of race equality and collate information on this annually

Support the work of the school’s Race Equality Co-ordinator

Ensure there is effective communication between home and school, including attendance of parents/carers at key meetings

Comply with the Council’s recruitment and selection policies.

Ensure that independent contractors, volunteers and visitors to the school are aware of this requirement to respect all members of the school community including those from minority ethnic backgrounds.

The Race Equality Co-ordinator will:

Co-ordinate the school’s work on race equality

Review and disseminate enrolment data for minority ethnic pupils

Deal with reports on racist incidents including the recording, investigation and forwarding to the Performance Management Unit (PMU) of all incidents

Take a lead role in the school’s self evaluation procedures and staff development for Race Equality

All Staff, including Visiting Instructors and Teachers will:

Promote equal opportunities, mutual respect for all and good race relations while avoiding discrimination against anyone for reasons of race, colour, nationality, ethnicity or national origins

Deal with racist incidents and be able to recognise and tackle racial bias and stereotyping

Keep up to date with the law on discrimination.

The School Board, having been involved in the development of this policy, will:

Assist the Head Teacher and staff in promoting the policy to all parents/carers and the wider community.

Ethos

The School actively promotes an ethos of equality of opportunity for all members of its

community irrespective of an individual’s ethnicity or background. Our aims refer specifically

to our commitment to promote equality of opportunity, tackle racial discrimination and

promote good race relations.

Pupils are provided with opportunities to study their own values and those of others. They

are given regular opportunities to appreciate diversity and to develop respect for others. Our

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rules and regulations are sensitive to, and show respect for, diverse religious and cultural

practices.

The school recognises that racism is an issue in modern society and aims to take the

necessary steps to combat it effectively. The school is aware of its central role in helping to

change attitudes and behaviour which make society racist. The school recognises that it

must identify and challenge aspects of everyday racist behaviour, intentional and

unintentional, when these arise.

Through self-evaluation the school undertakes to be proactive in addressing the Race

Equality issue. The formal, informal and hidden curricula of the school engender a positive,

caring and humane ethos. The school does not accept any aspect of its curriculum,

procedures or practices that could be construed as antagonistic to the achievement or

maintenance of such an ethos. Staff are expected to be vigilant both in and out of class and

take appropriate action.

Addressing Racist Incidents

The Race Equality Co-ordinator has responsibility for ensuring that all racist incidents are to be recorded and reported in accordance with the document Highland Council Anti-Bullying and Anti-Racist Procedures issued to schools in November 2003 and copied within Highland Council’s Guidelines for School Race Equality Co-ordinators.

Curriculum and Classroom Organisation

We aim to ensure that the curriculum improves the learning opportunities of pupils and

enhances the quality of their attainment. We endeavour to take active steps to include in all

areas and subjects of the curriculum the history, experience and achievement of different

ethnic groups and to recognise their positive contribution to global society.

The curriculum, formal, informal and hidden aims to:

Create an understanding of, and interest in, different environments, societies and systems across the world

Encourage pupils to recognise that within society there are different beliefs, traditions and living patterns

Develop the knowledge and skills which will allow pupils to criticise and actively participate in all aspects of society

Create images of black and minority ethnic groups no less positive than those of others.

We take steps to ensure that new and existing teaching materials are examined for:

Negative images of people form different ethnic groups, stereotyping and tokenism

Illustrations which perpetuate myths about people from different ethnic groups

Patronising and condescending attitudes towards people from different ethnic groups

Reference to social, scientific, technological, musical, artistic, literary and sporting achievements outside the western world.

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We seek to exploit some of the many curricular opportunities for addressing the issue of race

equality through Environmental Studies Topic work, a planned Personal and Social

Development programme, including citizenship education, and Religious and Moral

education (RME).

Our programme of study for RME has relevance to cultural diversity and, within this context,

the RME curriculum helps pupils develop their own attitudes, values and practices through a

process of personal discovery and critical evaluation.

