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
Key
Issues
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.
July
2002 Evaluation
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.
Named-coordinator
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.
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