Dealing with and reporting racist incidents in school - Lincolnshire ...

Part III
9.7 The Race Relations Act 1976 makes a distinction between ‘direct’ and ‘indirect’
forms of discrimination. Some schools have implemented indirect forms of
discrimination. For instance, a school that bans all forms of jewellery will be
discriminating against Sikhs, many of whom have a religious duty to wear a
steel bangle on the wrist. Schools that apply indirect forms of discrimination
may be termed institutionally racist.
9.8 Institutional racism is highly insidious, and if schools are to avoid it they need
to be vigilant, taking nothing for granted and subjecting themselves to constant
self-examination. As part of the process of self-evaluation, in addition to using
the checklist in Appendix 4 of this document, schools may also wish to use the
checklist related to ethos which may be found on pages 39 and 40 of Learning
for All12 . This auditing tool for standards for racial equality was distributed to
all schools in 2001. The Moderated School Self Evaluation Review (MSSR) 13 may
also be used. Schools should state in their Race Equality Policy how they intend
to audit their race equality work.
9.9 In order to develop a climate that is antipathetic to racism, schools may like to
consider the extent to which the following are met:
• The school’s aims, reflected in policies on inclusion, equal opportunities,
race equality and behaviour, explicitly state the school’s commitment to
inclusion, equal opportunities, valuing each member of the school
community, valuing diversity and tackling racism whenever, wherever and
however it occurs.
• The home-school agreement clearly sets out the school’s intolerance of all
forms of racist behaviour.
• The culture and climate of the school express and support cultural, ethnic
and religious diversity so that each individual pupil knows that everyone
is valued equally.
• Clear and consistent standards are established for the way in which all
members of the school community are expected to behave towards each
other.
• Through the physical environment and visual materials (for example,
displays, library materials and resources), all pupils see that a range of
cultures, ethnic groups and religions are positively valued.
• The school celebrates achievements, both of individuals and groups, so
that all pupils and parents/carers feel they can participate in and
contribute to the life of the school.
• The school affirms and nurtures the identity of all members of its community
and ensures that home language, culture and religion are valued.
• The school ensures that all members of its community (teachers, nonteaching
staff, governors, pupils, parents and other adults) understand
that they have a responsibility to contribute to a climate in which racism
of any kind is regarded as unacceptable.
• All of the above is fully supported by the governing body which seeks to
recruit members of minority ethnic groups when opportunities arise.
2
12 Learning for All: Standards for Racial Equality in Schools, Commission for Racial Equality, 2000
13 Moderated School Self Evaluation Review (MSSR), School Improvement Service
Dealing with and reporting racist incidents in school