Whenever possible we seek to involve positive role models from minority ethnic communities

in the wider life of the school e.g. inviting speakers to assemblies, involvement in live arts

opportunities.

Teachers are actively encouraged to examine and reflect critically on their own practice in

terms of the selection, scrutiny, development and delivery of materials, curriculum content

and teaching strategies.

Negative attitudes towards culture and race should be confronted and discussed with pupils.

Vocabulary relating to a multi-cultural society should likewise be discussed and used

effectively (e.g. words like asylum seeker, Black, Asian, etc.) while the pejorative and racist

connotations of words such as Paki or Tink are explained.

Assessing the Impact of Policies/Analysing Attainment

The school will take into account the Race Equality dimension as it reviews existing, and

develops future, policies in all aspects of its work.

We will also collect data about pupils’ levels of attainment by minority ethnic group, analyse

it and use it to examine any trends. Assessment tools should be checked for cultural bias

and amended as required.

At classroom level, teachers will examine their attainment and achievement data and, with

the assistance of Support for Learning staff and/or the EAL teacher, identify pupils’ needs

and plan next stages in learning.

School Resources

All members of staff have a responsibility to ensure that all materials used within the school

are inclusive and free from racial bias and negative stereotyping. The use of biased and

racially inappropriate materials in planned teaching activities which will promote inclusion

should be discussed in the first instance with the Race Equality Co-ordinator.

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EAL teachers also advise on the purchase of suitable resources, which have a race equality

dimension.

School Administration

At the time of enrolment we take particular care to welcome new families from minority

ethnic backgrounds through a careful recording of initial data.

When allocating minority ethnic pupils to classes, we are aware that bilingualism alone

should not be the determining factor in placing children in classes which do not correspond

with an individual’s chronological age. Research clearly demonstrates that bilingual pupils

achieve most successfully when placed in mainstream classes with their peer group.

When compiling lists of pupils names for administration purposes, due care is given to

ensuring that alternative formal and/or family names are also recorded e.g.

GHORBANIFAR Shahdad (Ali-Reza)

CHUNG Jessica (May-Li)

i.e. SURNAME Anglicised or informal first name (Formal or Legal name)

We also take care to ensure that the correct spelling of pupils’ names is recorded using the

appropriate diacritics where applicable e.g. Erşan, Radosław, José etc.

These practices are also evident within each class in teachers’ lists, displays, labelled work,

etc.

All staff and pupils are expected to learn the correct pronunciation of all our pupils’ names

and those of their parents/carers.

Meeting the needs of Bilingual Pupils

The school endorses the view that multi and bilingual pupils have the right to receive the

same intellectual challenge as their peers. Bilingualism is acknowledged as an asset to the

individual pupil and as a source of cultural richness for the school and its community rather

than as a difficulty to be overcome. The EAL teacher can advise on how bilingual pupils

should be encouraged to maintain and develop their other languages. This will benefit

bilingual pupils and also enable EAL teachers to influence classroom teachers in their

methods and approach to language issues, fostering a heightened awareness of the great

value of bilingualism.

We recognise that the needs of bilingual children are more than simply linguistic. Within

classrooms all teachers should try to inform themselves about the linguistic and cultural

background, religious beliefs, naming systems, dietary habits, etc of bilingual children and

should guard against inferring cultural features from pupils names or heritage group. An

understanding of these issues will help in the effective delivery of the curriculum. In

collaboration with the EAL teacher, a programme of support can be devised for the bilingual

pupil. The presence of such pupils in the classroom provides a valuable broadening of the

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cultural horizons of monolingual pupils and an opportunity for the introduction of curricular

enrichment material, which reflects the ethnic/cultural/religious background of the bilingual

child.

Partnerships with Parents/Carers and the Wider Community

We believe our school is enriched when diversity of cultures is both acknowledged and

valued. Wherever possible, all pupils should have the opportunity to participate and benefit

from community involvement.

