Aims of the project

• To increase awareness about anti-racism.
• To write a race equality policy.

Objectives

• To improve the good practice already established within the school by teaching new skills and providing a structure to deal with racial incidents.
• Increase the knowledge of all staff about what racism is and what it means.
• Positive attitudes to self-identity, respect and social responsibility are taught to the children through adult modelling and intervention.

• 2 days of observation allowed the external consultant/facilitator to monitor the good practice already established within the nursery and to analyse what needed to be addressed in the INSET day, so that it would be meaningful, relevant, develop the staff’s knowledge and give them ways of putting the theory into practice. The external facilitator observed how the classrooms were set up (including resourcing), the ways in which staff and children, staff and staff and children and children interacted with one another.

• The INSET day was aimed at developing new skills and approaches to the way the staff work with children, and to begin to write the policy.
The staff were very responsive and particularly enjoyed the session that looked at good practice, where they were able to see what other practitioners do and examine their own practice. This led to discussion, which helped to write the policy in the afternoon, as many of the issues were already being discussed or thought about. In groups, the staff looked at different areas of the nursery and examined their practice and identified racial incidents that could occur in that area. They then thought of ways to tackle these situations in a proactive or positive manner.

• The INSET day covered all of the objectives laid out in the initial proposal. By the end of the day, the staff were more confident with using and understanding appropriate terminology, definitions and words. This was achieved through discussion, whilst examining their own practice and looking at ways of tackling racism within the nursery. They had realised the importance of how to respond in different situations, and were more aware of their own attitudes and feelings. The staff realised the need to address racism early in children’s lives and to begin to help them to make informed judgments and challenge stereotyping and racist attitudes. The Inset day provided them with practical ways of doing this, and the staff were particularly interested in persona dolls as a means of tackling racist attitudes with the children.

• The external facilitator went away with the outcomes of the Inset day and the contributions from the staff, and wrote the first draft race equality policy. The external facilitator then returned to the Nursery for a staff meeting where the content of the policy was discussed, e.g. the race equality policy statement, the structure for dealing with racist incidents and some of the wording of the document. This gave the staff ownership and a real understanding of the importance of the policy and how it would underpin every area of the nursery.

• In June the Nursery organised a cultural day, where a presentation was given to parents, members of the local community and teachers from other schools about the policy and the process behind it. Parents asked questions and gave their views on the policy. Meanwhile, the children were participating in a variety of activities including cooking Japanese sticky rice, making felt toys, listening to a rap group from a local secondary school, a story teller and a musician. The parents then joined their children in the classrooms and took part in the various activities with them. The day was a big success and was enjoyed by everyone who attended. People were very interested in the policy and welcomed the different cultures in the local area being valued and appreciated in the nursery.

• The governors’ meeting is scheduled for the autumn term.

• The policy is now in place and is due for review in June 2003.

On reflection, the external facilitator considers that it would have been more beneficial to include parents in the training day or hold an earlier meeting to appreciate their points of view in those initial stages. The nursery have taken the policy on board and it has allowed them to examine areas of the nursery in more detail and to see where they can improve their practice; one of these areas is the involvement of parents. Alongside the race equality policy, a display policy was produced, and it was clear to see that the staff were enthusiastic about including the wider community within the nursery. They have a defined structure for dealing with racism. The policy makes it clear that the nursery will not tolerate any form of racism, and promotes the need to work together to challenge and eradicate prejudice, discrimination and racist attitudes and behaviour. This attitude is now conveyed to parents and visitors to the school.

 

	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