To audit and review the anti-racism policy, to ensure the school has strategies in place to prevent and address racism, in line with the current emphasis on anti-bullying/behaviour policies in CFGS.

Objectives
To carry out research with staff and pupils to identify:
• Their perceptions and experiences of racism
• Their awareness of policies and procedures
• The support that some staff may need in dealing with racist incidents

Based on the research:
• To recommend ways forward for the school in terms of anti-racism
• To offer staff training and other support if appropriate

Several meetings took place between the consultants and senior managers in school at the start of the project, which ensured there was a clear and shared understanding of the aims and objectives, roles and responsibilities, timescales and LEA expectations. Consultants also learned a great deal about the school during this period, which helped them to understand the context of the project.

Careful thought was given to how the project would be introduced to staff at a staff meeting. Staff were given a brief introduction to the project and then asked to discuss the issues and feedback their thoughts and ideas. This feedback formed the basis of discussions at the first Working Group meeting.

The Working Group consisted of volunteers from teaching and support staff, and this was felt to be an asset. A significant sum of money was allocated to pay supply cover to enable members of the Working Group to complete the research and attend meetings. This showed that the work was valued and recognised as being important.

All members of the Working Group carried out research (1:1 interviews with teaching and support staff [chosen randomly] and focus group discussions with pupils). Confidentiality was respected to encourage interviewees to speak openly. It was thought that some pupils would be more forthcoming in small groups and, for the same reason, some Year 12 pupils carried out interviews with Year 7 pupils.

The research identified a number of issues. Two priorities for the future were to revise the Race Equality Policy in line with recent legislation, and to carry out a curriculum audit to identify where and how departments address multi-culturalism and anti-racism through the curriculum. During the Summer Term, Working Group members focussed particularly on writing a Draft Race Equality Policy.

Staff were kept informed via newsletters of the progress of the project. This helped to keep the issue alive and high profile.

At the end of the Summer Term the project newsletter included the following information:
• Draft Race Equality Policy will be available in 2002-3 Staff Handbook.
• Update 3 to include CFS Race Equality Action Plan for 2002-3.
• All referral forms have been adapted to include racist incidents.
• Guidelines for dealing with racist incidents have been revised.
• There will be a display of books challenging racism through literature in September.
• An INSET on race equality is being planned.

In July 2002 the Working Group produced the following Evaluation:

• There has been a good balance of school/consultant input. The school input has ensured ownership of the work, whilst the consultants have helped the group to focus on project aims and objectives, and have helped keep the momentum going.
• Attendance at Working Group meetings has declined due to conflicting demands on time, and illness.
• Interviews with staff (1:1) worked well, confidentiality was respected and interviewees were generally open. The random choice of staff was also good and resulted in a good cross section. However, some staff said they felt 'left out' and so it would have been better if more people had been interviewed. Perhaps a short questionnaire (tick boxes/easy to collate) would have been helpful as well as face-to-face interviews. This would have allowed more people to contribute.
• Students enjoyed being interviewed; they were very involved in the questions and wanted to contribute. Questionnaires could have been used with students too. Perhaps students could be interviewed again (Spring Term 2003) to see if they feel anything has changed.
• The Working Group worked very well together. Deputy head involvement on the Working Group was very positive - it sends a message that the work is important and ensures a direct link into senior leadership group.
• The staff meeting to launch the project to staff went very well and set a positive tone for the project.
• The newsletters were a good way of keeping staff informed.
• The work of the Working Group has raised the profile of Race Equality in the school. It now features in the SDP/Action Plan and discussions are taking place regarding a post of responsibility if funds allow.
• The different backgrounds of the two consultants were an advantage. Their different experiences meant they were each able to bring a different dimension to the work.
• The project has already produced positive outcomes; for example the Draft Race Equality Policy. It has also helped to clarify the priorities for next year.
• Students and parents also need to be kept informed through the appropriate channels.
• The Working Group is clear about the way forward and what they are aiming to achieve.
  
  

Moreover, it was recognised that it was important to have a named-coordinator who could be contacted more easily than the head teacher. Once this was agreed, a project proposal was written by the external facilitator, and an agreement letter (stating that the school would allow their project to be circulated to other schools/school development advisers/LEA members and be placed on a website) was then signed by the head teacher and returned to the Equalities and Partnership Development Manager.

 

	Overview
	Bow School (Boys Secondary)
	Central Foundation School (Girls Secondary)
	The Cherry Trees School
	Chisenhale Primary School
	Columbia Market Nursery School
	Globe Primary School
	Poplar Partnership EAZ
	St Agnes (RC) Primary School
	St Anne's (RC) Primary School
	Stebon Primary School
	Swanlea Secondary School
	Thomas Buxton Junior School