We recognise and endeavour to overcome barriers which may impede effective collaboration

with parents/carers. Where appropriate and practical this will include the provision of

linguistic assistance to pupils and parents/carers with difficulties using written and spoken

English. We will also develop our awareness of religious, dietary and dress requirements

associated with the cultural and religious practices of members of our school community.

We recognise that visible evidence of a pupil’s first language helps to make the school a

richer environment and a more welcoming place for ethnic minority pupils and their

parents/carers. Therefore, wherever possible, and with the assistance of EAL staff and the

Race Equality Development Officer, we will endeavour to:

Provide signs and displays within the school in languages other than English which are spoken in the home, should be used in displays and notices, including specifically prepared signs for use at parents’ evenings and open days

Take steps to ensure that minority ethnic parents are fully apprised of the wider life of the school

Provide copies of literature in home languages wherever this is provided by SEED

Provide a basic School Handbook in the home language.

School staff are informed of any out-of-school activities undertaken by pupils that may

directly or indirectly affect the school e.g. community language classes or religious

observance. A pupil’s absence for religious holidays will be regarded as an approved

absence and recorded as Family/Personal.

Staff Development

Within the framework of the school’s CPD and staff development procedures, all staff are

expected to develop their awareness and skills in matters relating to Race Equality.

Staff development should target the needs of all members of staff including management,

teaching and support staff. Staff should be encouraged to identify their own developmental

needs through the staff review process.

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Monitoring and Quality Assurance

Race Equality is monitored by the Senior Management Team as part of internal quality

assurance procedures as these relate to forward planning, classroom visits and sampling of

pupils’ work.

The school will review practice and policy with regard to Race Equality as part of its ongoing

procedures of self-evaluation. In this it will be guided by the advice contained within the audit

tools:

How good is our school? Promoting Race Equality HMIe 2004

Race Equality Audit for Schools, A Self-Evaluation Resource CERES/City of

Edinburgh Council/SEED/LTS April 2004

How Good is our School ? Taking a closer look at Inclusion and Equality – meeting the needs of Gypsies and Travellers (HMIe 2005)

Anti-Sectarianism- A Whole School Approach. A Self-evaluation Resource Adapted

by Rowena Arshad LTS/CERES/SEED 2005

Day-to-day monitoring of the policy in action is the responsibility of the Race Equality Co-

ordinator, Mr Sutherland, and, in his absence, the Depute Head Teacher

Appendix 3 – Resources to help implement this policy The School Race Equality Library The School EAL Library

How good is our school? Promoting Race Equality (HMIe 2004)

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How Good is our School? Taking a closer look at Inclusion and Equality – meeting the needs of Gypsies and Travellers (HMIe 2005)

Count Us In: Promoting understanding and combating sectarianism, Education Scotland (2007)

Promoting Diversity and Equality: Developing Responsible Citizens for 21st Century Scotland. Education Scotland 2013

Education Scotland: Inclusion and equality

Promoting Diversity and Equality: Developing Responsible Citizens for 21st Century Scotland

EHRC Schools Technical Guidance - Scotland

EHRC Reasonable adjustments for disabled pupils Scotland

EHRC Teaching resources - secondary

EHRC Teaching resources - primary

Together Scotland Scottish Alliance for Children’s Rights

Children’s Rights Alliance (England) and Resources for young people:

Equality Matters for Children

Holocaust Memorial Day

Scottish Travellers Education Programme

Sense Over Sectarianism

Show Racism the Red Card

Stonewall

Children in Scotland

Centre for Research in Education Inclusion and Diversity

Centre for Studies on Inclusive Education

Cbeebies:The Equality Act and disabled children in school or nursery

For Scotland’s Disabled Children (FSDC)

Education Scotland resources

Inclusion and Equality in CLD

Inclusion and equality

Respect Me

A Fairer Highland Equality Plan 2012 – 2017

Working Towards a Fairer Highland Mainstreaming Equality Report