1 Introduction

1.1 This briefing sheet is designed to help headteachers and governors implement the requirements of the Race Relations (Amendment) Act 2000, in producing a race equality policy. The deadline for the production of the policy was 31 May 2002. It is recognised that the date did not leave school with much time to reflect in depth on their policy. Because of this schools are advised to put a policy statement in place together with a timetable for the review of all school policies in order to assess their impact on pupils, staff and parents from different racial groups. Guidance has been produced by the Commission for Racial Equality (CRE) and is available on their website www.cre.gov.uk. Many schools will already have an racial equality policy (or similar) in place, but are advised to review this in the light of the CRE guidance.

1.2 In September 2000 the LDBS issued the second edition of guidance on combating racism in church schools, Colour and Spice. To assist schools the model race equality statement contained in Colour and Spice is reproduced here, together with the action points from each of the chapters (see Annex).

1.3 LAs will also have produced guidance for schools and will be offering training: this briefing sheet is offered as a supplement to LA guidance to cover the Christian context in which Church of England schools operate.

1.4 Our thanks to Southwark Diocesan Board who have put together this paper.

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2 The legal requirements

All schools must:

(i) prepare and maintain a written race equality policy, which may be separate from, or part of, an equal opportunities or other policy. If the latter, it must be easily identifiable as a race equality policy. The policy must be agreed by the governing body;

(ii) implement a race equality policy and ensure it is available and promoted among staff, pupils and parents; staff and governors will need regular information and training on the policy and its implementation;

(iii) review and assess the impact of the policy as part of the school's development plan. The specific duty is to assess and monitor the impact of all school policies on pupils, parents and staff from different racial groups. The policy should state how this will be achieved.

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3 The Policy

3.1 The race equality policy should contain the following elements:
(i) Context: a summary of the main race equality issues for your school, eg, geographical location, ethnic composition of pupils and staff, bilingual pupils, pupil mobility, travellers, refugees, asylum seekers and any racially–motivated incidents both locally and in the school.

(ii) Aims and values: this section should build on the Christian context in which the school operates. The following statement from Colour and Spice may be a starting point:

This school is a Church of England school that is institutionally rooted in the Christian faith. Through its corporate life, it attempts to glorify God in the development of the full human potential in each person, whether governor, parent, pupil or member of staff. Its ethos of love and care and its commitment to justice are the foundation of its aims in educating the whole school community to make its proper contribution to society.

Therefore, this school:
(a) is opposed to all forms of racism which seek to disadvantage persons on the grounds of colour, culture or ethnic origin;
(b) will continue to re-appraise and develop its organisation and curriculum in order to create an ethos that meets the needs of all its pupils and so provide the best possible environment in which they may achieve their full potential, spiritually, morally, socially, intellectually, emotionally, and physically;
(c) will not tolerate racist behaviour such as name calling, stereotyping of all ethnic groups, insulting remarks, offensive graffiti, undue pressure on individuals and bullying. It will not use literature that is racially biased and dependent upon stereotypes, nor will it allow the distribution of racist literature or pamphlets or permit the wearing of racially offensive symbols;
(d) will take immediate and positive action against any racist offences whoever may be the perpetrator. Those responsible will be made aware of the school's opposition to racism and reasons will be given. Sanctions will be applied as judged appropriate according to the circumstances and having in mind a positive outcome;
(e) in the light of the above, is aware of the need to publicise its racial equality policy and code of conduct. It will keep them under review and maintain a system of monitoring their effectiveness. This critical openness should in fact arise from the place of the church school within the living Christian community which itself should be critically open in response to the message of the Gospel.

(iii) Responsibilities: This section will include details of who is responsible for implementing the policy.

(a) The governing body will ensure that the school complies with the duty under the Race Relations (Amendment) Act and that its policies and related strategies and procedures are implemented.
(b) The headteacher will be responsible for implementation of the policy and ensuring all staff are aware of their responsibilities and given training and support.
(c) A named member of staff will be given specific responsibility for co-ordinating racial equality across the school and for dealing with specific racist incidents.
(d) All staff will be responsible for dealing with racist incidents, challenging racial bias and stereotyping, promoting racial equality and keeping up-to-date with race relations legislation by attending training.
(e) Visitors and contractors will be made aware of their responsibility to comply with the school's policy.

(iv) Breaches of the policy: The policy should include an outline of the action to be taken if pupils, staff, or others do not comply with the policy.

(v) Policy planning and review: A brief description of how the school will monitor and assess the impact of the policy, to include:

(a) how the school will assess the impact of the policy through consultation, evaluation, audit;
(b) how race equality questions will be built into school self-review and evaluation frameworks;
(c) how ethnic monitoring data will be used to monitor the attainment and progress of pupils by racial group and to set targets as part of relevant strategic plans;
(d) how information will be shared with the school community.

(vi) Implementation and promotion: A brief description of how the policy will be implemented and made available, to include:

(a) how often the policy will be reviewed, giving a date for the next review;
(b) how and where will the policy be made available and to whom?
(c) give a date when the policy was approved by the governing body.

(vii) Training and development: Consider the training and support that may be needed by staff to enable them to implement the policy and the support for governors.

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