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Issue: Dealing with racist incidents. |
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Issue |
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The next major issue is how and when to deal with racist incidents, and indeed what one views as being a racist incident. It is hoped that all staff, who have had a race equality project within their school, are now fully aware of the above matters. However, the following points should be made. Firstly, it is quite common for incidents to be passed immediately to one particular person, who is usually the head or deputy. This sometimes has meant that no other staff take any responsibility for dealing with any aspect of the issue. While, in certain schools in particular, the high skills and efficiency of those said people have meant that issues are dealt with quickly and appropriately, the concern is that, as and when they leave the school, this could leave no suitable systems in place. Secondly, and this goes back to the name-calling above, some staff have different views as to whether some incidents are actually racist or not; especially when this concerns children in early years. |
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Recommendations |
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Use the LEA’s Racist
Incident Guidelines as a starting point – time is required to discuss
these and develop the school’s own individual plan for logging,
reporting, and recording racist incidents i.e. where the incident took
place, etc. All staff need to take responsibility for dealing effectively
with racist incidents – they should all be logged in the first
instance into an accessible log book which has clear guidelines on skills,
systems and structures. The skills and strategies required should be
discussed and shared (all staff, governors, pupils, and parents), so
that there is consistency and agreement as to the best and most effective
approaches to use. Examples of incidents could be used to highlight issues
raised, and the structures, systems and strategies required. |
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Action |
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Schools write their own guidelines on logging, reporting and recording racist incidents – achieved through a series of workshops which involve representative members of the school community. These guidelines are shared with other schools as evidence of good practice. They need to be regularly reviewed and discussed with all members of the school community. All new members of the school community, including visitors, should be informed of the guidelines and have an opportunity to discuss in more depth the practical implications and actions required. |
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