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

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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
10 Addressing racism through the curriculum 10.1 ‘No one is born a racist; you become one. What you learn can be good or bad. It depends on who’s doing the teaching, at school and at home’ 14 . The introduction to this document made reference to the fact that racist behaviour is a reflection of racist views, practices and prejudices in society. Research evidence shows that children as young as three have learned positive and negative feelings about racial groups and demonstrate an awareness of racial hierarchy in line with the perceptions of adults with whom they have close contact. 10.2 The school curriculum has a central role to play in the process of enabling pupils to develop the ability to recognise and respond appropriately to inequality, injustice, racism, stereotypes, prejudice and bias. All subjects have a contribution to make; but as the following extracts illustrate, education against racism has particular prominence in the requirements and suggestions for citizenship and personal, social and health education (PSHE) within the national curriculum: At Key Stage 1, pupils should be taught: • to realise that people... have needs, and that they have responsibilities to meet them (2e); • to identify and respect the differences and similarities between people (4c); • to consider social and moral dilemmas that they come across in everyday life [for example, aggressive behaviour, questions of fairness, right and wrong, simple political issues...] (5g). At Key Stage 2, pupils should be taught: • to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities (2c); • to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom (2i); • to think about the lives of people... with different values and customs (4b); • to realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help (4d); • to recognise and challenge stereotypes (4e). At Key Stage 3, pupils should be taught: • about the diversity of national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding (citizenship 1b); • about the world as a global community, and the political, economic, environmental and social implications of this... (citizenship 1i); • to use their imagination to consider other people’s experiences and be able to think about, express and explain views that are not their own (citizenship 3a); 14 Racism Explained to My Daughter, Tahar Ben Jalloun, The New Press, 1999 Dealing with and reporting racist incidents in school Part III 3
Page 1 and 2: Dealing with and reporting racist i
Page 5 and 6: Introduction Lincolnshire as a loca
Page 7: We know that children from a very e
Page 10 and 11: Responding to racist incidents in s
Page 14 and 15: Part I 1.4 Guidance from the Commis
Page 16 and 17: Part I 4 • Is the school alert to
Page 18 and 19: Part I 6 Other incidents These may
Page 20 and 21: Part I 4 Principles, protocols and
Page 22 and 23: Part I 4.5 Child protection procedu
Page 24 and 25: 5 Responding to racist incidents: t
Page 26 and 27: 5.4.2 It is recommended that headte
Page 28 and 29: 6.12 The result of the investigatio
Page 30 and 31: Long term • Monitor both the beha
Page 32 and 33: Long term • Regular checks should
Page 34 and 35: • Provide further opportunities f
Page 36 and 37: 8.3 Lincolnshire County Council 8.3
Page 42 and 43: Part III • to respect the differe
Page 44 and 45: Part III 6 Dealing with and reporti
Page 46 and 47: Appendix 1 Form RI 1 (Racist Incide
Page 48 and 49: Date/time of incident Type of Incid
Page 52: Appendix 3 Ethnicity categories and
Page 55 and 56: Chinese Hong Kong Chinese Other Chi
Page 57 and 58: Appendix 4 A. Clear procedures are
Page 59 and 60: Appendix 4 • A designated member
Page 61 and 62: Appendix 5 Black Black is sometimes
Page 63 and 64: Appendix 5 Racist incident The Step
Page 65 and 66: Appendix 6 2 Action for Racial Equa
Page 67 and 68: Appendix 6 4 Special Educational Ne
Page 69 and 70: Appendix 7 2 The EMAS Service The P
Page 71: Appendix 8 Sample letter 2 Below is

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